Harassment, Intimidation, and Bullying Information

1. Harassment, Intimidation, and Bullying Information Byram Lakes Elementary School September 12, 2013 Tim McCorkle, Dean of Students Sarah Scott, School Counselor

2. Anti-Bullying Bill of Rights Act School bullying has received increased attention in recent years NJ has emphasized the importance of protecting students through Anti-Bullying Bill of Rights Act (ABR) The ABR became a law in NJ in January 2011 The law increases NJ’s response to bullying

3. Key Facts 15-20% of all students are victimized by bullies at some point in their school career Almost one in three children nationwide is involved in bullying as a bully or victim 160,000 children miss school every day in the US for fear of being bullied About 20% of students have reported being victimized by online bullying

4. Terminology • Bully / Aggressor – A student or an adult who harasses, intimidates or bullies another person(s), where the behavior is one-sided. • Bullying – (Referring to harassment, intimidation and bullying (HIB) as it is defined in the ABR) It usually involves conduct where one or more students are victims of another person’s aggression that has not been caused by the victims, and emotionally or physically harms the victims and disrupts the educational process.

5. Terminology Continued • Conflict – A disagreement, argument, fight or other action between people when they want different things and everyone is equally involved. • Victim – A student who is harassed, intimidated or bullied by another student or an adult. • Bystander / Witness – Students and other people who witness bullying, and who do or say nothing to stop it or help the victims.

6. ABR Definition • The ABR defines harassment, intimidation and bullying (HIB) as any gesture, any written, verbal or physical act, or any electronic communication, whether it be a single incident or a series of incidents, that is reasonably perceived as being motivated either by an actual or perceived characteristic, such as: • Race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental physical or sensory disability or by any other distinguishing characteristic; and that • Takes place on school property, at any school-sponsored function, on a school bus, or • off school grounds, that substantially disrupts or interferes with the orderly operation of the school or the rights of other students; and that

7. ABR Continued • a reasonable person should know, under the circumstances, will have the effect of physically or emotionally harming a student or damaging the student’s property, or placing a student in reasonable fear of physical or emotional harm to his person or damage to his property; or • Has the effect of insulting or demeaning any student or group of students; or • Creates a hostile educational environment for the student by interfering with a student’s education or by severely or pervasively causing physical or emotional harm to the student. (N.J.S.A. 18A:37-14)

8. ABR Continued The ABR does not explain the meaning of a “distinguishing characteristic” Webster’s Ninth Collegiate Dictionary defines the word “distinguish” as “… to perceive a difference in … to mark as separate or different … to separate into kinds, classes or categories … to set above or apart from others … to single out…”

9. ABR Continued Motivation for the behavior is a key factor Typically considered HIB if aggressor is targeting race, color, religion, physical characteristics, etc.

10. Bullying vs. Conflict Conflict and bullying can often look similar In a conflict: • students are equally involved in some type of disagreement • it is mutual, there is no imbalance of power • reflects differences of opinion, differences in the way something is perceived, or lack of information • Conflict is a normal part of growing up and everyday life

11. vs. Continued In a bullying situation: • there is no mutual participation • it is one-sided, there is an imbalance of power • the aggressor behavior is uninvited by the victim • the intent is to cause physical or emotional harm • Bullying is NOT a “normal part of growing up!”

12. vs. Continued

13. Types of Bullying • Bullying can be “direct” (face-to-face) It can also be “indirect” (behind someone’s back) • Generally, there are four types of bullying: • Verbal- name calling, taunting, teasing, threats • Physical- shoving, punching, spitting, damaging property • Psychological- spreading rumors, excluding • Electronic- using the internet, mobile phone, or other electronic equipment used to harm others

14. Timeline Schools are required to take specific steps, and meet each deadline when a written or verbal report of bullying arises Schools are required to begin a formal investigation, whenever bullying is suspected, regardless of whether it is perceived to be a case of conflict Parents of students involved are contacted by the principal, or principal’s designee as soon as possible.

15. Day 1 Principal will notify Anti-Bullying Specialist (Counselor) within one day of the report Investigation is initiated by the Specialist within one day of the verbal report

16. Day 2 Written report must be submitted to the Principal within 2 days of the verbal report

17. Day 10 Investigation is completed within 10 days of receiving the report—collaborative approach used in reaching a decision, yet mindful of confidentiality Written report of investigation is provided by Principal to Superintendent within 2 days of completion

18. Next Board of Education Meeting • Report presented by Superintendent to BOE at the next board meeting; report includes actions taken & recommendations • Within 5 school days of report to BOE, parents/guardians of all students involved in investigation are provided, in writing, information about the investigation

19. Parent Rights Parents may request a hearing before the Board of Education Hearing is held within ten days of the request The BOE shall then issue a decision, in writing, to affirm, reject, or modify Superintendent’s decision at the next board meeting

20. Rights Continued Parents, student, or organization may file an appeal with the Commissioner of Education Parents, student, or organization may file a complaint with the Division of Civil Rights

21. Investigation Process A great deal of time and consideration goes into the decision making process Difficult decisions are never made by one individual alone Our number one concern is student safety and emotional well-being

22. Remedial Measures • Do not use “one size fits all” approach • Assign remedial measures/consequences that best suits each individual • Learning opportunity Examples: • Devise and construct anti-bullying themed posters during recess period • “reflective lunch” • Plan and present lesson to class • Change seating arrangements • Counseling • Family referrals

23. Anti-Bullying Efforts The School Safety and Climate Team (SST) is made of school staff including Anti-Bullying Specialist, Principal, teachers, other staff, and parent member Review records of all reports of HIB Identify and address patterns of HIB in the school Review and strengthen policies and programs for prevention of HIB Participate in pertinent trainings

24. Efforts Continued Our Goal is to help create a school environment which minimizes bullying and protects students from harm

25. What You Can Do Listen to your child, take their concerns seriously Encourage your child to report the incident to an adult at school (principal, DOS, counselor, teacher, etc.) or use “Bully Box” in Main Office Avoid encouraging your child to “get back at” the aggressor

26. Resources-Websites • Education Law Center www.edlawcenter.org (973) 624-1815, (973) 624-4618 • Garden State Equality http://www.gardenstateequality.org 1-877- NJBULLY or text NJBULLY to 66746 • New Jersey Coalition for Bullying Awareness and Prevention www.njbullying.org (908) 522-2581 • New Jersey State Bar Foundation www.njsbf.org (732) 937-7517 • New Jersey Division on Civil Rights www.njcivilrights.org (609) 292-4605 • Youth Consultation Service Center for the Prevention of Violence www.ycs.org (973) 482-8411 • www.stopbullying.gov

27. Resources-Books for Adults Beaudoin, M., and Taylor, M. Breaking the Culture of Bullying and Disrespect, Grades K-8: Best Practices and Successful Strategies. Thousand Oaks, CA: Corwin Press, 2004. Dellasega, C., and Nixon, C. Girl Wars: 12 Strategies That Will End Female Bullying. New York: Fireside, 2003. Olweus, D. Bullying at School: What we Know and What we Can Do. Malden, MA: Blackwell Publishers, 1994. Shore, K. The ABC’s of Bullying Prevention. Port Chester, NY: Dude Publishing, Revised 2011. Willard, N. E., and Steiner, K. Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Aggression, Threats, and Distress. Champaign, IL: Research Press, 2008.

28. Resources-Books for Children • Akili. Marianthe’s Story: Painted Words/Spoken Memories. New York: Greenwillow, 1998. • Berenstain. S. The Berenstain Bears and the Bully. New York: Random House, 1993. • Coleman, M. Weirdo’s War. New York: Orchard Books, 1998. • Cox, J. Mean Mean Maureen Green. New York: Bantam Doubleday, 2001. • Dadley, D. King of the Kooties. New York: Walker Publishing, 2001. • Koss, A. The Girls. New York: Puffin Books, 2000. • Polacco, P. Thank You, Mr. Falker. New York, Philomel Books, 1998.

29. Survey We would appreciate your participation in a parent survey related to school climate and culture • One per household • Voluntary • Anonymous • Data to yield valuable information for SST

30. References www.stopbullying.gov http://www.state.nj.us/education/students/safety/behavior/hib/ParentGuide.pdf www.njsbf.org Shore, K. An Educator’s Guide to Bullying Prevention. Port Chester, NY: Dude Publishing, 2011.