What to do about bullying in schools?

Students cannot express their fears/concerns and begin to demonstrate physical symptoms, avoiding the situation, but at the cost of attending school! Bullying is a common experience for many children and adolescents. Surveys indicate that as many as half of all children are bullied at some time during their school years, and at least 10% are bullied on a regular basis. Bullying behavior can be physical or verbal. Children who are bullied experience real suffering that can interfere with their social and emotional development, as well as their school performance. Some victims of bullying have even attempted suicide rather than continue to endure such harassment and punishment. Children and adolescents who bully thrive on controlling or dominating others. They have often been the victims of physical abuse or bullying themselves. Bullies may also be depressed, angry or upset about events at school or at home. Children targeted by bullies also tend to fit a particular profile. Bullies often choose children who are passive, easily intimidated, or have few friends. Victims may also be smaller or younger, and have a harder time defending themselves. Bullies may also be depressed, angry or upset about events at school or at home. Children targeted by bullies also tend to fit a particular profile. Bullies often choose children who are passive, easily intimidated, or have few friends. Victims may also be smaller or younger, and have a harder time defending themselves. Without intervention, bullying can lead to serious academic, social, emotional and legal difficulties.

Research professor of psychology affiliated with the Research Center for Health Promotion (HEMIL) at the University of Bergen in Norway. Has worked on bullying problems among schoolchildren and youth for nearly forty years. His earliest scientific study of bullying was published in Scandinavia in 1973 and in the United States in 1978 titled: Aggression in the Schools: Bullies and Whipping Boys. Dr. Olweus is generally recognized as a pioneer and founding father of research on bullying problems and as a world-leading expert in this area both by the research community and by society at large. He also was the first to study teachers who bully students.

 Components of the OBPP 1. School-Level Component 2. Classroom-Level Component 3. Individual-Level Component 4. Community-Level Component

INDIVIDUAL COMMUNITY CLASSROOM SCHOOL General awareness and involvement on the part of the adults in the school

1. What is the definition of bullying 2. Different forms/types of bullying 3. The prevalence if bullying 4. Characteristics of bullied and bully 5. Roles students take At our school, we have seen amazing results after the first year– increased attendance, increased student achievement, and decreased incidents that lead to suspensions. Elementary Math and Science Coordinator

 The core principles of OBPP  Role of teacher in schoolwide implementation  Schoolwide components of the program A school environment that’s safe helps kids come ready to learn, and maybe that’s why our school [which uses OBPP] is one of the best ever. -A middle school student

 Principle 1: Warmth, positive interest, and involvement are needed on the part of the adults in the school  Principle 2: Firm limits to unacceptable behavior  Principle 3: Consistent use of nonphysical, nonhostile negative, consequences when rules are broken  Principle 4: Adults who function as authorities and positive role models You have an important role to play in implementing OBPP in all areas of your school, not just in the classroom.

 Administration of Olweus Bullying Questionnaire  Discussion and enforcement of Schoolwide Anti- Bullying Rules  Class Meetings  Role-Playing  Involving Parents  OBPP presence in the classroom: posters, slogans, stickers, table tents, etc.

 Sample of School Rules against Bullying that may be modified/customized 1. We will not bully others. 2. We will try to help students who are bullied. 3. We will try to include students who are left out. 4. If we know that somebody id being bullied, we will tell an adult at school and an adult at home. There is a difference between ordinary classroom procedural rules such as raising your hand… and rules about bullying, which concern fundamental human rights.

 Sit in a circle or half circle  Meetings should be held regularly, preferably once a week for 30 to 40 minutes  On a specific day and time of week  You are the facilitator or leader of the group  From time to time switch to small-group discussions  Let students consider a topic of discussion, even current bully incident if it was handled  Don’t allow intimidation during meetings  Do not force bully experiences to come up  Vary discussion approaches throughout the year

Class meeting:  Role-playing without solutions  Role-plating with solutions Kids love to share stories, and class meetings give them the opportunity to share while conveying an anti-bullying message. Prevention Specialist

Dealing with Bullying on the Individual Level Dealing with Bullying on the Individual Level Intervene on the spot 1.Stop the bullying 2.Support the student who has been bullied in a way that allows him/her to regain control of his emotions and to “save face” 3.Address the student(s) who bullied by naming the bullying behavior and refer to the Four Anti- bullying Rules 4.Empower bystanders with appreciation or information about how to act in the future 5.Impose immediate and appropriate consequences for the student(s) who bully 6.Take steps to protect student bullied and prevent/protect from future bullying.

Partnering with Parents

 Engage community support  Promote community support and anti- bullying message throughout  Facilitate partnership with community stakeholders

Ongoing relationship with certified Olweus trainer For grades 4 and up on yearly basis  Sustain OBPP efforts  Enhance or expand efforts  Evaluate impact  Olweus Bullying Questioneer  Maintain data

 Blueprint Model Program, Center for the Study and Prevention of Violence, University of Colorado at Boulder ml ml  Model Programs, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services  Effective Program, Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice  Level 2 Programs, U.S. Department of Education  Background information  Purchasing materials