Bullying Prevention
Meeting the Requirements of the
Dignity Act
Eastern Suffolk BOCES
Presented by:
Dr. Susan Lipkins
Dr. Karen Siris
March 24, 2012
bullyinterventionexperts@gmail.com
DEAR COLLEAGUE LETTER…..
OCTOBER, 2010: On the heels of Tyler Clemente’s and Phoebe
Prince’s “bullycides”
 Office of Civil Rights sent a Dear Colleague Letter
reminding schools that by limiting their responses in a
bullying incident they may be failing to properly
consider whether the incident is in violation of
students’ federal civil rights.
Bullying and Federal Civil Rights Violations
School districts may violate Federal civil
rights statutes and U.S.E.D. regulations
when peer harassment based on race,
color, national origin, sex, or disability is
sufficiently serious that it creates a hostile
environment and such harassment is
encouraged, tolerated, not adequately
addressed, or ignored by school staff.
 Title VI of Civil Rights Act of
1964, prohibits
discrimination on the basis
of race, color or national
origin
 Title IX of the Education
Amendments of 1972
prohibiting discrimination on
the basis of sex)
 Section 504 of the
Rehabilitation Act of 1973
and Title II of the Americans
with Disabilities Act of 1990,
which prohibit discrimination
on the basis of disability
www.stopbullying.gov/topics/civil_violation/index.htm
Why have 47 states passed antibullying/harassment laws?
 39% of students reported that bullying, name calling, and
harassment pose a serious problem at school.
 66% reported that people at school were harassed at least
“sometimes” because of their looks or body size,
 57% reported that students were bullied or harassed
“sometimes” because of the way they expressed their gender
(GLSEN, 2010)
 50% of high school students (2010) admit they bullied
someone in the past year
 47% admit that they were bullied, teased or taunted in a way
that seriously upset them in the past year
(Josephson School of Ethics, 2010- 43,000 students surveyed)
Are Incidents Reported?
 Adults are often unaware of bullying problems
(Limber, 2002; Skiba & Fontanini, 2000)
 60% of 10-17 year olds say they were victims of
violence, abuse or crime but less than 30% told
authorities
New York State’s Law
The Dignity Act:
It is hereby declared to be the policy of New York State to
afford all students in public schools an environment free of
discrimination and harassment.
http://www.p12.nysed.gov/dignityact/
What sites and events are covered by DA?
 DA applies to public schools, BOCES,
and charter schools.
 DA applies to incidents on school
property (in a school building, athletic
playing field, playground, parking lot,
school bus)
 DA applies to public school
sponsored functions (schoolsponsored extra curricular events or
activities)
The New York Law
Dignity Act
 Requires districts and schools to prevent, monitor, and
address bullying through: (July, 2012)
Designation of a “DIGNITY ACT
COORDINATOR” to be trained in nondiscriminatory instructional and
counseling methods and in handling
human relationships
DIGNITY ACT COORDINATOR
 At least one employee in every school shall be designated as a
Dignity Act Coordinator and
 Instructed in the provisions of the proposed rule and
thoroughly trained in methods to respond to human relations
in the areas of race, color, weight, national origin, ethnic
group, religion, religious practice, disability, sexual
orientation, gender and sex.
 The designation of each Dignity Act Coordinator shall be
approved by the board of education, trustees or sole trustee of
the school district (or in the case of the City School District of
the City of New York, by the
 Principal of the school in which the designated employee is
employed) and, in the case of a charter school, by the board of
trustees.
DIGNITY ACT COORDINATOR
 The name(s) and contact information for the Dignity Act
Coordinator(s) shall be shared with all school personnel, students,
and persons in parental relation.
 In the event a Dignity Act Coordinator vacates his or her position,
another school employee shall be immediately designated for an
interim appointment as Coordinator, pending approval of a
successor Coordinator by the applicable governing body within 30
days of the date the position was vacated. In the event a
Coordinator is unable to perform the duties of his or her position
for an extended period of time, another school employee shall be
immediately designated for an interim appointment as
Coordinator, pending return of the previous Coordinator to his or
her duties as Coordinator.
The New York Law
Dignity Act
Requires districts and schools to prevent,
monitor, and address bullying through:
(July, 2012)
Staff training to raise
awareness and sensitivity
of school employees to
issues of harassment and
discrimination
THE DIGNITY ACT INSURES THAT SCHOOLS:
 promote civility and a safe, nurturing
environment
 prevent harassment, discrimination, or bullying
by students or employees
 provide a response to students who are
harassed and bullied at school.
The New York Law
Dignity Act
prohibits harassment with respect to certain non-exclusive
protected classes including, but not limited to:
 actual or perceived race
 color
 weight (size)
 national origin
 ethnic group
 religion
 religious practice
 disability
 sexual orientation
 gender identity, or
 sex
The New York Law
Dignity Act
Requires districts and schools to
prevent, monitor, and address
bullying through: (July, 2012)
Sensitivity and tolerance
curricula for students
Dignity Act and Student
Instruction
 Education Law §801-a –
Requires
Instruction in:
 civility,
 citizenship,
 character
 honesty
 tolerance
 personal responsibility
 respect for others
 dignity for all
The New York Law
Dignity Act
Requires districts and schools to prevent,
monitor, and address bullying through:
(July, 2012)
Revising the code of conduct to
create a school environment free
from harassment and
discrimination
How Does DA Relate to School Policy?
§ 13. Policies and Guidelines
Boards of Education shall create policies and guidelines that shall
include, but are not limited to:
 Policies to create a school environment free from
discrimination or harassment
 Guidelines to be used in school training programs to raise
the awareness and sensitivity of school employees to
potential discrimination or harassment
 Guidelines to enable employees to prevent and respond to
discrimination and harassment
The New York Law
Dignity Act
REQUIRES: An age-appropriate version
of the policy
written in plain-language
to be included in the
code of conduct
NOTE: Codes of Conduct are to be posted on the school web site
Code of Conduct
The code of conduct shall include, but is not limited to:
 provisions prohibiting discrimination and harassment
against any student, by employees or students on school property or at a
school function, that creates a hostile environment by conduct, with or
without physical contact and/or by verbal threats, intimidation or abuse,
of such a severe nature that:
(1) has or would have the effect of unreasonably and substantially
interfering with a student's educational performance, opportunities
or benefits, or mental, emotional and/or physical well-being; or
(2) reasonably causes or would reasonably be expected to
cause a student to fear for his or her physical safety.
 Such conduct shall include, but is not limited to,
threats, intimidation,or abuse based on a person's
actual or perceived race, color, weight, national
origin, ethnic group, religion, religious practices,
disability, sexual orientation, and perceived
sexual orientation, gender or sex;
provided that nothing in this subdivision shall be
construed to prohibit a denial of admission into, or
exclusion from, a course of instruction
Rule Making Activities NYS Register/January 18, 2012
The New York Law
Dignity Act
Requires districts and schools to prevent, monitor, and
address bullying through: (July, 2012)
Reporting acts of bullying to
the NY State Education
Department through the defined
reporting system
DA and Uniform Violent Incident Reporting
§ 15. Reporting by Commissioner
The commissioner shall create a procedure under which material
incidents of discrimination and harassment on school grounds
or at a school function are reported to the department at least on
an annual basis.
Such procedure shall provide that such reports shall, wherever
possible, also delineate the specific nature of such incidents of
discrimination or harassment, provided that the commissioner
may comply with the requirements of this section through use of
the uniform violent incident reporting system.
The Legal Standard in CYBERBULLYING
ON CAMPUS… Schools must address cyberbullying:
• Occurring through district Internet system
• Personal cell phones, cameras, personal computers,
PDA’s
OFF CAMPUS….
• Speech using technology that causes or threatens to
cause substantial disruption at school or interference
with rights of students
• Speech at the “harmful speech” level – that which causes
emotional harm that causes danger to the victim or
others
If the laws pose uncertainty about
disciplinary action…
 Nothing prevents the school officials from
resolving the concerns informally
 Provide the parents of the cyberbully with a
downloaded copy of the harmful on-line
material and advise the parents of the
potential personal liability… IF THEY DO
NOT TAKE PROACTIVE STEPS TO ENSURE THE
HARMFUL ACTIVITIES CEASE.
Bullying is a type of harassment
 an intentional act of
aggression, based on
an imbalance of power, that is meant to harm a
victim either physically or psychologically.
 usually occurs repeatedly and over time, however
sometimes can be identified in a single event.
TYPES OF BULLYING BEHAVIORS
 PHYSICAL
 Hitting, punching, tripping
 Kicking, pushing, scratching
 Damaging/stealing property
 VERBAL
 Name calling, teasing,
taunting
 Making offensive remark
 Making discriminatory
remarks
 Verbally threatening,
intimidating
 SOCIAL/EMOTIONAL/
RELATIONAL
 Excluding or threatening to
exclude
 Spreading rumors, gossiping
 Ostracizing, alienating
 Using threatening looks or
gestures
 Extortion
 CYBERBULLYING
Use of the internet or cell
phone to harass and intimidate
Cyberbullying is:
Harasssment
via digital devices:
 email
 instant messaging
 social networks (face book)
 chat room exchanges
 website posts
 cell phones
Cyberbullying vs. face to face bullying
 Anonymity
 Accessibility
 Bystander
 Punitive Fears
 Victims of cyberbullying often do not report in
fear that their computer or phone privileges
will be taken away.
Gender Differences
Males
 tend to use physical aggression such as hitting, pushing, slapping, and
elbowing another child
Females
 tend to use the tactics of social alienation and intimidation, such as
exclusion from play, manipulation of friendships, gossiping
maliciously, or writing malicious notes
 Males and females both use extortion
Familial Aspects
 Mirroring - how we learn
 Child is observing mom, dad or sibs as the bully
and identifying with them
 Child is victim of bullying at home and
perpetrator of bullying in school
 Child is being bullied at home by siblings
or parents and is a victim
Psychological Aspects
 Human nature?
 Conditioning
 Genetics
 Alleles - The short allele of the MAOA
gene induces fear of social rejection, ...
those with this allele show greatest
conformity to group norms to avoid
rejection.
School Aspects
 Bullying incidents are too often unnoticed
or ignored
 No clear rules and consequences
 Culture of “tattling” rather than “telling” or
“ratting” rather than “reporting”
 Little principal involvement with students
 Poor cohesiveness and communication
among staff members and between the staff
and the principal
 Lack of respect among all constituents
School Risk Factors
 Lack Of Clear Expectations, Both Academic
And Behavioral
 Lack Of Commitment Or Sense Of Belonging
At School
 Academic Failure
 Parents And Community Members Not Actively
Involved
School Protective Factors
 Communicates High Academic And Behavioral
Expectations
 Encourages Goal-Setting, Academic
Achievement And Positive Social Development
 Positive Attitudes Toward School
 Fosters Active Involvement Of Students,
Parents And Community Members
Questions ???
The Players
 THE BULLY
 THE TARGET/VICTIM
 THE BYSTANDER
Spotting “the bully”
 Bully may possess a superior trait
Attractive
Athletic
Sociable

Bully leads by intimidation
Others follow to avoid becoming
the next
 Bully gains power by the amount of followers
MORE FOLLOWERS = MORE POWER
Characteristics of Bullies
 Bullying is classified as a “conduct
disorder” by the American Psychiatric
Association
 Bullies have average levels of self esteem
 Bullies enjoy being in control and like to
subdue others
 Bullies see slights and hostilities when none
are meant
Characteristics of Bullies
 Lack Empathy
 Display Verbally Aggressive Behavior
 Display Physically Aggressive Behavior
 Intimidate Classmates
 Seek Power in Relationships
 Provoke Fights
Long Term Effects on the Bully
 Nearly 60 percent of boys who researchers
classified as bullies in grades six through
nine were convicted of at least one crime
by the age of 24.
 Even more dramatic, 40 percent of them
had three or more convictions by age 24.
The Bully/Victim Cycle
 Identification with the Aggressor
 Victims who have been repeatedly bullied often have
an increase in aggression
 When they are put in a position of control or power
they identify with the bully and do onto others what
has been done to them
 Thus the victim becomes the bully
Passive Victims
 Social Anxiety Disorder
 Lack Social Skills (socially awkward)
 Pleasers
 Compliant
 Fear of Confrontation
Provocative Victims are:
 Restless
 Irritating to others
 Seen teasing and don’t know when to stop
 Likely to fight back, but lose
 Emotional
 Often diagnosed with Attention Deficit Disorder
Cyber Victims
 Cyber victims reported higher rates of
depression than cyber bullies or bully
victims
 Cyber victims may not be able to
identify their harasser and are more
likely to feel isolated, dehumanized or
helpless at the time of the attack
Effects on the Victim
 Depression: rat experiment
 Anxiety
 Loss of self-esteem into adulthood
 Decrease in attention/grades
 Decrease in attendance/involvement
 Decreased socialization/increased isolation
 Physical Symptoms: headaches, fatigue, stomach
problems
 Increase in acting out behavior
 Suicide/Homicide
The Bystanders
DEFINTION: —those who watch bullying
happen or hear about it.
Bystanders:

PASSIVELY accept bullying by watching and doing
nothing

PROVIDE the audience a bully craves and the silent
acceptance that allows bullies to continue their
hurtful behavior
 INSTIGATE the bullying by prodding the bully to
begin
 ENCOURAGE the bullying by laughing, cheering, or
making
comments that further stimulate the bully
 Other bystanders
. . . directly intervene, by discouraging
the bully, defending the victim, or
redirecting the situation away from
bullying.
. . . get help, by rallying support
from peers to stand up against
bullying or by reporting the
bullying to adults.
Why don’t more bystanders intervene?
 They fear getting hurt or fear retribution
(becoming the next victim)
 They feel powerless to stop the bully.
 They don’t like the victim or believe the
victim “deserves” it.
 They think that telling adults won’t help or
it may make things worse.
 They don’t know what to do.
WHAT SCHOOLS CAN DO
 Schools need to implement bullying
prevention and intervention strategies that
fit their school culture
 Establish a district policy to prevents and
intervenes in all forms of bullying,
cyberbullying and harassment
Social and Emotional Learning
 Children need safe, supportive, and empowering learning
environments so they can thrive in school, at home, and in
their friendships. Emerging scientific evidence indicates that
helping children to become emotionally literate – developing
the skills of recognizing, understanding, labeling, expressing,
and regulating emotion – is possible and beneficial. It
requires support from all the adults involved in the education
of children (teachers, school leaders, and parents), evidencebased practices, and continuous skill-building opportunities
from preschool through high school.
• Dr. Marc Brackett,Yale University, 2011
Positive Culture (what we do in schools) =
Positive School Climate (how we feel in schools)
All adults in school:
Display warmth, positive tone,
interest and involvement
talk to each other and students with respect and
understanding
alert other staff members if they are displaying
unacceptable behavior toward a student
structure activities to minimize opportunities for
exclusion
Establish a system of rewards that positively
reinforces Pro-Social Behaviors
• Rewards should be given to those adults
and students who truly and meaningfully
achieve anti-bullying goals
• Reward bystanders for intervening or
reporting bullying.
• Reward teachers for establishing bullyfree classrooms.
• Reward support staff for reporting
appropriate information; i.e. as is done
with tip lines.
HOW?
 Commit to training all constituents of the
school community in prevention and
intervention strategies
 Establish a bully intervention
team (BIT) at the school building level
to insure adherence to the district
policy….
Bully Intervention Team
Who: Principal, mental health
professionals, guidance counselors,
teachers, non-teaching staff (aides, bus
drivers, custodians)
What: Create a bully intervention plan
that includes methods for prevention
and intervention.
Bully Intervention Team:
 Creates anti-bullying policy
 Creates a reporting system that uses a “DECISION
TREE” with specific plans of action when incidents
are reported
 Develops and publicizes hierarchal consequences
for bullying behaviors
 Develops intervention strategies and trains
stakeholders
 Reward pro-social behaviors that support the
policy
Training to Report – WHO?
students
administration,
security personnel,
teachers
coaches,
bus drivers
aides
custodial staff
parents
Develop Specific Systems to Report
 Develop a 24/7 district-wide anonymous, online
system and a telephone hotline; publicize the
system
 Create “suggestion boxes” in each classroom and at
other locations that give students the opportunity
to communicate their concerns.
 Primary goal is to create a culture where students
feel comfortable reporting to a responsible adult
Telling vs. Tattling
 Tattling
“When you tell on someone to get them in trouble.”
 Telling - Reporting
“When you are telling an adult because you are
trying to keep yourself safe, someone else safe or
keep the school safe.”
Should there be consequences for
Failure to Report ???
 ...for personnel who do not report
information regarding bullying and
other threatening behaviors (similar to
child abuse mandates)
 …for students who do not report
information regarding bullying and
other threats of violence.
Rationale for threat assessment
 FBI and the Secret Service conducted
studies of school shootings and found
that the perpetrators were often victims
of bullying who had become angry and
depressed, and were influenced by a
variety of social, familial, and
psychological factors (O’Toole, 2000;
Vossekuil, 2002).
 Implications for the school
 Issue of homicide/suicide and bullycide.
Decision Tree
 Evaluate the incident/threat
 Is threat transient or substantive?
 Get specifics by interviewing the victim,
bully and bystanders, individually.
 Write down the exact content of the event
and statements made by each.
 Consider the circumstances and intent.
INCIDENT/Threat REPORTED TO
BULLY INTERVENTION TEAM
Step 1. Evaluate Incident
• interview the instigator, the recipient and the
bystanders
• record the statements
• review the circumstances and the intentions of all
parties
Step 2. Decide whether incident is clearly transient or
substantive
•Consider criteria for transient versus substantive
incidents
•Consider student’s age, credibility, and previous
discipline history
Incident is clearly
transient
Incident is
substantive or
Not clear
Incident is clearly
transient
Step 3. Respond to transient
Incident: reprimand,
Parent notification, etc.
Student can make
Amends and attend mediation
or counseling
Step 5: Respond to serious Substantive threat
• Take immediate pre- cautions to protect
victim
•Notify victim’s parents
•Notify student’s parent
•Consider contacting Law Enforcement
•Refer student for counseling, mediation
or appropriate mediation
•Discipline student appropriate to severity of
situation
Incident is
very serious
Step 4: Decide whether substantive incident is
serious or very serious(threat to assault, use
weapon, rape, inflict serious injury
Step 6. Respond to VERY Serious
Substantive threat
•Conduct safety evaluation
•Take immediate precautions
to protect victims
•Notify victim’s parents
•Notify student’s parents
•Consult with law enforcement
•Begin a mental health evaluation
of the student
• Discipline student as appropriate
Step 7. IMPLEMENT A SAFETY PLAN
• Complete a written plan
• Maintain contact with the student
• Revise plan as needed
Incident Interview
 Who does the interview?
 How will the interview be conducted?
 When will the interview take place?
 Where will the interview occur?
 What form will be used?
Disciplinary Consequences
Hierarchial
 Verbal warning/reprimand to stop
bullying behaviors
 Parent notification of behavior and
expectations
 Counseling/support for victim and bully
 In-school or out of school suspension
 Student can make amends – restorative
justice type of activity
Disciplinary Consequences
SEVERE INCIDENT – If child poses a threat to
psychological or physical well being of the school
constituents – disrupting learning environment by
acttions
 Alternate school assigned if possible
 Homebound instruction until placement assigned
 Expulsion is recommended
 Law Enforcement consulted
 Law Enforcement contacts bully and others involved
in case
Disciplinary - Logistic
 Alter schedule of bully to increase
supervision
 Alter schedule of bully to minimize
contact with recipient
 Change or lose transportation
 Add adult presence to protect victim
 Other safety precaution
Therapeutic Discipline Strategies
 Student is evaluated for special education
 Mental health evaluation by school staff
 Mental health evaluation by outside
agency
Services:
 School based counseling
 Outside counseling
 Out of district therapeutic placement
Questions ???
Early Intervention
 Identify, monitor and track the health and
well being of victims or students at risk
 Identify students with leadership skills and
re-direct them to become more positive
leaders
 Establish a mentor system in which adults
mentor students who are likely to be
victimized
 Encourage the community to connect to
school personnel with their concerns
Mental Health Interventions/guidance counselors,
social workers and psychologists
 Work with individuals who have been
identified as being “pre-victims” or
“pre-bullies” to change their behaviors
 Provide crisis intervention services to
victims, bystanders and bullies at the
time of an incident
 Be the point person for victims and
bullies and develop a special working
relationship
 Work individually and in groups to
develop empathy
Victim-Intervention
 Give victims a VOICE
 Teach victims to say NO!-verbally
and with appropriate body language
 Teach victims to travel with a buddy
Victim-Intervention
 Provide class experiences where victim is
paired with other students to increase
pool of relationships and desensitize
others to victim
 Encourage independent thinking for
victim and class, in order to resist bully
 Give victims a point person to go to for
support and to report incidences.
Victim- Counseling
 to change behaviors which increase the
likelihood of being victimized
 to reduce sensitivity
Provide assertiveness training groups
Involve parents appropriately.
Bully-Intervention
 change the dynamics of power so that the
bully is not overtly or covertly reinforced by
the teacher, coach or other authority figures
 identify the bully as having anti-social
behaviors which will lead to trouble
 listen to the bully and give him/her a point
person to speak with whose role is to help the
bully use their leadership skills in a positive
manner, emphasizing cooperation,
collaboration and equality.
 develop empathy in bully
Bully-Counseling
 use individual counseling sessions to
develop empathy and identification with the
victim
 try to develop insight and understanding of
why the bully behaves in that manner
 provide alternative approaches to
interactions and model cooperative
behaviors
 discuss short and long term consequences of
being a bully
 involve parents as needed
Bystander Intervention
“The whole drama is supported by the bystander. The
theater can’t take place if there’s no audience.”
(Labi, N. “Let Bullies Beware.” Time online, March 25, 2001.)
ENCOURAGE bystanders to:
 Speak up to bullies if it is safe to do so
 Band together as a group against bullies
 Avoid joining in
 Ask adults for help
 Reach out as friends to isolated peers, be an
ally, offer support
 Continue to offer victim support at future time
Turning Bystanders into Upstanders
• Help students understand the
dynamics of bullying situations – 80%
of students stand by and watch
• Train interested students in teaching
the strategies of upstanding behaviors
• Help the students understand the
power they have to make a difference –
that THEY are the solution
Turning Bystanders into Upstanders
• Insure that bystanders understand
that adults will support their actions
• Teach all children about the reporting
system that is in place in your school
• Reward “upstanding” behaviors and
make them the norm.
Teacher Intervention Strategies
 Create classroom environments that minimize
opportunities for exclusion
 Create classroom charters that focus on how the
children want to feel in school, what they have to do to
insure they feel that way
 Suggested simple classroom rules:
We shall not bully other students
We shall try to help students who are bullied
We shall make a point to include students who are
left out
When we can not help, we will get help from an adult
Teacher Intervention Strategies
 Be aware of student friendship and create
working partnerships and groups for
students that promote positive interactions
 Hold class meetings that air student’s concerns
and feelings (group guidance, advisory)
 Be on the alert for bullying behaviors and step
in… Refer to the class charter
 Follow established guidelines for hierarchal
consequences that have been established for
bullying behaviors (physical, social,
emotional)
Teacher Aide/Monitor/Bus Drivers
Intervention Strategies
Adequate numbers of TRAINED support staff
during unstructured time such as recess,
lunch room, hallway passing, bus stops, etc.
should be available
SUPPORT STAFF:
 should be trained in bullying prevention
and intervention strategies
 should adhere to school rules and
acceptable behavior policy
 should have time to communicate
with classroom teachers and supervisors
Teacher Aide/Monitor
Intervention Strategies
 should be trained to provide structured games that
are inclusive of many children
 should keep an eye out for children who are alone
during lunch and recess and insure that they join in
a game or conversation
 should be trained in a reward and consequence
system that reinforces positive behaviors and have
authority to implement it
 should be on alert for bullying behaviors and
quickly intervene and report
Parent Intervention Strategies
Parents should follow the same guidelines
that the school uses when they observe
bullying at home
 Establish rules that are acceptable during social
gatherings and computer time
 Tell the bully to stop
 Impose consistent consequences at home for the
bully, just as they are given consequences at school
Parent Education
 Parents will be taught to recognize
the signs of bully and victim
behaviors
 Parents will be encouraged to model
appropriate upstander behavior
 Parents will be taught when and how to intervene
 Parents will learn how to report incidents
 Parents will learn how to support children who are
being victimized by bullying and cyber bullying
 Parents need to confront excuses and not accept the
answer “just joking.”
Caring Majority Program
 Invite 6th grade students to help create a
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CARING MAJORITY
Train 6th graders through workshop
Create an “upstander” philosophy
“ambassadors” form teams and create their own
grade level presentations
“ambassadors” take a mentoring role in the grade
level they have chosen
Caring Majority becomes a part of the school
culture and enhances a positive school climate.
Caring Majority Ambassadors
 Seek the help of students to spread the word about the
dangers of bullying - can be done at various ways at all
levels
Caring Majority Ambassadors - Elementary
 Caring Allies – Middle School
 Natural Helpers – High School
• Training given by principal with support of social
worker/psychologist
• Students train the classmates on the importance of
inclusion, empathy and caring about each other
• On-going partnerships/mentoring established between
older and younger students
PROBLEM: Too many of our students
are coming to school unable to learn
because they are consumed by the fear
of being bullied on a daily basis.
QUESTION: How can we create effective
bullying prevention and intervention
in our schools so that ALL children feel
emotionally safe and able to learn?
ACTION PLAN
 Choose a data collection plan for building
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bully survey
 climate survey
 interviews, questionnaires
 Review and Interpret Data
 Develop data- driven Intervention/Prevention Plan
 Implement intervention training for all constituents
 Create an effective reporting system
 Establish a hierarchy of consequences
 Continually re-assess the effectiveness of the plan
(reflection
action)
Today’s presentation is available on-line
at:
bullyinterventionexperts.com