What Secondary Teachers Need to Know About Bullying/Harassment/Teen Dating Violence

1. What Secondary Teachers Need to Know About Bullying/Harassment/Teen Dating Violence

2. Brevard Public SchoolsMandated TrainingBullying Policy 5517.01

3. Brevard Public School Policy The Board is committed to a safe, secure, positive, productive, and nurturing educational environment that is free from bullying or harassment of any kind for all of its students, employees, volunteers, parents and/or school visitors.

4. Florida State Statute 1006.147 Information on the Jeffrey Johnston “Stand Up for all Students Act” Policy Requirements to uphold the law: Prohibit bullying or harassment by any student, school employee, volunteer, parent and/or school visitor Standard definition of bullying/harassment

5. Further Requirements Include: A reporting system, including anonymous reporting Investigation procedures and time frames Interventions for both the victim and bully Data collection and reporting A method to provide instruction/training for all students, school employees, volunteers, parents, and/or school visitors

6. What is Normal Conflict? • Conflicts happen every now and then and are accidental or unplanned. • Behaviors are not attention-seeking or about power and control.

7. What is Bullying? • Harm occurs as the result of an intentional act, rather than the result of a mistake or negligence. • A power imbalance exists between the target and the bully. • (Real or imagined by the target) • The bully enjoys carrying out the action. • The bully repeats the behavior, often (if given a chance) in a systematic way. • The target is hurt physically or psychologically and has a sense of being persecuted or oppressed. -Source Olweus

8. Florida State Statute Definition of Bullying Bullying means systematically and chronically inflicting physical hurt or psychological distress on one or more students or employees. It is further defined as unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting,…

9. Definition of Bullying continued… …or dehumanizing gesture, by an adult or a student, that is severe or pervasive enough to create an intimidating, hostile, or offensive educational environment; to cause discomfort or humiliation; or unreasonably interfere with the individual’s school performance or participation.

10. Bullying May Involve, But Is Not Limited To: (Unwanted) teasing Social exclusion Threat Intimidation Stalking Physical violence Theft Public humiliation Cyber-bullying Cyber-stalking Sexual, religious, or racial/ethnic harassment Damaging or destruction of property Placing a student in reasonable fear of harm to his/her person or property

11. Three Types of Bullying • Physical Bullying- Harm to another’s person or property • Emotional Bullying- Harm to another’s self-concept • Relational Bullying- Harm to another through damage (or threat of damage) to relationship or to feelings of acceptance, friendship, or group inclusion

12. Direct Bullying can be… Physical violence such as hitting, kicking, shoving, spitting Taunting, teasing, racial slurs Sexual, religious, or verbal harassment Threatening Obscene gestures Theft Destruction of property Stalking

13. Indirect Bullying can be… Getting another person to bully someone for you Intimidation Spreading rumors, public humiliation Deliberately excluding someone from a group or activity Relational aggression (gossip, lies, betrayal, isolation) Cyber-bullying Cyber-stalking

14. Characteristics of BullyingRIP Repeated (Note: A severe one time incident may still meet the definition of bullying.) Imbalance of Power Purposeful

15. The Bully/Target Cycle Phase One – Trolling (Bully looks for easy targets) • Students with low self-esteem • Students with low physical strength • Students easily intimidated • Students who don’t resist/fight back Bullies will test potential targets’ boundaries by invading the students’ personal space, test reactions to guide comments, threats, taunts Phase Two – Campaign (Bully escalates the behavior) • Student target hopes for relief and tries to fit in • Student target experiences guilt, self-blame, shame at not being able to stop • the behavior or stand up for himself or herself • Bully more frequently attacks and will often encourage others to • participate or tell all involved or witnesses to the bullying not to tattle Phase Three – Bully-Target Relationship (What started subtly is now happening every day in multiple places) • Student target experiences a growing sense of despair • Propensity for violence increases for both the Bully and the Target

16. What is Harassment? Any threatening, insulting, or dehumanizing gesture, use of data or computer software, or written, verbal, or physical conduct directed against a student or school employee that:

17. What is Harassment continued… Places a student or school employee in reasonable fear of harm to his or her person or damage to his or her property Has the effect of substantially interfering with a student’s educational performance, opportunities, or benefits Has the effect of substantially disrupting the orderly operation of a school

18. What is Cyber-bullying & Cyber-stalking? The use of electronic communication or technological devices to bully or harass

19. Cyber-bullying & Cyber-stalking“Use of electronic communication or technological devices to include…” Email messages Instant messaging Text messaging Cellular phone communication Internet blogs Social websites Internet chat rooms Internet postings Digital pictures/ images Defamatory websites to engage in acts of bullying and harassment

20. New Addition Regarding Cyber-bullying: The physical location or time of access of a computer-related incident cannot be raised as a defense in a disciplinary action initiated under this section.

21. What Does This Mean? No matter where or when a computer was used to bully/harass a student or school adult, if reported, disciplinary sanctions must be taken by a school administrator.

22. Definition of Teen Dating Violence and Abuse • A pattern of emotional, verbal, sexual, or physical abuse used by one person in a current or past intimate relationship exerts power and control over another when one or both of the partners is a teenager. • Abuse may include insults, coercion, social sabotage, sexual harassment, threats and/or acts of physical or sexual abuse. • The abusive partner uses this pattern of violent and coercive behavior to gain power and maintain control over the dating partner.

23. Warning Signs • Withdrawn • Secretive/Isolated • Spending all time with partner • Unexplained injuries • Alcohol/Drug Abuse • Making excuses • Uncontrolled anger

24. Steps Educators Can Take to Prevent Teen Dating Violence and Abuse • Demand students treat each other with respect and civility. • Prevent dehumanizing language. • Know where to refer students in the school to discuss sensitive issues.

25. REMEMBER! Your Responsibility isto Uphold the Florida State Statute Prohibit bullying or harassment by any student, school employee, volunteer, parent and/or school visitor. Report bullying/harassment should it be happening to you or you witness it happening to someone else. Report teen dating violence and abuse.

26. Liability, Negligence, Duty of Care • Liability is legal responsibility – the obligation to do, or not to do something (all BPS employees are liable for the safety of students). • Negligence is a failure to act as a reasonable person • is expected to act in similar circumstances, when a duty • exists towards the person affected. • Duty of Care requires individuals to consider the • consequence of their acts and omissions, and to ensure • those acts or omissions do not give rise to a foreseeable • risk of injury to another person.

27. How Not to be Negligent Stop the bullying/harassment on the spot. Report bullying/harassment immediately to an administrator.

28. What To Do When: • Level I Response– • Students who approach a teacher or teacher observes problems perceived as bullying/harassment: • Teacher should learn if this has happened before. Obtain dates, times, and circumstances. All multiple incidents of bullying must be referred to administration for investigation. (Level II response) • If this is the first report, not severe, and no prior incidents have occurred, teacher should intervene and correct the perpetrating student. The goal is to correct the situation. (i.e. speak to the perpetrator and try to resolve without major disciplinary impact) • Targets should be advised by the teacher what they are going to do, and the victim should be advised to report back if further issues arise. The teacher should follow up with the victim in a few days to see if issues have resolved. Several days or weeks later, the teacher may once again follow up to make certain further incidents have not occurred. • If the student comes to report again, or if the teacher is made aware that the pattern of bullying is continuing, refer this to administration. (Level II response)

29. What To Do When continued… • Level II Response – • Student approaches staff regarding multiple situations or teacher observes multiple events regarding bullying. The teacher documents and reports to an administrator . • Formal investigation starts: • Target completes Student Incident Reporting Form 1. • Administrator questions perpetrator (without target present) and completes the Accused Statement Form 2. • Administrator questions any witnesses reported by the target and the perpetrator. All witnesses complete Witness Statement Form 3. • Administrator reviews all statements taken, interviews all staff members that may have an impact on the investigation, and decides if bullying occurred or not. Administrator completes the Incident Investigation Form 4. • If bullying is found, attempt to rectify using Student Code of Conduct discipline along with forms 5 & 6.

30. What To Do When continued… • Level III Response for Administrators • Serious matter if the investigation includes: • Sexual harassment • Racial harassment • Discrimination base of protected class (race, sex, disability, etc.) • Illegal or criminal activity • Pattern of taunting and harassment over time by the same • perpetrator toward the same victim • Severe, persistent, or perverse behavior • Teen dating violence or abuse (law enforcement required) • Some or all of the above may need police intervention.

31. How Do Courts Determine if a Teacher is Negligent? Courts ask four questions: Did the educator have a legal duty to the injured person? (Always yes) Did the educator fail to fulfill this duty? Was there an injury to the person to whom the educator had a duty? Did the educator’s failure to fulfill the duty directly or promptly cause the injury? * Educator can include a teacher, school administrator, bus driver, after-school childcare worker, or anyone employed by or volunteers for the school and who has a role in supervising students.

32. How is Liability Established Under Federal Civil Rights Laws? • The supervisor/school official received notice of a pattern of improper acts by a teacher or educator. • The supervisor/school official demonstrated deliberate indifference to or tacit authorization of the offensive act. • The supervisor/school official failed to take sufficient remedial action. • Such failure proximately caused injury to the student.

33. Expected Behaviors No tolerance for bullying/harassment. Create a positive school climate with positive reinforcement for good conduct, self-discipline, good citizenship, and academic success. Demonstrate appropriate behavior, and treat others with civility and respect.

34. Expected Actions from Administrators, Teachers, Students, Staff and Volunteers Create a positive school climate with positive reinforcement for good conduct, self-discipline, good citizenship, and academic success. Demonstrate appropriate behavior, and treat others with civility, respect and kindness. Address all bully/harassment incidents.

35. How Students Report Verbal: In-person reporting Written: BPS Student Incident Reporting Form (1) Anonymous: Bully Box, Speak Out Hotline (1.800.226.7733), school-based website if applicable If an oral report is made, it should be documented on the Student Incident Reporting Form (1) and the Incident Investigation Form (4).

36. How All Others Report Verbal: In-person reporting Written: Parent/Adult Incident Reporting Form; (BPS website on the parent portal) Anonymous: Speak Out Hotline (1.800.226.7733), Ethics Hotline (located on BPS Home webpage), School-based website if applicable If an oral report is made by a parent or volunteer, it should be documented on the Parent/Adult Incident Reporting Form and given to an administrator.

37. About Anonymous Reporting… Formal disciplinary action may not be based solely on the basis of an anonymous report.

38. Incident Reporting and Immunity GOOD FAITH – Anyone making a report in good faith is immune from cause of action/damages. It will NOT affect employment, grades, learning/working environment or assignments. WRONGFUL & INTENTIONAL – Consequences and appropriate remedial action will apply.

39. Demographics vs. Attitudes Demographic factors do not predict the incidents of bullying. The attitudes of adults does! School communities that actively work to prevent and manage instances of bullying experience less bullying.

40. Create a School Community Attitude That: Prevents and responds to bullying/harassment by administrators, teachers, school staff members, students, and parents Creates a climate where bullying is NOT TOLERATED! Models caring, kindness, respect, and responsibility

41. Teachers Think They See Everything and Respond • Toronto survey, Ziegler and Pepler (1993) • 71% of teachers indicated they almost always intervene in incidents of bullying. • Only 25% of students surveyed indicated this to be the case. • Survey speculates reasons: Majority of episodes are verbal Episodes are brief Bullying occurs when monitoring is low Behavior is covert

42. The Following Misconceptions Can Lead to Harm: Expecting the target to solve the problem Expecting that bullies will grow out of the bullying behavior Assuming the bully will admit his/her guilt Assuming that you know everything that has happened

43. How Teachers Can Prevent Bullying/Harassment Model behavior that is inclusive and promotes respect for all. Provide opportunities to talk about bullying and define bullying as an unacceptable behavior. Suggestions include conducting class meetings where students only compliment each other or express appreciation to classmates. Teach students the difference between telling and snitching. Telling is trying to get a person out of trouble. Snitching is trying to get a person in trouble.

44. More Ways… Model and apply rules, policies, and sanctions fairly and consistently to your students. Take immediate action when bullying is observed and respond to all reports of bullying/harassment. Provide protection for students who are bullied/harassed.

45. And More Ways… Incorporate classroom activities that spotlight individual talents, interests, and abilities. Introduce students to: www.stopbullying.gov

46. Monitor School “Hot Spots”… the cafeteria the hallways restrooms parking lot courtyard the car loop the bus loop the back of the classroom

47. Tell students if they are a target of bullying it is okay to: Tell the bully to STOP! in a calm, clear, voice. If speaking is hard, walk away. Say nothing and walk away. Try to use humor if humor comes easy. Stay near adults or trusted students. Try to avoid areas where bullying happens. REPORT THE BULLY if the bullying behavior continues.

48. What Teachers Need to Know: Do NOT expect victims to solve the problem! Do NOT expect that bullies will grow out of the bullying behavior. Adults MUST educate themselves, their children, and work together. Be proactive in preventing bullying rather than being reactive.

49. Teach students that bystanders should: Tell the person to STOP! Express disapproval by NOT JOINING IN! REPORT THE BULLY if the bullying behavior towards the individual is repeated!

50. Actions Taken for Students Who Violate the Policy: • Counseling • Social Skills Training • Stay Away Contract • Safety Plan • Referral to Certified Behavior Analyst (CBA) • Suspension • Expulsion • Reported to law enforcement