Bullying in America’s Schools &
Effects at AAHS
By: Kirk J. Dodson
America’s Schools: Then
• Forty years ago, public school teachers
reported that the most serious behavioral
problems that they dealt with on a daily basis
were tardiness, talkative students and gum
chewing.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
America’s Schools: Now
• Today, teachers identify
their classroom problems
as drugs, gangs,
weapons, theft, assault,
rape, murder and
bullying.
• Bullying stands out as
the common form of
victimization and is
often the springboard
toward other types of
violence.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
America’s Schools: Now
• Statistics show that in over two – thirds of
school shootings, the student attackers
experienced some form of bullying prior to the
incident.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
Effects of Bullying
• Children who are bullied in school have little energy
left for learning as most of their thoughts are filled
with figuring out ways to avoid the bully in their life.
• Many fear attending school, while others feign illness
or make themselves sick in order to avoid school
altogether.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
Effects of Bullying
•
•
•
•
•
•
Low self – esteem
Depression
Impaired social relationships
Decrease in academic performance
Increased absenteeism
Drop out
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
Three Categories: All Equally Effected
• The Bullies
• The Victims
• The Bystanders
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bullies: Who Are They?
• Bullies cannot always be
identified by what they
look like, yet certainly
through their actions.
• Inborn temperament may
be a factor, as is the
environment that
surrounds the bully.
• A child’s home and
school life, as well as
community culture, all
aid in creating or
discouraging bullying
tendencies.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Bullies: At Home
• Numerous factors characterize the family lives
of children who become school bullies.
• The home is often emotionally charged; heavy
with anger or cold and disconnected.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bullies: At Home
• Typically, four factors relate to childhood aggression:
▫ Maternal negativity
▫ Neglect and rejection by the caretaker
▫ Harsh child – rearing practices
▫ Aggression which is treated as permissible
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bullies: At Home
• Some parents do not even realize when they promote
bullying when they encourage their child to stand up for
themselves or follow the “kids will be kids” way of
thinking.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bullies: Common Traits
• Bullies enjoy dominating
others in order to get what
they want. They are only
concerned with their own
wants and pleasures.
• Bullies tend to hurt other
children when adults are not
present. They view siblings
and peers as weaker “prey.”
• Bullies use blame and false
allegations in order to project
their own inadequacies onto
their targets.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Bullies: Common Traits
• Bullies refuse to accept any responsibility for their own
actions as they are unable to see a situation from
another’s point of view.
• Many bullies do not consider the consequences of their
actions.
• A bully is motivated by one thing: demeaning another
child.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bullies: Gender Roles
• Male bullies most often
select their victims
based on physical
weakness, short tempers
or clothing.
• The targets of female
bullies are often
emotional or based on
looks, weight and
grades.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bullies: Go Modern
• Modern bullies have discovered yet another new way to torment
their victims with the advent of the Internet and cell phone
technology.
• Harm caused by cyberbullying may be even greater than that
caused by other types as on – line communications can be
extremely vicious and there is no escape as the victimization is
able to occur twenty four hours a day, seven days a week.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Bullies: Go Modern
• Cyberbullies often remain anonymous and solicit
involvement of others.
• Materials is often irretrievable and is capable of being
distributed worldwide.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Bullies: Hurting Themselves?
• Effects of bullying are not limited to the victims alone.
• As adults, bullies typically
▫ Are void of empathy
▫ Develop unhealthy relationships
▫ Develop unacceptable social skills
▫ Grow up with a poor sense of self
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bullies: Hurting Themselves?
• Bullying can lead to dropping
out of school, participation in
delinquent acts and drunk
driving during the teen years.
• This negative behavior
escalates even further into
adulthood, as many bullies
grow up to treat their own
spouses and children with
aggression, move on to
criminal activities and
eventually end up in jail.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Victims: Who are they?
• Victims of bullies are mostly the kids who find
themselves at the bottom rungs of the social
ladder.
• Bullies target those whom they can unload anger,
aggression and manipulation that is pent up inside
of them.
• Children who exhibit behaviors that annoy or
amuse their peers are also easy targets for bullies.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Victims: Passive
• Most victims are described as
passive.
• Passive victims tend to see
themselves as failures, less
attractive and stupid.
• They become an easy mark
for those who choose to prey
upon them.
• Once the bullying begins,
passive victims become so
miserable that their feelings
become somewhat of a self –
fulfilling prophecy.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Victims: Provocative
• Provocative victims are more assertive, active and at
times, to the chagrin of the bully, somewhat more
confident than their passive counterparts.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Victims: Adult Vigilance
• Parents particularly, and adults in general, need to be
vigilant and tuned in to the depth and instances of any
discernible behavioral changes .
• Parents should not simply ignore or dismiss any changes
they may notice in their children’s behavior as simply a
phase they are going through.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Victims: Warning Signs
• A child who is being bullied
may keep this fact to himself
and is likely to not to share this
information with an adult.
• A child might tend to keep
their plight to themselves;
mostly because they fear
retaliation or they are not
convinced that those in
authority at school are
interested in putting a stop to
the bullying.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Victims: Warning Signs
• Parents should be sensitive to clues as to what’s going
on in their child’s life.
• Kids speak in ways other than words: tone of voice,
body language, facial expression and perhaps most
importantly, with their eyes, after all, they are, the
windows to our soul.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Victims: Warning Signs
• If a child is spending a lot of
time alone it could signal that
something is amiss and
bullying could be the reason.
• If a child walks to school and
takes a circuitous route rather
than a logical one, they could
be attempting to avoid a
bully.
• A sudden lost interest in
school and an unexplained
downward spiral in grades can
be a red flag.
• Loss of appetite, trouble
sleeping, frequent complaints
of physical ailments such as
headaches and stomachaches
are other symptoms and signs
that bullied victims exhibit.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Victims: The Importance of Talk
• The best way for a parent to find out what is going on in their
child’s world is to talk with him or her.
• Parents need to ask questions of their children, not in an intrusive
inquisition-like manner, but rather in a way that lets the child
know they are concerned and want to help them deal with any
issues they may be facing at the time.
• Direct and open-ended questions are best for getting a child to
open up and talk about what, if anything, is troubling them.
The Victims: Effects
• Bullied children are often absent from school and miss
out on valuable instruction time as well as any positive
social experiences the school may offer.
• The constant stress of being bullied serves to lower self
esteem, leads to melancholy and depression, and in
extreme cases, suicide.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bystanders: A Harmed Witness
• In schools, when a bullying situation
occurs, administrators and teachers
inevitably deal with the situation by
punishing the bully, offering aid,
comfort and help to the victim all the
while ignoring the bystanders.
• It is important to understand that
witnesses to bullying activity, socalled bystanders, oftentimes suffer
with and experience similar
psychological reactions to those of
the victim.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bystanders: Paralyzing Fear
• Bystanders suffer from a paralyzing fear of retribution
by the bully, should they interfere or intervene in any
way.
• They don’t want to become the next target for the
bully nor do they wish to be seen as a ‘nark’ or
tattletale.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Bystanders: Becoming an Enabler
• By not taking action the
bystander becomes yet another
enabler of the bully’s behavior.
• The bully is no longer acting
alone; by their silence the
bystander too, has become a
bully and together they further
demean the victim.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Bystanders: Inaction
• Kids who are bystanders do not intervene in bullying
incidents for a number of reasons including:
▫ Fear of physical injury
▫ Fear of exacerbating an already volatile situation
▫ They simply have no idea what to do
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
The Bystanders: Responsibility
• Bystanders must recognize that they have a responsibility to help
create a safe, respectful, caring, and bully-free environment and
this cannot happen if they stand idly by and allow bullying
behavior to flourish unchecked.
• It is not that bystanders do not see what is happening, they do; it
is just that they do not understand how to deal with their own
emotional reactions to it.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bystanders: School Personnel
• Students are not the only
bystanders.
• There is a perception that
teachers and administrators
fall into this category as
well.
• Bullying victims feel that
school administrators
generally respond poorly to
bullying problems.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bystanders: School
Personnel
• It is important, and indeed necessary, that school administration,
teachers and staff develop a climate of tolerance as part of the
district culture.
• Since bullying behavior often extends traditional boundaries and is
rooted in and focused on racial, ethnic, religious and difference in
sexual preference, a climate of tolerance would be most helpful in
avoiding some of the bullying triggers.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
The Bystanders: School Personnel
• Clearly communicating the policies and
expectations of a school district and
building is crucial.
• Not only do they foster an environment
where discipline is paramount but most
importantly, it enhances a student’s
understanding of what is right and what is
wrong.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
Prevention
• Due to the prevalence of bullying and the increasing
intrusiveness and violent nature of its acts, it is more
necessary now more than ever before that schools
adopt, implement and embrace bullying prevention
programs as part of their culture.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
Prevention
• A successful prevention program
will have relationship building as
its’ cornerstone.
• Teachers, administrators and
staff must be prepared to address
individual student needs and the
best way to do so is through the
building of relationships.
• Such relationships must not only
be built in the classroom but
throughout the entire building.
• One way to decrease the
negative effect of bullying is to
develop a program in which
teachers, principals, counselors
and staff are available for all
bullying victims, the bully, the
bullied and the bystander.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
Prevention
• Bullying is best prevented in an
environment where students feel that
they are cared about, secure, and able
to form relationships.
• These are the characteristics that socalled ‘safe schools’ have in common.
• Safe schools are led by principal’s that
foster these characteristics among
three key groups: students, teachers
and parents.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
Prevention
• By involving as many constituencies as possible in an anti-bullying
program, the chances that it will succeed increase dramatically.
• When the entire community takes ownership, stands up and says
no to tyrannical behavior of bullies, it can break the cycle of
violence in our schools.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
Prevention
• School district’s that deny they have bullying issues are
either naive or untruthful; and because they tend to
stand idly by and let these willful acts of aggression
occur, they are part of the problem.
• Students are not in a position to put a stop to the
bullying they experience and witness.
• As with most issues involving students, committed
adults are needed at home, in school and in the
community to help break the cycle of violence.
Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre School to High School – How Parents and
Teachers Can Break the Cycle of Violence. New York: Collins Living.
Prevention
• Adults must always be aware that like it or not, they
serve as role models for any and all children with whom
they come in contact; and being a good role model is
crucial in helping children learn positive interpersonal
skills which will aid in the defeat of bullying activity.
Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The Bystanders. Lanham: Scarecrow Education.
Student & Teacher Surveys at AAHS
• In order to assess the subject of bullying at the Altoona
Area High School, two surveys were conducted.
• The first survey was distributed to six classes of varying
academic and grade levels.
• The second survey was distributed to professional
personnel.
Student Survey Results
What grade are you in school?
Total Participants
Twelfth Grade
57
Eleventh Grade
Tenth Grade
48
35
Student Survey Results
What is your gender?
Total Participants
Female
Male
72
68
Student Survey Results
I would describe myself as…
Total Participants
Other
White
Native American
Hispanic
Black
124
2
2
4
Student Survey Results
Have you ever been bullied at this school?
Total Participants
No
Yes
102
38
Student Survey Results
If so, briefly describe the experience.
• Student responses ranged from the following:
▫ Name calling
▫ The bully made fun of my weight so I slammed him into a locker
▫ Mostly emotional abuse.
▫ A teacher likes to make fun of me because I have long hair.
▫ Everyday for a month, a bully stole my lunch money.
▫ I was ostracized from my English study group or “cluster.”
▫ I was made fun of because of the way I dress.
▫ I’ve had soda bottles/cans thrown at me been called names and
mocked for my culture.
▫ There was a girl who didn’t like me because I dated her brother.
▫ I was being made fun of for different reasons.
▫ Kids threw gum in my hair and shot rubber bands at me.
Student Survey Results
If so, briefly describe the experience.
• Student responses ranged from the following:
▫ Just verbal bullying – kids saying rude things.
▫ People made fun of my appearance.
▫ Sexual harassment; Someone made a sexual move in the hall.
▫ I’ve been put down, made fun of, etc.
▫ A year ago I was made fun of/verbally harassed, I stopped it.
▫ I got smacked in the back of the head.
▫ A girl I thought was my friend talked about me behind my back.
▫ Mean looks and hurtful things were said.
▫ My cell number was given out to a girl in which at the time was my
boyfriend’s ex-girl friend and she left a threatening voicemail.
▫ The girl who bullied me brought a bar of soap and threw it at me and
told me to take a Shower. I retaliated and whipped it at her.
Student Survey Results
Explain how being bullied makes you feel.
• Student responses ranged from the following:
▫ It makes me feel sad; Bad; Crappy.; Terrible; Unloved.
▫ Upset; Angry.
▫ Makes me feel lower than any other person.
▫ Never sad, but angry.
▫ Angry and mad. Especially with a teacher, you can’t really stand up for
yourself
▫ I dropped 20 pounds due to lack of food consumption
▫ In general, it just annoys me, but if anyone tells another person to kill
himself, then the offender will be destroyed to the best of my ability.
▫ I don’t agree with it at all. People have committed suicide over it.
▫ Sometimes it’s funny to watch but can be hurtful to others and can
sometimes get out of control and then not be funny.
Student Survey Results
Explain how being bullied makes you feel.
• Student responses ranged from the following:
▫ You see it happen, but the school never does anything so that they can
pretend the school never has a bullying incident.
▫ It made me self-conscious and mad because I am my own person with a
boyfriend.
▫ Insecure about yourself.
▫ Makes you feel like dirt.
▫ Lowers self-esteem and makes you feel bad about yourself.
▫ Bullying makes me upset because there is no need to make someone
feel bad about themselves.
▫ It has made me rather sad. It affected my school work.
▫ I don’t like to see it, it’s not fair and it is uncomfortable to see or hear
about.
▫ It made me really upset and sad. It felt like no one liked me.
Student Survey Results
Did you tell anyone about the incident?
Total Participants
No
Yes
54
26
Student Survey Results
If yes, whom did you tell?
Total Participants
Principal
3
Parent
Counselor
Teacher
Friend
14
3
8
21
Student Survey Results
After you told, did your situation change for the better?
Total Participants
No
Yes
31
15
Student Survey Results
Have you ever been absent because you were afraid to be bullied?
Total Participants
No
Yes
127
4
Student Survey Results
Have you ever bullied another student?
Total Participants
No
Yes
96
40
Student Survey Results
If so, please describe the situation.
• Student responses ranged from the following:
▫ If somebody would say something I thought was rude or could’ve been
taken rude I would say some really mean things back.
▫ Name calling.
▫ I was little when I did and I did get into trouble but since then I’ve
apologized and we’re friends, I’ve never done it again.
▫ I was saying mean things about somebody that was standing in front of
me.
▫ I made fun of people.
▫ I slammed some kid into a locker and told him I would beat him up.
▫ It happened about three years ago, some kid was talking to me and I
was getting annoyed so I started to pick on him. I almost got into
trouble and didn’t do it again.
Student Survey Results
If so, please describe the situation.
• Student responses ranged from the following:
▫ I tease facetiously, but I know that can still hurt feelings.
▫ Threw book at them.
▫ Making fun of someone at the lunch table; I made fun of someone.
▫ When I was in elementary school, I was a really insecure person due to
my race, and in turn, I bullied others to hide it.
▫ We hassled a student because of a bad grade on a test.
▫ Just generally picked on a kid.
▫ I called another boy “balls” as a nickname.
▫ I used to say morally shocking things to people I didn’t know for fun.
▫ I needed lunch money, so I took it from another kid.
Student Survey Results
Have you ever been a witness to a bullying incident?
Total Participants
No
Yes
39
96
Student Survey Results
If so, please describe the situation. Did you take action?
• Student responses ranged from the following:
▫ A boy at my lunch table got mad at this girl because she wouldn’t do
his homework. He called her a bitch and I said to stop, he did.
▫ Some girl was bullying this other girl because she was larger than
normal and stunk and I didn’t do anything.
▫ People were being called names. I asked them to stop.
▫ Groups of people teaming up on one person.
▫ It was just he said she said and I didn’t want anything to do with it so I
stayed out of it.
▫ My best friend got into a fight his mouth started to bleed so I jumped in
to beat this other kid badly.
▫ Name calling, I didn’t do anything.
▫ I saw kids making fun of other kids and I didn’t do anything about it.
▫ The kid was talking smack on my friend and I stepped in and told him
to stop.
Student Survey Results
If so, please describe the situation. Did you take action?
• Student responses ranged from the following:
▫ Two kids got in a fight and one got a soda can thrown at him.
▫ Another student taunting a student on how they looked; I didn’t do
anything.
▫ I’ve occasionally seen people be bullied but I’ve personally never did
anything about it because I wasn’t involved.
▫ At lunch almost every day these boys bully a kid that sits with us
because he is very religious and believes no sex before marriage.
▫ Kids pushing each other, fights, girls making fun of girls for looks.
▫ A girl pushed a kid in mud. I laughed.
▫ Someone was picking on a girl because she was pregnant. I got in her
face an put her in her place.
Student Survey Results
If so, please describe the situation. Did you take action?
• Student responses ranged from the following:
▫ You always see kids on the bridge shoving each other. My own sister was
bullied last year to no end. The administration had the boy apologize
to her. He stopped her after class and said, “sorry for being a dick.” It
carried over the next year, but nothing further was done for her.
▫ Some kids were harassing a special needs student on my bus, but
nobody, not even the bus driver did anything.
▫ I helped a kid pick up his books. He’s very intrusive and bothers some
others. so he is an easy target.
▫ It happens every day, if it is severe enough I step up if it is meaningless
I ignore it. There are levels to this sort of thing.
Student Survey Results
Do you feel that bullying is a problem at this school?
Total Participants
No
Yes
51
87
Student Survey Results
Do you feel that those in authority at this school are concerned enough with
bullying to try to put a stop to it?
Total Participants
No
Yes
52
86
Teacher Survey Results
What is your position (title) at this school?
Total Participants
Paraprofessional
Nurse
Counselor
Teacher
1
1
3
8
Teacher Survey Results
How often do you notice bullying at school?
• Teacher responses ranged from the following:
▫ Actual bullying occurs very infrequently at the high school.
▫ Rarely; Occasionally.
▫ One or two times per week.
▫ It could be weekly (hearing students talk) or about once a month
(actual altercations).
▫ Different levels of bullying occur a few times a week but not always
severe.
▫ Three times per month, one might encounter covert/physical bullying
in the hall, however, this is difficult to categorize as bullying because
kids touch each other all the time. Friends shove, trip, and “mess”
with each other because they think it’s funny.
▫ Daily; Frequently.
Teacher Survey Results
Are you consciously aware of the various types of bullying (other than
physical) that exist?
• Teacher responses ranged from the following:
▫ Yes.
▫ Many times it is happening through the various electronic mediums of
communication, texting, e-mail, IM (Instant Messaging), FaceBook,
MySpace, etc.
▫ When I hear students talking, I immediately put a stop to it and tell
them it’s unacceptable.
▫ There is “relational aggression” between girls and “put-downs” in
general (both girls and boys).
▫ I usually see non-physical bullying.
▫ Cyber-bullying is probably the most frequent type after actual physical.
Teacher Survey Results
What types of bullying have you most often seen?
• Teacher responses ranged from the following:
▫ Name calling.
▫ Non-physical, verbal, teasing, mocking-emotional.
▫ Mostly relational/verbal types – not so much physical because of the
strong stance that our school takes on physical aggression.
▫ Non-physical types: intimidation.
▫ Verbal abuse between students.
▫ Shoves and verbal put-downs.
▫ Electronic communications. Finding and ridiculing differences. Race,
socioeconomic, status, sexual identity.
▫ Cyber i.e.: texting, FaceBook, Verbal i.e.: rumors and threats
▫ Girls and students name calling, or getting friends not to talk to certain
students.
Teacher Survey Results
At what locations in school have you most often seen bullying occur?
• Teacher responses ranged from the following:
▫ In the hall during the morning “walk.”
▫ In the halls, the bridge, the cafeteria.
▫ Outside the building, sometimes in class
▫ Every once in a great while in my own classroom
▫ I have not witnessed it, but students tell me the halls, bathrooms, and
texts, (FaceBook apparently is one of the worst places).
▫ Classrooms, before teachers enter room, and while students leave a
room.
Teacher Survey Results
What is the Altoona Area High School policy on bullying?
• Teacher responses ranged from the following:
▫ Zero tolerance.
▫ See 5034R4 – Student unlawful harassment – Board Policy and
Complaint Form
▫ If it is physical, it is 10 days out. There are other consequences
depending on the severity of the situation.
▫ The policy is that we, as a whole, don’t tolerate bullying and it’s to be
reported when seen and we should encourage a non-discriminatory
environment.
▫ Proactive. Absolutely opposed to it.
▫ To be honest I do not know the policy, word-for-word – I would assume
initial stage is with the teacher then up the chain of command.
Teacher Survey Results
Is administration proactive on the subject of bullying?
• Teacher responses ranged from the following:
▫ I think we/they have done a good job this year with MLTV (Mountain
Lion Television) and posters.
▫ They investigate incidents.
▫ Somewhat – we had the signs made and there was talk about how we
are to promote that we don’t tolerate bullying – but that was a while
ago and I haven’t heard anything since
▫ We do try to establish a safe environment and consistent rules, but kids
don’t always recognize the effort
▫ We have signs all over the school stating zero tolerance we are
instituting a tolerance initiative for students next school year
▫ Keeping teachers in hallways in between classes. Encouraging students
to report bullying behavior.
Teacher Survey Results
Is administration proactive on the subject of bullying?
• Teacher responses ranged from the following:
▫ Example of “pro-activity”: the whole camouflage scandal earlier this
year.
▫ Example of not being proactive: students don’t know what bullying
“looks like,” the administration could maybe have an assembly
regarding bullying every two or three years to remind/re-teach the
students what bullying is or can be and how to respond if they are
being bullied and/or if they witness bullying. I
▫ don’t even know where to start with cyber-bullying and school’s
responsibilities in that realm!
▫ AAHS is attempting to make staff aware of different types of
bullying.
▫ Any time we are made awe of potential student conflicts, we
intervene personally or involve our guidance counselors.
Teacher Survey Results
How often do you discuss bullying with students?
• Teacher responses ranged from the following:
▫ Rarely, other than the beginning of the school year.
▫ We cover it every year at our beginning of the year class assemblies
▫ I discuss at the beginning of the year and also with students who seem
to be bullying others. We also talk about it in general from time-totime as a class somewhat often.
▫ I don’t discuss bullying outright, but each year, at the beginning of the
year, I discuss proper decorum with my students and appropriate
interpersonal relations in my classroom. I model politeness, kindness,
and the social skills that I expect to see. I also make a concerted effort
(especially at the beginning of the year) to emphasize and verbally
praise students who treat their peers with respect and equity.
Similarly, I also point out when they are not being kind and demand
appropriate reparations.
Teacher Survey Results
How often do you discuss bullying with students?
• Teacher responses ranged from the following:
▫ As necessary or when a situation takes place.
▫ During the Holocaust unit, I tie it in everyday. During the year, I
remind them as I hear or see anything.
▫ We discuss acceptable, polite behavior and say “we don’t act that
way in this class.”
▫ A few times each week
▫ During daily counseling sessions with victims and bullies.
▫ At least once per week
▫ 3-4 times a month. Telling students we in this school don’t talk or act
like that.
▫ Very often. I teach it as a part of my sociology curriculum.
Teacher Survey Results
Have you ever had to intervene in a bullying incident?
• Teacher responses ranged from the following:
▫ No.
▫ For name-calling in my classroom.
▫ Yes, one student was teasing a girl but he also was just talking to
her a lot and she felt uncomfortable. It escalated quickly from
“joking around” to saying rude things. I spoke to each of them
and guidance. The problem was that she would retaliate and say
rude things back to him in defense – so in the end, they both felt
picked on. I separated seats in the end.
▫ Not yet, thankfully! Usually pointing out rudeness or general
thoughtlessness gets the job done
Teacher Survey Results
Have you ever had to intervene in a bullying incident?
• Teacher responses ranged from the following:
▫ Yes, I have a student in class who is picked on frequently and I had to
make it clear that no inappropriate remarks would be tolerated
▫ Yes, there was a physical fight about racial issues between two girls in
my class.
▫ Yes, last month a large student (tall, big) knocked a pile of books out
of a petite girls hand. Her friend wanted it reported as bullying, so I
wrote it up for his Asst. Principal, but I also talked to him personally
and made him apologize to the girl and promise never to do it again.
▫ Yes, I do frequent peer mediations.
▫ Yes, it dealt with sexual orientation of a student.
Teacher Survey Results
Do you feel that students at Altoona Area High School are comfortable
approaching school personnel (teachers, counselors, administrators) when
faced with a bullying situation?
• Teacher responses ranged from the following:
▫ I think it depends on the situation of the student. It depends on the
student’s background.
▫ Some yes. Some no.
▫ I think it depends on the student and the teacher. Some students will
probably never come forward and say they are being bullied. Some
will if they feel comfortable enough with the teacher. I think they’re
more likely to tell a teacher or counselor rather than a principal –
most students I turn to don’t even know our principal’s names. It all
depends
▫ I feel that most students have at least one member of the school
personnel to whom they go if they were faced with a bullying
situation. However, there are also great pressures to “suck it up” and
not to be a “nark…”
Teacher Survey Results
Do you feel that students at Altoona Area High School are comfortable
approaching school personnel (teachers, counselors, administrators) when
faced with a bullying situation?
• Teacher responses ranged from the following:
▫ Some are, but most think it’s tattletale behavior so they won’t. After
one incident of getting 10 days out they usually change their ways
and see personnel
▫ Yes, I think most students have at least one principal, teacher or
counselor with whom he could talk.
▫ Some are – many come to the counseling office though some do not
want to report it to administration.
Teacher Survey Results
Do you feel that students at Altoona Area High School are comfortable
approaching school personnel (teachers, counselors, administrators) when
faced with a bullying situation?
• Teacher responses ranged from the following:
▫ Yes, they sometimes do, but are often afraid to confront the problem
for fear of retaliation.
▫ I would like to say yes, but sometimes there is a perception (false)
that reporting these types of situations makes one a tattletale.
▫ I would say yes, however, since I am not in a classroom or see
students interact collectively, my opinion may be skewed.
▫ Some teachers are easier to approach than others. Students feel that
there is not enough follow-up after, (examples after discipline have
been served and bully returns to class).
▫ Not totally as there is still the perception that if you tell, that you are
somehow afraid, timid, or something other than a ‘regular’ student.
Conclusions..
• In analyzing the data from the student and professional staff
surveys at Altoona Area High School, some interesting trends are
evident compared to those seen in schools across the country.
• For example, of the students surveyed at AAHS, nearly threequarters said they have never been bullied – certainly a good sign.
• This is curious however, as seventy-one percent of the students
surveyed said they have been a witness to a bullying incident and
another sixty-three percent answered that bullying is a problem at
AAHS.
Conclusions..
• Students do feel that the
administration is concerned
enough with bullying to put a
stop to it; sixty-two percent
responded affirmatively to
this query.
• Students admit to being
reluctant to talk about
incidents in which they have
been victimized by a bully; as
only one-third of those who
have been bullied told anyone
about the situation.
• Disappointingly, those who did
tell someone overwhelmingly
chose to discuss the situation
with a friend or parent (43
and 29% respectively) rather
than share information with
those who can intervene in a
more timely manner - school
personnel.
• Only sixteen percent
confided in a teacher while
the remaining twelve percent
were split evenly talking with
either a counselor or
principal.
Conclusions..
• Because there is a difference between
bullying and teasing, the latter could be
misconstrued by students while adults, in this
case AAHS professional staff, looking through
a lens of experience and expertise can better
distinguish between the two.
• Teachers, for example, know bullying when
they see it.
• Some of the comments made by professional
staff on their survey indicate that while they
have and do see ‘actual’ bullying, it is rare.
Conclusions..
• Almost all respondents feel that the Altoona Area School District is
on top of the bullying situation through a strong ‘zero tolerance’
policy.
• They also feel that AASD is proactive and intolerant of any and all
types of bullying.
• When given the opportunity to respond as to the ways that they
deal with bullying, this too yielded positive proactive answers
which would indicate that the education professionals at AAHS are
on top of the situation and deal with it promptly and
appropriately.
Conclusions..
• Overall, the AASD can be proud of
its stance on bullying and the steps
it takes through its building
administrators and teachers to
protect students but most
importantly to teach via example
that bullying is not an appropriate
behavior.
Comments & Questions
Thank You
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Mr. Larry Betar
Mr. David Bufalini
Mrs. Paula Dibert, RN
Mr. Don Dull
Mr. Joe Falger
Mrs. Julie Fleck
Mrs. Andrea Larson
Mr. James Lowe
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Mrs. Carolyn Lutz
Ms. Laura Nulf
Mrs. Marie Suter
Mrs. Breanne Venios
Mr. Mark Westrick
Ms. Erin Wisor
Mr. Drew Yingling
Mr. Eric Zolnak
Works Cited
• Coloroso, B. (2008). The Bully, The Bullied, The Bystander: From Pre
School to High School – How Parents and Teachers Can Break the
Cycle of Violence. New York: Collins Living.
• Harris, S., & Petrie, G. (2003). Bullying: The Bullies, The Victims, The
Bystanders. Lanham: Scarecrow Education.