The Letter to Teachers and School Professionals

Dear Teachers and School Professionals,

            We are writing this letter to expand and inform your thinking about bullying, diversity, and friendship skills. This letter includes taking a closer look at how the seriousness of this issue can be discussed at all ages (friendship making/skills to combat bullying), signs bullying is occurring, how to deal with bullying behavior, and how to prevent it in the first place from happening in your classroom and school environments. 

            As an informed and active educator, you must do several things to help prevent bullying in your classrooms and schools. Bullying negatively impacts many aspects of a child’s life, both inside and outside the classroom. Therefore, if you have a student picking on, harassing, or physically harming another child, you need to take immediate action. Many U.S. states have bullying laws in place in addition to some bullying-prevention programs in schools. Every stakeholder needs to be educated on this issue, aware, and committed to taking immediate action, when needed. In order to be the best educator for each of your students, it is your responsibility to do the following: (a) model anti-bullying behavior (some teachers are bullies); (b) talk about the importance of friendship skills, other social skills, diversity, and bullying in your classroom and school; (c) create a safe space for all students—both in the classroom and at school; and (d) participate in professional development and educate yourself on issues that align with this topic.

            All stakeholders need to be aware that there are three kinds of bullying: physical (e.g., hitting), verbal (e.g., name-calling), and relational (e.g., excluding someone from a group). Cyberbullying is also a huge issue today and is wrapped up in verbal and relational bullying. It is more of a problem in the home, than at school. However, everyone should be aware that cyberbullying can occur on school property (e.g., text, email, social media). There are also two types of potential victims: passive and reactive. Passive victims are those who are generally quiet and try to avoid confrontations. Reactive victims are those who channel their rage and anger into bullying others and provoke attacks. 

            Each stakeholder has a role to play. This blog focuses on four stakeholders: students, teachers, parents, and administrators. Students should be aware of the different types of bullying, what they look like, and how they differ from conflict. They should also have a secure understanding of who they can report bullying to, and how they can separate themselves from a bullying situation. Parents should look for signs of bullying, be a good role model, use consistent rules in the home, have a good relationship with your child, and seek help for your child, if necessary. Early education and intervention is vital. Teachers should provide social support and a safe community for all students, teach children about bullying (not to be victims), be aware and involved with students, establish classroom rules aligned with this issue, and collaborate with all stakeholders to reinforce these messages and skills. Administrators should create a trusting and open environment, do not ignore these problems (take bullying claims seriously and investigate), institute school wide anti-bullying plans and campaigns, support other stakeholders in actively listening to their concerns and taking prompt actions to resolve and prevent future situations from occurring, educate staff and parents on the problems and solutions, and create a school culture for respecting and celebrating diversity.

            Everyone needs to be self-aware, advocate for themselves and others, and continuously be educated on this topic. As educators at each level (K-12), you may approach the bullying issue slightly different. For the younger grades, teaching about friendship skills and other social skills in relation to being kind and getting along with all people, is the primary focus. In the middle to older grades, you will discuss bullying, anger, rage, rumors, relational aggression, and cyberbullying.

As an educator, reflect on your own feelings about bullying, diversity, and friendship skills. What are your personal feelings about social justice issues (e.g., homosexuality, race, gender, ableism)? You need to know where you stand in order to effectively advocate for others. If you personally feel homosexuality is wrong, then will you stand up for a child who is being picked on because she/he is a lesbian or is gay? How do you feel about bullying behaviors? If you are a parent, how would you feel if your child was being bullied, was the bully, or was a bystander of bullying? Have you equipped your child/children, students, and staff with the tools they need to successfully defend themselves against bullying and take the appropriate action(s)?

             Thank you for taking the time to read this letter. I hope it helped you to better understand bullying as well as how social skills (including friendship) and diversity play a role in combating this issue. Remember that you are in an influential position as an educator who can make a difference in the lives of your students and your school. Educate, advocate, and make a difference!

Respectfully,

Stephanie and Amy