BULLYING PREVENTION AND INTERVENTION INFORMATION An overview for school staff

Bullying takes many forms Also called harassment and includes… Physical Verbal Social Cyber Racial Sexual

Prevalence of Bullying in our Schools

Where Bullying Occurs in our Schools

When Bullying Occurs at our Schools

Effectiveness of Anti-bullying Measures at DSB Ontario North East

Bullying is a major health issue with immediate and long-lasting side effects Dangers for VictimsDangers for Bullies Depression Anxiety, loneliness, isolation Stress related to health problems (e.g., headaches, stomach aches) Low self esteem School absenteeism Academic difficulties Aggressive behaviours Suicidal behaviours Delinquency Substance use Academic problems Increased drop out rate Aggressive behaviours Sexual harassment and dating aggression Gang involvement and criminal adulthood Difficulties in relationships Victims of bullying by others Taken from:

Homophobic Bullying Defined as bullying behaviours that are motivated by prejudice against a person’s actual or perceived sexual orientation or gender identity Canadian researchers found that 3.5% of youth self- identified as lesbian, gay, bisexual, trans-identified or questioning (LGBTQ) and 7.5% of heterosexual youth acknowledged same-sex sexual behaviour ( v48-n1-Wells.pdf) v48-n1-Wells.pdf These youth are more likely to be victims of bullying, sexual harassment and physical abuse and face a greater risk of social isolation.

Who Experiences Homophobic Bullying? Homophobic bullying can affect anyone, may occur at any age and may be targeted at individuals: who self-identify as non-heterosexual. who are perceived to be non-heterosexual. who don’t conform to conventional gender norms or stereotypes. who have same-gender parented families or caregivers. who are parents, coaches, teachers and community members who are non-heterosexual. Learn more at:

The Complexity of Bullying Bullying is complex and reflects a problem in interpersonal and group relationships. As bullies, youth learn to use power and aggression to control and hurt others. As victims youth become increasingly powerless and find themselves trapped in relationships in which they are being abused. As bystanders youth learn how power is gained by intimidation, and how control is gained through fear.

What Schools Can Do Maximize the use of evidence based prevention and intervention strategies/programs that foster healthy relationship dynamics: Restorative Practices allow you to stop bullying in the moment while holding youth accountable and restoring social bonds. Roots of Empathy teach important lessons about caring relationships and are evidence based to reduce bullying and aggression. This program needs to be implemented in the early elementary grades and requires support throughout students school careers. hat-teachers-can-do-in-the-classroom

What School Staff Can Do Learn to recognize bullying Take bullying seriously Intervene when necessary and encourage healthy relationship skills Help students develop social skills, empathy, social responsibility and citizenship. Relationship skills are just as essential as knowing how to read and write. Explore classroom management strategies at can-do-in-the-classroom can-do-in-the-classroom

Bystanders - Peers Peers are present in over 85% of the bullying incidents Youth who regularly see bullying are at increased risk for: Using tobacco, alcohol, or other drugs Mental health problems, including depression and anxiety Missing or skipping school Peers need to learn that they play a huge role in stopping bullying

Bystanders – School Personnel Silence is Complicity School personnel play a pivotal role by choosing either to encourage the bully or to protect the victim. When bystanders intervene bullying stops; almost always (and immediately). Craig & Pepler, 1995, 1997; Hawkins et al., 2001; Vaillancourt et al., 2009

Encourage children to report bullying When children tell, bullying decreases Recall reporting obligations of Bill 157 How? Register your school in an anonymous reporting website ( Be a caring adult who is available; ask children about their peer relations; know their friends; and monitor their interactions

Preventing bullying in your school Research shows most educators choose bullying prevention programs on word of mouth, but 15% of these programs do more harm than good. Should you have questions regarding evidence based bullying programs, your Mental Health Leader is available to provide support.