Preventing Bullying at HPMS: Fostering Positive Relationships With All Students

Refresher: Bullying VS Mistreatment Is repeated Intended to cause harm/intimidate Always an imbalance of power (difference in age, social status, size, etc) Isolated incident Could be unintentional Can occur between equals

Effects on Victims *Drop in grades *Poor attendance/refusal to come to school *Feeling isolated, alone *Sadness *Anger (at self, kids picking on them…) *Physical symptoms of stress – headache, stomach ache… *Increase in anxiety, depression, self-harming behaviors, including suicide

Who is most at risk? National School Climate Survey in the state of Virginia, 2015 shows: Harassment due to Sexual Orientation: Verbal: 72%, Physical: 28% Harassment due to Gender Expression: Verbal 53%, Physical: 19% National School Climate Survey, 2013 shows: 49% of LGBTQ students experienced cyberbullying in the previous year 30.3% of LGBT students missed a least one entire day at school in the past month because they felt unsafe or uncomfortable.

Who is most at risk continued.. Students with disabilities are more likely to be the victims of bullying (40% of students with autism and 60% of students with Asperger’s have experienced bullying. ( “Bullying: A Guide for Parents”) When reporting bullying, youth in special education were told not to tattle almost twice as often as youth not in special education (Davis and Nixon, 2010)

Who is most at risk continued… 1/3 of girls and ¼ of boys report weight-based teasing from peers, but prevalence rates increase to approximately 60% among the heaviest students (Puhl, Luedicke, & Heuer, 2011). 24.7 % of African Americans, 17.2% of Hispanic, and 9% of Asian students report being bullied at school (National Center for Educational Statistics, 2015)

Effects on the Bully *Often develop a habitual tendency to abuse power *Are increasingly shunned as they reach the higher grades, and *Approximately 25 percent of school bullies will be convicted of a criminal offense in their adult years. American Society for the Prevention of Cruelty to Children (ASPCC)

Click play to watch video (hover curser at bottom of video)

What do students say about HPMS? We made great strides last year, our Climate Survey was given in both Fall and Spring: Fall Spring Students who felt safe coming to school Always, most of the time, and sometimes. 74.5% 95.1% Students who could name two adults they trust in the building. 50% 95%

How can we address bullying at HPMS? RELATIONSHIPS with students in our building-using homeroom, RP circles, Check in Check Out School Counselors, Deans, School Psychologist, Social Worker Small group counseling support groups PBIS-creating a positive climate to which we all contribute Grade level assemblies-John Halligan-7th/8th, Camfel-6th John Halligan Parent Coffee-October 24th Weekly Advisory lesson in October Grade level counselor lessons in October

What can teachers do? Strong Relationships with your students: This is the most important thing a teacher can do. If a child has even ONE trusted adult in school, they are much more likely to seek help if something is happening. Also, if you have mutually respectful relationships even with kids who bully, you can be very effective in helping them to change behaviors. Kids will do anything for adults they trust and respect. Be present and observant as students enter the classroom: Unstructured time is often when students mistreat others because they think no one is watching/listening. Listening to casual conversations can give you an idea of what is happening in other areas of the building. Create a safe classroom: Let students know mistreatment will not be tolerated. Have a procedure for students to discreetly report mistreatment. Once you have been trained in RP circles, USE THEM! Even when mistreatment is not occurring, circles are a great way to develop comfort and a level of trust amongst students in your class. Address it EVERY time you see/hear it: Do not allow students to make fun of/laugh at answers or comments made by others. Have an expectation of kindness in your room.

What can teachers do continued: Strategic grouping: Watch for negative comments/exclusive behavior when students are forming groups. Ensure that all students are being included and treated kindly. Be a good role model: Students notice the words/behavior of adults in their world. Refrain from gossip or negative comments about colleagues or other students. Use your resources: Speak with your Dean, Counselor and/or team members if you are seeing mistreatment in your classroom. Speaking with the offending student(s) and notifying parents are also options.

You are the KEY! Teachers are not only essential in preventing and addressing mistreatment, but you are also on the front lines of noticing students who might be struggling with mental health issues! Your students are human beings, some with a LOT going on. Many just need an adult to NOTICE. Our theme this year is YOUMATTER, we the adults are responsible for helping our kids to feel like they matter. Click here to watch a video about how much kids need us to notice them.