The Controversy and the Conversation

 

 "Successfully dealing with bullying involves building a genuine community within the school. Everyone accepts they have the right to be free from harassment and that they have the responsibility to support their weaker and more vulnerable peers."

~ Mark Cleary

Bullying

What is bullying? 

Bullying is typically a form of repeated, persistent, and unwanted aggressive behavior directed at an individual or individuals, perhaps on grounds of race, religion, gender, sexuality, or ability, that is intended to cause fear and distress and/or harm to another person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance.

Etymology 

 The word "bully" was first used in 1530s as meaning: "sweetheart" or "friend".

History of Bullying in Schools: 

• http://www.xtimeline.com/timeline/The-History-of-Bullying
  

 Evolution of the Issue

• Columbine High School Massacre in 1999
• Cultural movement against bulling in 2000s
• National Bullying Prevention Month in 2006
• Suicide of Phoebe Price in 2010 (Education Reform)
• It Gets Better Project in 2010
• Born This Way Foundation (Lady Gaga) in 2011
• More attention is being paid to bullying legislation in 2012

Who is involved?

• Bully
• Bullied
• Bystander

Who is being bullied?

• Anyone can be bullied (e.g., popular, quiet, smart, athletic, special needs) 
• Can happen anywhere at anytime
• Can happen to anyone of any age, race, ethnicity, gender, class, etc.
• Students are being bullied by their friends, classmates, and even teachers.

How has bullying and the perception of bullying changed over time?

• Bullying has always been around. In the past, it has been viewed as a rite of passage or the  "boys will be boys" mentality. This was a common perception by parents, teachers, and administrators. Children who were bullied were told some of the following statements by adults: "Toughen up"; "Don't let it get to you"; "You are too sensitive"; and "If they don't think it bothers you, then they will eventually stop".
• Oliver Twist was written in 1838 by Charles Dickens. This was the first book written that focused on bullying.
• Lord of the Flies (1954), The Outsiders (1967) and Blubber (1974) were a few well-known books that followed suit.
• Prior to the 1970s, bullying was not considered a social problem in the United States.
• Swedish psychologist, Dan Olweus, conducted the first bullying study in the 1970s. He study was published as a book in 1973 called Aggression in the Schools: Bullied and Whipping Boys.
• Olweus conducted the first systematic intervention study in the 1980s that highlighted positive effects called "Bullying Prevention Program".
• Olweus wrote another book in 1993 called Bullying at School: What We Know and What We Can Do
• In the 1990s, progress was slow.
• Latest bullying tactic = Cyberbullying 
• Cyberbullying makes it more difficult for children to escape the bullying behaviors. In the past, children could escape bullying at school by staying at home on the weekend, among other options. 
• Dr. Phi McGraw of the Dr. Phil show recently testified before Congress about the growing problem of bullying, both in our schools and online.
• YouTube videos, social media websites, celebrities (e.g. Lady Gaga), among many others have spoken about the increase and dangers of all forms of bullying by creating videos, signing petitions, singing songs, etc.
• As of 2012, 49 of the 50 states in America have anti-bullying laws.
• Bullying is more than a national problem but an international problem today.

  
Bullying as a Social Justice Issue

Misconceptions of bullying:

• Seen as a one-on-one problem
• Broader picture: Cultural and Ideological Factors
• Lack of emphasis on equity and social justice
• Failed to move beyond generic conceptions

“. . . a more expansive approach is required to address the broad forms of oppression faced by sexual minority students and many other students” (Short, 2010)

Lack of intervention for racist, sexist and anti-LGBTQ oppression due to:

• Institutional norms

• Pragmatic rationales

• Personal worries

• Adult reinforcement of unacceptable student remarks.  

                                                                        ~ Adelman & Woods (2006)

 

Opportunity to teach students:

•  Core values of equal opportunity

• To identify as human rights defenders

“The distinction between equity and social justice, in the view of some students, was contingent upon the extent to which a school was proactively trying to change the school culture” (Short, 2010).

References 

Adelman, M., & Woods, K. (2006). Identification without intervention: Transforming the anti-LGBTQ school climate. Journal of Poverty, 10(2), 5-26. doi:10.1300/J134v10n0202

Short, D. (2010). Conversations in equity and social justice: Constructing safe schools for queer youth. Journal for Critical Education Policy Studies (JCEPS), 8(2), 329-357.

Types of Bullying (includes cyberbullying)

Physical  

• Hitting, kicking, or pushing someone...or even just threatening to do it  
• Stealing, hiding or ruining someone's things 
• Making someone do things he or she don't want to do

Verbal  

• Name-calling  
• Teasing
• Insulting

Social/Relational  

• Refusing to talk to someone    
• Spreading lies or rumors about someone  
• Making someone do things he or she doesn't want to do 

 

Potential Victims

Passive

• More likely to be bullied
• Avoids confrontation
• Quiet 
• Does not tease others
• Turns inward when bullied (cry and/or withdraw)

Reactive

• Less likely to be bullied
• Provokes attacks by being aggressive, disruptive, and argumentative
• Straddle the fence (bully vs. victim)
• Channel rage and anger into bullying others
• Some victims of bullies transform into bullies (perpetuating abuse)

 

Effects 

Kids Who Are Bullied

• Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.
• Health complaints
• Decreased academic achievement—GPA and standardized test scores—and school participation. They are more likely to miss, skip, or drop out of school.

Kids Who Bully Others

• Abuse alcohol and other drugs in adolescence and as adults
• Get into fights, vandalize property, and drop out of school
• Engage in early sexual activity
• Have criminal convictions and traffic citations as adults 
• Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

• Have increased use of tobacco, alcohol, or other drugs
• Have increased mental health problems, including depression and anxiety
• Miss or skip school

Friendship and Diversity Training Needed 

Friendship Skill Questions

• What does a friendship look like?
• What does a friendship sound like?
• What does being kind to another person look like?
• What does being kind to another sound like?
• How do you treat your friends?
• How do you treat your classmates?
• How can you be a better friend?
• Can one person make a difference?

 Students 

• Not all students make friends easily, and some are severely socially isolated by their lack of friendship skills.

• Students who lack friends are at greater risk for academic failure and dropping out of school.

• Students who struggle with friendship skills come from a wide variety of socioeconomic and ethnic backgrounds. 

• Some students with Attention Deficit Disorder specifically struggle with friendship skills.

• Some students who lack the ability to make friends easily need specific coaching in this skill area.

• Students often respond well to a small-group approach to friendship making skill instruction.

• Students who are victims of bullying are especially in need of support and friendship skills.

• Some social skills which can be explicitly taught:

o   Cooperation

o   Participating in games

o   Communication – Speaking and Listening with peers

o   Giving help to other students in multiple situations

• Specific training in social skills is more effective than simply explaining different activities that students can participate in.  

• When using specific social skills coaching strategies, it is important for students to have time to reflect on their new skills.  This can take place either immediately after a new social skill is taught, or during morning or afternoon class meetings.  

• Research suggests that the earlier students learn pro-social behaviors, the less likely it will be that they will experience social isolation.

Teachers

• It is important for teachers to understand the social and friendship skills or deficits of those students in his or her class.  This can be done through specific behavioral checklists, reviewing IEP or 504 plans and through class observations. 
• Once this type of pre-assessment is completed, the teacher has a better idea of what social and friendship skills need to be addressed
• Teachers need to create and foster a classroom environment where all students feel as safe as possible and all are equally important members of the class.  
• Teachers must educate themselves in what literature can be used to promote positive social interactions and friendship skills among members of the class.
• This includes multicultural literature: books that highlight minorities, women, LGBTQ issues, different family types, different religions, and individuals with disabilities.
• Teachers must participate in professional development about school or district social skills programs.
• They can incorporate cooperative learning models into their teaching repertoire in order to keep students from being continually socially isolated during classwork activities.
• Some of these strategies can include: 
• Concept Attainment
• Graffiti
• Write and Pass
• Four Corners
• Turn and Talk 

References

Carpenter, D. & Ferguson, C. J. (n.d.). History of bullying. Retrieved from

http://www.netplaces.com/dealing-with-bullies/what-is-bullying/history-of-bullying.htm

 

Smith, P. K. & Brain, P. (2000). Bullying in schools: lessons from two decades of research. Aggressive Behavior, 26(1), 1-9. 

Smith, J., Twemlow, S. W., & Hoover, D. W. (1999). Bullies, victims and bystanders: A method of in-school intervention and possible parental contributions. Child Psychiatry & Human Development, 30(1), 29-37.

U.S. Department of Health & Human Services. (n.d.). Effects of bullying. Retrieved from http://www.stopbullying.gov/at-risk/effects/index.html#bullied

Bullying Statistics

  
Information provided above is from the following sources:

www.pacerkidsagainstbullying.org

www.pacerteensagainstbullying.org

www.stopbullyingnow.hrsa.gov

http://www.bullyingstatistics.org/content/bullying-and-suicide.html

http://www.martialartsforpeace.com/pages/bullyingstatistics.html

Multiple Perspectives on the Issue

Students Perspective

Introduction    

• There are four types of students in a school that experiencing bullying: 

o   the bystander

o   the victim

o   the bully

o   the bully-victim

• The way that students are bullied is as varied as student responses to bullying.  Students who are bullied report being victims of physical, verbal, social isolation, rumor spreading and cyber-attacks.
• Research has shown that when students are exposed to these types of behaviors that there is a great impact on both their academic and emotional well being.
• Students may suffer from anxiety, depression, negative self image and compromised academic performance. 
• These impacts are real and they are present in nearly every school and every grade in America. 

Effects on Students

• The effects of bullying on students cannot be ignored.  Studies have found that, students who are not engaged in bullying report better Quality of Life, Life Satisfaction and feel more supported by their teachers and peers than students who bully and/or are bullied. 
• This reinforces other findings that note that children who were not involved in bullying reported less depression and more social support than children who are involved in bullying. 
•  Interestingly students who are participating in the actions of bullying are themselves negatively impacted, just at those who they are perpetrating these acts against. Also, the group that is the most “at risk” for depression, and the one that needs the most parent, teacher and social support is the bully victim. 
• As teachers, we owe it to our students to provide a safe space, free from bullying, so that they are less susceptible to depression, and more capable to achieving academically in the classroom.

For the Victim

• Students report feeling lonely, anxious, depressed, low self-esteem, body image issues and more.
• Can lead to: truancy, intense dislike of going to school, and increased risk of student drop out
• Attempted suicide, school shootings

For the Bully

•  At risk for future social and emotional problems
• Increased risk for later criminality and incarceration.

 What Do Students Need?

• Students who are bullied and who are bullying clearly need allies, and those who are willing to listen and work with them to help solve their problems.
• Some studies suggest that both anti-bullying programs and school wide interventions are needed in order to help prevent the negative consequences of bullying in schools.
• Other authors also note that, efforts to engage bystanders in bullying prevention should be distinguished from peer mediation and conflict resolution strategies.  It is not the responsibility of the bystander to “fix” the bullying situation, but it is their responsibility to not ignore the situation. 
• Students also need teacher, administrator, and parent support.  Teachers need to be advocates for the victim and educators for the bystanders, bullies and bully-victims. 
• Administrators are ultimately responsible for creating a safe climate in schools for students, and one that works to prevent and address all types of bullying
• Administrators must work hard to, “create a school climate where students feel encouraged and comfortable reporting any and all forms of cyber bullying to a responsible adult”.
• Students need a strong, consistent support system for when they are victims of bullying.
• Open and honest discussions between teachers, parents and students of those involved in bullying.
• Schools can establish a way of confidentially reporting bullying situations in order to protect bystanders and reporters anonymity.  This may encourage more reporting of bullying.
• Students need education in the differences between teasing (which is often a sign of friendship or intimacy) and bullying.

References

Conners-Burrow, N. A., Johnson, D. L., Whiteside-Mansell, L., McKelvey, L., Gargus, R. A. (2009). Adults matter: Protecting children from the negative impacts of bullying. Psychology in the Schools, 46(7), 593-604.

Flaspohler, P. D., Elfstrom, J. L., Vanderzee, K. L., Sink, H. E., & Birchmeier, Z. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life.  Psychology in the Schools, 46(7), 636-649.

Juvonen, J.,Yueyan W., & Espinoza, G.(2011). Bullying experiences and compromised academic performance across middle school grades. Bullying experiences and compromised academic performance across middle school grades. Journal of Early Adolescence, 31(1), 152-173.

Parents Perspective

Problems

• Many parents are not aware that their child is being victimized or victimizing others.
• As a result, parents then get upset with the school for not preventing it from happening.
• Some parents don’t have the tools, or they have been provided with misinformation.
• Some parents believe it’s the school’s job, not theirs, to keep their child safe at school.
• “’Parents and schools recognize that bullying is a problem that will not go away of its own choice—it’s not a faddish things,’ says Ted Feinberg, assistant executive director of the National Association of School Psychologists (NASP).  ‘This is something that has been long overdue in terms of it being addressed by responsible agencies’” (Greenya, 2005, p. 104).
• Some parents may not recognize their child as the bully. 
• It is very difficult for most parents to determine whether their children engage in bullying behaviors because most bullying occurs out of parents' sight.
• Some parents do not recognize that their actions (bullying others) directly effects and rubs off on their kids.  Hence, the bullying cycle continues.
• Some adults rationalize bullying because victims are overly sensitive, cry easily, or act in ways that set them apart from other children.  Even if the victim does show these characteristics, adults must know bullying is not a healthy coping response—it signals that a child needs to learn how to manage his or her emotions, release anger and frustration in more healthy ways, and learn more constructive strategies for getting along with others.
• Research shows that parents are concerned first and foremost with the safety of their child and a sense of belonging to the school.  Additionally, many parents report that they believe their child witnesses bullying but is not necessarily being bullied or is the bully (Waasdorp, Pas, O’Brennan, & Bradshaw, 2011).

Questions

• So what is a parent to do?
• What is right?
• Do I teach your child to defend herself/himself?
• Do I teach her/him to allow bullies to pick on her/him?
• As a parent I would want to know what really started the altercation in the first place?  Did my child say something inappropriate or was he totally innocent of any wrongdoing whatsoever?   It takes two people to fight.  Was there an adult witness to the fight?

Solutions

• As a parent, your role is to help children establish more mature and healthy ways of relating with others, thereby ensuring that they will grow into caring and adaptive adults.
• Look for signs of bullying
• Not wanting to go to school
• Scrapes and bruises
• Racing home to go to the bathroom
• Ask questions.  Start a discussion with your child.
• Don't push too hard
• Use a gentle, curious tone of voice  
• If your child won’t open up to you, find another trusted adult.
• If they will talk with you, parents should not tell their children what to do as a bystander.   Instead, they should listen to their children and ask them what they would do in certain situations.
• Be a good role model of cooperation and collaboration.
• Encourage your child to tell adults if she/he sees bullying.
• Set a good example in your use of language.
• Having consistent rules in the home.
• Having a good relationship with your child.
• Step in and help.  As a parent, have a conversation about this issue with the school principal, counselor, social worker, or other administrators.  (If your child is a victim of bullying, it is imperative that school officials be notified immediately.  In some instances bullying is a cry for help.  By notifying school officials, you may be affording him the counseling and help needed to change inappropriate behavior.)
• Don’t contact the bully or the bully’s family.  Emotions could get out of hand and make the problem worse.
• Seek professional counseling for child, if necessary.
• Know what your school handbook or school website and state laws says about bullying and intimidation.  Know your rights and your child’s rights.
• Early education and intervention is key!
• Prepare your child
• Practice ways to deal with future bullying
• Build your child’s confidence
• Bottom line = Be aware, understand what is going on, and get involved (be a part of the solution)!

References

Alvarez, M. (2007). Should I teach my child to defend himself? Retrieved from www.greatschools.org

Conners-Burrow, N. A., Johnson, D. L., Whiteside-Mansell, L., McKelvey, L., & Gargus, R. A. (2009). Adults matter: Protecting children from the negative impacts of bullying. Psychology in the Schools, 46(7), 593-604.

Garinger, H. M., (2006) Girls who bully: What professionals need to ask. Guidance & Counseling, 21(4), 236-243.

GreatSchools Staff. (2007). Nine ways to eliminate bullying. Retrieved from www.greatschools.org

Greenya, J. (2005). Bullying. CQ Researcher, 15(5), 101-124.

GreatSchools Staff. (2011). Signs you child is being bullied (parenting video). Retrieved from http://www.greatschools.org/parenting/bullying/4217-How-to-know-if-you-child-is-being-bullied-video.gs

Fritz, G. K. (2006). Is your child or student a bully or victim of bullying? Brown University 
Child & Adolescent Behavior Letter, 22(6), 8.

Holt, M. K., Kantor, G. K. & Finkelhor, D. Parent/child concordance about bullying involvement and family characteristics related to bullying and peer victimization. Journal of School Violence, 8(1), 42-63.

Smith, J., Twemlow, S. W., & Hoover, D. W. (1999). Bullies, victims and bystanders: A method of in-school intervention and possible parental contributions. Child Psychiatry & Human Development, 30(1), 29-37.

Waasdorp, T. E., Pas, E. T., O’Brennan, L. M., & Bradshaw, C. P. (2011). A multilevel perspective on the climate of bullying: Discrepancies among students, school staff, and parents. Journal of School Violence, 10(2), 115-132. 

Teachers Perspective 
 

"Teachers must recognise that a safe classroom is the most effective way of developing a positive learning environment."

~ Mark Cleary

Problems

• No anti-bullying curriculum exists for teachers to work with.
• Teacher expectations differ from school’s approach (e.g., disciplinary actions)
• Teachers can make the situation worse, if they do not handle it appropriately.
• Teachers are not aware (not see) the bullying occur, or they choose to ignore the behavior altogether.
• Teachers can talk with the parents of the bullying victim.
• Teachers should encourage parental involvement.

Questions

• Are there gender differences in the experience of bullying?
• Are there ethnic differences in the experience of bullying?
• Is it true that “Once a victim, always a victim”?
• Are some students both bullies and victims?
• What is the main reason that students get picked on by their peers?
• With so many bully-reduction interventions on the market, how can teachers know which one to choose?

Solutions

• Provide social support
• Treat all children fairly
• Increase awareness, understanding, and knowledge about bullying
• Integration of bullying-related content into the curriculum (grade/age appropriate – e.g., friendship skills, relational aggression)
• Increase supervision and monitor students in order to observe and intervene in bullying situations occur
• Stay plugged in and involve your students—teach kids not to be victims
• Encourage students to seek help when victimized or they witness victimization—offer to be that line of support for them
• Create a plan on how to deal with instances of bullying
• Establish classroom rules regarding bullying and appropriate social behavior
• Provide consistent discipline for violators
• Promote personal and social competencies (e.g., assertiveness, anger management, self-confidence, emotional management skills)
• Create a classroom community agreement of respect in which every student is valued
• Collaborate with parents, other educators, administration, district, students, and the overall community to reinforce messages and skills across settings

Five Tips to Help Teachers Prevent Bullying

Even when a school leader doesn’t have a formal bullying prevention agenda, teachers can create safe, bully-free zones in their classrooms:

• Know your school and district policies on bullying.
• Do your part to implement them effectively.
• Treat students and others with warmth and respect.
• Let students know that you are available to listen and help them.
• Conduct classroom activities around bullying.
• Help your class identify bullying in books, TV shows, and movies—discuss the impact that bullying can have and how it can be resolved.
• Hold class meetings where students can talk about bullying and peer relations.
• Discuss bullying with colleagues.
• As a group, you will be better able to monitor the school environment.
• Discuss both bullying in general and specific concerns regarding specific students.
• Take immediate action.
• Failure to act provides unspoken approval of the behavior and can cause it to spread.

Bullying Myths

Among the most common myths that even some teachers have been known to endorse are the following:

• Myth #1: Bullies are rejected by their peers and have no friends
• Myth #2: Bullies have low self-esteem
• Myth #3: Being a victim builds character
• Myth #4: Many childhood victims of harassment become violent as teens
• Myth #5: Bullying involves only perpetrators and victims

Do’s and Don’ts

Do:

1.      Respond to any bullying incident that you witness.

2.      Use witnessed bullying incidents as teachable moments.

3.      Seek outside help when needed.

4.      Set an example with your own behavior.

Don't:

1. Never ignore a student who reports being victimized by peers. 
2. Do not rely too heavily on a zero-tolerance approach to disciplining bullies.
3. Do not adopt a one-size fits all model for intervening in school bullying.
4. Do not let the peer group off the hook.

Teachers Need to Look For . . .

Three common features:

• Deliberate, hurtful behavior
• Repeated
• Difficult for those being bullied to defend themselves

Three main types of bullying:

• Physical - hitting, kicking, taking belongings
• Verbal - name-calling, insulting, racist remarks
• Indirect/Emotional - spreading nasty stories, excluding from groups

Bullies . . .

• Are often attention seekers.
• Will establish their power base by testing the response of the less powerful members of the group, watching how they react when small things happen.
• Find out how the teacher reacts to minor transgressions of the rules and wait to see if the ‘victim’ will complain. It is important that teachers are vigilant and consistent.
• Bully because they believe they are popular and have the support of the others.
• Keep bullying because they incorrectly think the behavior is exciting and makes them popular.
• If there are no consequences to the bad behavior; if the victim does not complain and if the peer group silently or even actively colludes, the bully will continue with the behavior.

Victims . . .

• Often have poor social skills.
• Lack the confidence to seek help.
• Don’t have the support of the teacher or classmates who find them unappealing.
• Blame themselves and believe it is their own fault.
• Are desperate to ‘fit in’.
• View is very often reinforced by the attitude of adults in their lives.
• It is highly unlikely that they will seek help.

Teacher Action

All staff must to be committed to a common response to bullying when it does happen.

• Immediate intervention is crucial.
• Clear procedures must take place when a case of bullying is discovered.

The school needs to provide necessary support for the individual teacher so that they are able to maintain a safe classroom environment. The discipline policy and structures are mechanisms to support and maintain safe supportive classrooms.

There must be clear guidelines that stipulate the responsibilities teaching staff have when dealing with a case of bullying. Everyone needs to accept that his or her classroom must be a safe, supportive environment where bad behavior is not tolerated and bullying is recognized, publicly condemned and dealt with.

• Many teachers and schools find it helpful to develop clear statements of what is appropriate behavior in the classroom.
• This may be in the form of a school-wide Code of Conduct or in an individual classroom or school statement.
• Because victims can be passive and withdrawn, others need to tell when they see bullying.
• Good teachers encourage the ‘telling of tales’.
• They develop mechanisms to ensure that their pupils can report bad behavior without fear of retribution or being chastised for telling tales.

A good teacher will:

• Notice when a pupil is isolated and sad.
• Look for the reasons for this.
• Not see it as just play-fighting, name-calling, a bit of fun or just part of growing up.
• Work with the victim to stop the offending behavior.
• Not tell the victim to ignore it, to sort it out themselves or to hit back.

Curriculum Action

All pupils in the school will need to have their awareness raised in a variety of ways. This can be:

• Formalized within the curriculum, i.e. taught as part of health / social studies etc.
• Part of special year group training sessions, or as
• Part of a special prosocial skill development program.

References

Allen, K. P. (2010). Classroom management, bullying, and teacher practices. Professional Educator, 34(1), 1-15.

American Psychological Association. (2012). Bullying: A module for teachers. Retrieved from http://www.apa.org/education/k12/bullying.aspx
 

Bauman, S. & Hurley, C. (2005). Teachers’ attitudes and beliefs about bullying: Two exploratory studies. Journal of School Violence, 4(3), 49-61.

Conners-Burrow, N. A., Johnson, D. L., Whiteside-Mansell, L., McKelvey, L. & Gargus, R. A. (2009). Adults matter: Protecting children from the negative impacts of bullying. Psychology in the Schools, 46(7) 593-604.

Flaspohler, P. D., Elfstrom,  J. L., Vanderzee, K. L., & Sink, H. E. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46(7), 636-649.

James, D., Lawlor, M., Flynn, A., Murphy, N., Courtney, P., & Henry, B. (2006). One school’s experience of engaging with a comprehensive anti-bullying programme in the Irish context: Adolescent and teacher perspectives. Pastoral Care in Education, 24(4), 39-48.

Lee, C. (2006). Exploring teachers’ definitions of bullying. Emotional & Behavioural Difficulties, 11(1), 61-75.

Marshall, M. L., Varjas, K., Meyers, J., Graybill, E. C., & Skoczylas, R. B. (2009). Teacher responses to bullying: Self-reports from the front line. Journal of School Violence, 8(2), 136-158.

Naylor, P., Cowie, H., Cossin, F., de Bettencourt, R., & Lemme, F. (2006). Teachers’ and pupils’ definitions of bullying. British Journal of Educational Psychology, 76(3), 553-576.

Novick, R. M. & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention. Educational Psychology 30(3), 283-296.

Smith, H., Varjas, K., Meyers, J., Marshall, M. L., Ruffner, C. & Graybill, E. C. (2010). Teachers’ perceptions of teasing in schools. Journal of School Violence, 9(1), 2-22.

Telecom New Zealand. (n.d.) Stop bullying: Guidelines for schools. Retrieved from http://www.nobully.org.nz/guidelines.htm

Administrators Perspective

• Bullying is not something that administrators can ignore; it is just as much their problem as it is teachers and parents.

• The principal must help to send the message to every adult in the building that bullying is not to be tolerated, and that anti-bullying practices must be addressed, modeled and reinforced in every classroom and in every part of the school building, including the less structured lunchroom and recess areas.  

• Principal must be a strong leader in preventing bullying in schools.  They must provide thorough parent education on the definitions and school responses to bullying, as well as provide financial support for implementing anti-bullying programs and for professional development and follow-up for teachers. 

• It is important for administrators to create an environment that is open and honest between teachers, parents and other administrative staff.  This includes working to create a safe space where all stake holders feel like their concerns are respected and heard. 

• Administrators must be the ones driving parent education about bullying, and work together with teachers to create or choose an anti-bullying policy for their school.

• Early intervention is key – ignoring the problems will not make them go away, and may instead make the problems for the victim and the bully even words.

• Administrators must encourage and allow time for teachers to attend professional development relating to anti-bullying practices and recognition and intervention in bullying situations.

• School wide anti-bullying plans and procedures are more effective than ad hoc attempts which are not consistent between teachers, grade levels or administrators. 
• Admin should start implementing anti-bullying policies by administrating a “needs assessment” to identify the knowledge about bullying present within teachers and support staff.  This can help tailor professional development for these stakeholders.
• Successful anti-bullying programs work to change the underlying culture of the school as a whole rather than address individual bullying situations as they come up in a more reactive manner.
• It is important that once an anti-bullying program is chosen by a school, that it be consistently implemented in its entirety.
• They are responsible for making sure that all areas of the school are well supervised by staff who are able to recognize, report and intervene in bullying situations.
• Admin needs to create a culture of respect for diversity alongside of anti-bullying practices.
• Diversity education can be a key component to stopping bullying.  
• Encourage teacher professional development in increasing multicultural education in all classrooms to allow for a more broad understanding of students’ diverse backgrounds at ALL GRADE LEVELS.  
• Administrators must be supportive of purchasing literature for all ages that deal with bullying and diversity recognition issues such as race, social class, family types and LGBTQ issues.
• Principals are responsible for the continuation of anti-bullying programs.  This includes making sure those new teachers and new parents are aware of anti-bullying and pro-tolerance policies that the school or district has implemented.  They are also responsible for providing the financial resources to replace such materials if they become lost or damaged. 

References

Drake, J. A., Price, J. K., Telljohann, & Funk, J. B. (2004). Principals’ perceptions and practice of school bullying prevention activities. Health Education and Behavior, 31(3), 372-387.

Haeseler, L. A. (2010). Stopping child bullying: Educators’ diverse approaches to school improvement. Journal of Human Behavior in the Social Environment, 20, 952-962.

Long, T., & Alexander, K. (2010). Bullying: Dilemmas, definitions and solutions. Contemporary Issues in Education Research, 3(2), 29-34.

Mills, C. B.,  Carwile, A. M. (2009). The good, the bad and the borderline: Separating teasing from bullying. Communication Education, 58(2), 276-301.

Whitted, K. S., & Dupper, D. R. (2005). Best practices for preventing or reducing bullying in schools.  Children & Schools, 27(3), 165-175.