Sexual Harassment

Purpose of Training: Make the district a safe place for students & employees  Identify sexual harassment  Intervene to prevent or prohibit sexual harassment in the workplace  Investigate suspected or reported incidents of sexual harassment  Implement SAISD’s Zero Tolerance Policy prohibiting sexual harassment

The following should be considered sexual harassment:  Direct or indirect threats or bribes for unwanted sexual activity (grades, jobs, salary, etc.)  Sexual innuendos and comments  Intrusive sexually explicit questions  Sexually suggestive sounds or gestures (winks, sucking noises, etc.)  Unwanted sexual flirtation or repeated and unwelcome requests for dates / relationships with another employee

The following should be considered sexual harassment: (Cont’d)  Touching, patting, pinching, stroking, squeezing, tickling or brushing against a person  A neck or shoulder massage  Sexual ridicule  Frequent jokes about sex or males / females  Pervasive displays of pictures, calendars, cartoons or other materials with sexually explicit or graphic content

Who can be Involved in Sexual Harassment?  Student to Student  Engaging in sexually oriented conversations with another student  Making comments about a student’s body parts or telling them that they look “sexy”  Making suggestive gestures or sounds, winking, leers and stares  Touching another student in a way that makes him/her feel uncomfortable

Student to Student Sexual Harassment Scenario I Two students are drawing sexually explicit pictures and passing them around.  Can this be considered harassment? Explain. Scenario II Two students are spreading rumors about another student’s sexual behavior.  Can this be considered harassment? Explain.

Physical and Emotional Effects of Sexual Harassment Look out for signs of sexual harassment Trouble sleeping Loss of appetite Decreased participation in class Thinks or talks about changing teachers, classes, or schools Avoids teacher, class, or classmates Skips class Sudden drop in grades Uncharacteristic shyness

Handling a Sexual Harassment Complaint  Take the report seriously  Listen, don’t judge  Do not delay  Respond to concerns  Document  Follow up on the complaint  Avoid using dangerous words  It’s just teasing – no big deal.  I know that isn’t what they meant.  Its your fault for dressing so provocatively.  You need to learn how to handle these things.  Just ignore it.

Reporting Sexual Harassment Reporting Requirements Involving Employees  Employees must inform their supervisor and/or Toni Thompson, Associate Superintendent of Human Resources at  The employee and supervisor/administrator may work with the alleged harasser toward an informal resolution to stop offensive behavior Reporting Requirements Involving Students  Report immediately to campus principal or the Title IX Coordinator, Sylvia Rendon, Executive Director of Student Support at  If child abuse is suspected, an employee must report the suspicion to Child Protective Services at within 48 hours in addition to notifying the principal.

“Zero Tolerance” Policy Prohibiting Sexual Harassment  Students and staff are required to report all known or suspected instances of harassment or abuse to appropriate district administrators.  School officials who have the authority to take corrective action must do so once learning of sexual harassment or abuse.  Employees and students who engage in sexual harassment are subject to immediate disciplinary measures.  Retaliation for reporting sexual harassment is prohibited and may be grounds for dismissal.

Bullying

Bullying What is bullying?  HB 283 defines bullying for Texas public schools as engaging in written/verbal expression or physical conduct that the school board determines will have the effect of:  Physically harming a student;  Damaging a student’s property  Placing a student in a reasonable fear of harm or damage; or  Being sufficiently severe, persistent or pervasive enough to create an intimidating, threatening or abusive environment. Examples of bullying:  Physical bullying  Verbal bullying  Exclusion from activities

Characteristics of Bullying Bullying is like sexual harassment in the following ways:  It is usually done by someone with more power or social support to someone with less power or social support  It often includes the abuser blaming the target for abuse  It often leads to the target blaming his/her self for the abuse

Bullying Scenario An autistic student is the victim of almost daily name-calling and pushing by several sixth grade boys. He informs his teacher, including his mother, who is also a teacher at the campus, he is being harassed. School officials told him to stick up for himself and not to contact his mother at school. No action was taken against the bullies. One day, the student was attacked during a physical-education class. Is this student being bullied? How did the District employees handle the situation?

Bullying Prevention What doesn’t work?  Placing the responsibility for a solution to the problem with the victim instead of the bully.  Asking the victim to do the following:  Be more aggressive  Ignore the problem  Blend in with their peers  Pretend they are not bothered with the behavior

Bullying Prevention (Cont’d) What works?  Intervention measures that have proven to be effective:  Strategies that clearly identify the consequences for verbal and physical aggression  Consequences that should begin small and become more severe with repeated aggression  Building positive connections between staff-student interactions.  Provide support for victims of bullying and a safe environment from repeated harassment.

Bullying Prevention (Cont’d) Best Practices  Use principles of good teaching in discipline interventions  Identify the “ABCs” that are crucial when helping youth change aggressive behaviors  Autonomy  Belonging  Cause and Effect

Bullying Resources  Know the Code - - informational brochure  Don’t Laugh At Me - - curriculum  Student Code of Conduct CL & 21.CM

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