1. The following bank of slides has been prepared by the Safe Schools Department and the Safety Steering Committee of the Durham District School Board to support Safe and Accepting Schools Teams in their bullying prevention and intervention planning. It is designed for teams to select and personalize the slides that address the needs of their school.
The content of these slides is directly based on the PREVNet document Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014, by Dr. Debra Pepler and Dr. Wendy Craig. As such, please do not remove the credits provided on each slide.
Please note that certain slides have additional information in the notes section.
For addition information and support in bullying prevention and intervention planning, please contact the DDSB Safe Schools Department.

2. Bullying Prevention and Intervention Planning

3. Section 1: Education pp. 7-27

4. Forms of bullying can be:
Aggression
Teasing
Is intentional aggressive behaviour
Has an intent to cause harm
Is typically repeated
There is a real or perceived power imbalance
Has a negative impact on the school
Is conflict that may be intentional or unintentional, direct or indirect
It can take many forms
It can be experienced in a number of ways (i.e., physical, mental, emotional, and psychological harm)
Can be positive or negative
Positive teasing:
Illustrates closeness, affection, and familiarity
Not distressing
Occurs within a strong relationship
Strengthens the relationship
Negative teasing:
Alienates, criticizes, and embarrasses
Is distressing
Occurs within a weak relationship
Undermines the relationship
Section 1: Education
Forms of bullying can be:
Physical – e.g., hitting, spitting, stealing
Verbal – e.g., name calling, humiliating someone
Social – e.g., excluding others, treating someone badly
Electronic - via electronic communication
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

5. Teasing Aggression Bullying
Can lead to
Aggression
Bullying
Section 1: Education
Page 11 of document
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

6. Components of a Whole School Approach
Whole School Approach “A Whole School Approach is the most effective approach to preventing bullying and promoting healthy relationships.” (pg. 12)
Section 1: Education
Components of a Whole School Approach
Children and Youth
School Staff
Parents / Guardians
Community
A Whole School Approach promotes:
Consistent messaging
The modeling of healthy relationships
The creation of positive situations in which children and youth interact
Engagement
Collaboration
Education of the whole child, including social-emotional development
Modified from : PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

7. Creating Community Partnerships
Schools may want to consider partnerships with:
Police
Public Health professionals
Fire fighters
Paramedics
Local athletes
Youth leaders in places of worship
Elders
Spokespeople for disability organizations
Local politicians
Media personalities
Artists, social justice advocates
Local businesses
Older children and youth, and adults who have personal stories to share around bullying
Youth’s workplace/employers
Other (pg. 15)
Section 1: Education
“211 is a helpline and online database of Ontario’s community and social services. 211 is answered and updated by highly-trained specialists.” (
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

8. Mobilizing Champions Administrators  Teachers  School Staff  Children  Youth  Parents  Community
“Champions are individuals who deeply embrace and embody healthy relationships and the school’s bullying prevention aspirations.” (pg.19)
Section 1: Education
Key Elements:
Mobilize champions to be on the [Safe and Accepting Schools Team]
Committee members must be personally interested, motivated and committed to the school bullying prevention initiatives
Committee members should have good communication, collaboration and creative skills
Child and youth members should represent a diverse population
(pg. 20)
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

9. Section 2: Assessment pp. 28-40

10. Conducting an Environmental Scan
An environmental scan is:
An assessment of the prevalence of bullying in your school
A formalized method of finding out the extent and the nature of bullying problems in your school
An environmental scan can help you:
Evaluate your school’s progress toward achieving its safe and accepting schools goals
Provide insight about how the interventions may need to change
An environmental scan should provide information on the incidence, type, and impact of bullying using input from all members of the school community (e.g., children, youth, teachers, staff, parents/guardians, and community members) and from multiple methods of data collection (e.g., surveys, interviews, observations, and mapping)
(pg. 28)
Section 2: Assessment
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

11. Conducting an Environmental Scan Common Methods of Assessment - Surveys
Section 2: Assessment
pp of document
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

12. Students place dots on the map
Conducting an Environmental Scan Common Methods of Assessment – Mapping “Hot Spots”
Where I have witnessed or experienced bullying
Section 2: Assessment
Where I am worried bullying might occur
Students place dots on the map
When?
Where?
Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

13. Conducting an Environmental Scan Common Methods of Assessment – Needs Assessment
Section 2: Assessment
Four Domains of Bullying Prevention Initiatives
Education
Assessment
Prevention and Intervention
Policy
A needs assessment “provides schools with a better understanding of the current state of their prevention efforts, and helps guide future programming.
Using a Whole School Approach, a needs assessment can be completed in various ways, such as:
Focus groups
Class discussions
Parent/guardian, and staff meetings
Surveys
Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

14. Conducting an Environmental Scan Common Methods of Assessment – Needs Assessment
Section 2: Assessment
SourcePREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014
A needs assessment “provides schools with a better understanding of the current state of their prevention efforts, and helps guide future programming.
Pp of document

15. Section 3: Principles of Bullying Prevention and Interventionpp

16. Principles of Bullying Prevention and Intervention
KEY ELEMENTS
Bullying is a power relationship problem between the child bullying and the child being bullied.
Bullying interventions require a developmental approach.
Bullying interventions require a systems approach.
Leadership is foundational for change.
Bullying is a power relationship problem between the child and the child being bullied
Both children require supportive interventions to promote positive relationships
Relationship problems require relationship solutions
Including interventions to teach that bullying is unacceptable; and learning awareness, social skills, empathy, and positive leadership
Children and youth being victimized require safety and support to overcome bullying
Relationship solutions include all children and youth involved in bullying
Those who witness bullying are often involved as part of the problem. Interventions focused on the peer group have the potential to shift the power dynamics and promote positive relationships
Children’s positive peer relationships depend on positive relationships with adults
Adults model relationship skills and create positive experiences in which children and youth interact
Section 3:
Prevention and Intervention
60% of the time, bullying stops in less than 10 seconds when Upstanders intervene.
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

17. Responding to Aggression or Bullying
Section 3:
Prevention and Intervention
Page 46 of document
“All staff who work directly with students must respond to incidents that will have a negative impact on the school climate, if it is safe to do so.” (Bill 13, Accepting Schools Act, 2012; Bill 157, Keeping Our Kids Safe at School, 2009; PPM 145)
“Behaviour you ignore is behaviour you permit.”
- Ron Morrish
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

18. Responding to Aggression or Bullying
Section 3:
Prevention and Intervention Pp
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

19. Coaching and Support for Learning
Scaffolding “The process through which adults provide support for students’ learning”
“It is essential to think about the necessary supports for social-emotional learning in the same way as other aspects of a student’s education.”
Section 3:
Prevention and Intervention
Strengths and Needs of the Students
Possible Challenges
Current
Needs
Coaching and Support for Learning
Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

20. Supporting Children and Youth Who…
Engage in bullying learn about:
The impact of their behaviours
The importance of relating positively to others
Ways of achieving power and status through positive leadership rather than through aggression
Are victimized learn about:
Their right to be protected from bullying
Coping skills
Support in developing social confidence and skills for building positive relationships
Support in developing their strengths
Witness bullying learn about:
The ways their behaviour contributes to the bullying problem
The importance of reporting bullying
Strategies for what they can say and/or do to stop bullying and support vulnerable peers
Section 3:
Prevention and Intervention
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

21. Strategies to Inform Scaffolding for Children and Youth who Bully
Section 3:
Prevention and Intervention
“Children and youth who bully lack some critical relationship skills, understanding, or positive orientation.” (pg. 54)
Potential skills and understandings that children and youth who bully might need to acquire include:
Social skills
Communication skills
Social problem solving
Emotional and behavioural control
Empathy and perspective-taking
Attitudes and moral understanding
Dealing with behaviours
Ability to differentiate playful teasing from bullying
Withstanding peer pressure
School engagement
Positive leadership
Note: Teachers are not expected to diagnose, rather they should reflect on what they see happening
Pp provide sample questions to explore what relationship skills might need to be addressed.
Pp provide possible strategies.
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

22. Steps to Create a Safe Environment for Children and Youth to Report Bullying1.
Thank the child/youth for coming to you and having the courage to report bullying.
“Thank you for coming to speak with me today. I imagine that this was a hard thing for you to do and that it took a lot of courage.” 2.
Reduce feelings of shame by explaining that everyone has the right to feel safe.
“Everyone at this school has the right to learn in a safe and caring environment.” 3.
Explain that it is the school’s job to help ensure that the bullying stops.
“No student should feel they have to cope with bullying alone. It is our job to be there to help.” 4.
Listen non-judgementally and empathize with their distress.
“What has been happening?” (See Restorative Questions)
“How did that made you feel?”
“That must have been really upsetting…” 5.
Explain how you will work to ensure that the bullying stops and what supports you have put in place.
“I will be speaking with…”
“I will be changing the seating plan…”
“Have you considered joining… I will be happy to arrange that.” 6.
Outline the plan for follow up.
“I will be checking in with you tomorrow see how you are doing.” 7.
Let the child/youth know that you are there to support him/her.
“Thank you once again for telling me what has been happening. You can come to see me anytime to talk about anything at all. My door is always open.”
Section 3:
Prevention and Intervention
According to PREVNet, “less than half the children and youth who are victimized report it to adults.”
According to the 2014 DDSB School Climate Survey, only 23% of elementary students and 6% of secondary students told a teacher when they were bullied.
According to the 2014 DDSB School Climate Survey, only 15% of elementary students and 5% of secondary students told an administrator when they were bullied.
According to the 2014 DDSB School Climate Survey, 11% of elementary students and 17% of secondary students who experienced bullying did not report it.
Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

23. Following up with Children/Youth Who are Victimized
Section 3:
Prevention and Intervention
Consider following a meeting schedule to check in, such as:
Daily for the first week
Every other day during the second week, and
Once during the third week if the bullying has stopped
In these meetings, you can focus your discussion on questions, such as:
How have things been for you since we last met?
Have you experienced any more bullying?
Have you experienced any problems because you reported bullying?
Are there other students you can stay with so that you feel safe?
If the child/youth is still experiencing bullying during the follow up period, further strategies need to be implemented to help insure that it stops.
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

24. Safety Plan Section 3: Prevention and Intervention
Research shows that one caring adult can make a substantial difference in the lives of vulnerable children and youth

25. Possible Intervention Strategies for Those Who are Victimized
Section 3:
Prevention and Intervention
Coping and Safety Skills
Controlling their emotions/Self-calming strategies (e.g., by taking a deep breath, counting to 10)
Trying to leave the situation (e.g., walk away, indicate the need to meet someone)
Seeking help from an adult or peer
Relationship Skills
Opportunities to learn skills through positive interactions with others
Reporting to Trusted Adults
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

26. Supporting Children and Youth with Special Needs and Differences
Section 3:
Prevention and Intervention
Interventions might include promoting positive relationships for vulnerable children and youth by supporting their peers to understand and include them.
Some strategies for working with peers include:
Fostering understanding of the disability or perceived difference (e.g., what is autism and what are the child or youth’s strengths and challenges)
Helping peers recognize what they can do to make it easier for the child or youth to interact and feel included
Helping peers recognize what they might be doing that makes it more difficult
Strategic arrangements so that children and youth who are bullied are not alone and feel included (social architecture)
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

27. Social Architecture: Supports for Positive Peer Dynamics
Section 3:
Prevention and Intervention
Social architecture refers to adults’ intentional organization of children and youth groupings to ensure that all children are included and that troubling behaviours are not given a forum to flourish.
Natural Grouping Process
When students form their own groups, the natural grouping process occurs. This may result in:
Vulnerable students being marginalized
Students who are like each other congregating
Those who are different not be included
Humiliation if they are not chosen and then forced into a group
Research on children who bully indicates that they choose to associate with like-minded friends who also bully and these friends reinforce each other’s bullying behaviours.
With a Social Architecture approach, a teacher can choose a random or planned strategy to create balanced groups in which all students are included and respected.
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

28. Social Architecture: Supports for Positive Peer Dynamics
Section 3:
Prevention and Intervention
Social architecture refers to adults’ intentional organization of children and youth groupings to ensure that all children are included and that troubling behaviours are not given a forum to flourish.
Key Elements of Social Architecture:
Be aware of the peer and group dynamics in and out of the classroom
Take responsibility for managing the groups and their potential dynamics in your classroom
Actively direct the groupings of students, both formally and informally to ensure that exclusion or marginalization is not happening
Actively structure the groupings of students to ensure that there are diverse individuals within the groups that will interact and reinforce positive behaviours
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

29. Social Architecture: Supports for Positive Peer Dynamics
Section 3:
Prevention and Intervention
By organizing peer groupings and shaping peer dynamics, teachers can:
Engage students in positive interactions with a diverse mix of peers
Provide opportunities for students to display their domains of competence (e.g., clubs/activities)
Use groups to mentor and support other students (e.g., reading buddy, game organizer, circles of support)
As a result, this promotes the development of:
Social skills
Empathy
Social responsibility
It is important to note that students need to learn to make groups independently but need support to do this in a positive and inclusive way. Students need opportunities to learn and practice.
Social architecture is not designed to force children and youth to be friends; rather it is designed to help ensure that every child and youth is included, accepted, respected and safe within the school environment.
Research shows that having even one friend is a protective factor against bullying
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

30. Healthy Relationships
Families
Peers
School
Community
A sense of security and stability
Basic needs
A sense of being valued and belonging
Support and guidance to learn essential skills and understanding
Protection for excessive stress
Physical
Cognitive
Emotional
Social
Healthy Relationships
Section 3:
Prevention and Intervention
Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014
Pp provides sample questions to determine family, peer, school, and community relationships

31. Social Architecture: Supports for Positive Peer Dynamics
Section 3:
Prevention and Intervention
“Restorative Practice might be considered as a social architecture strategy as this approach brings together individuals who are in some way involved or affected by harmful behaviour within a community. […] Restorative Practice provides relationship solutions to the relationship problems in bullying.” (pg. 4)
Restorative Practice training is provided by the Safe Schools Department regularly throughout the school year. Please visit PD Place for information on upcoming sessions.

32. Changing Peer Attitudes and Behaviours to Prevent Victimization
Section 3:
Prevention and Intervention

33. Intensity of Interventions: A Tiered Approach
Low Risk
Moderate Risk
High Risk
How frequent?
How long?
How severe?
How many places and relationships?
GROUP 2
GROUP 3
GROUP 1
Section 3:
Prevention and Intervention
GROUP 1
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014
Low Risk
Moderate Risk
High Risk
Whole class interventions to develop children/youth awareness of bullying and their roles as a witness.
Focused and timely intervention specifically designed to address and prevent the continuation of these peer relationship problems.
Intensive interventions and possibly additional support from community mental health services and/or community agencies.
Universal education and practice on what they can do to stand up on behalf of victimized children/youth.
May need individualized support to build resiliency, support strengths and enhance relationship skills.
Individualized support focussing on emotional, psychological, physical, educational and social difficulties that include peer relationship skills.

34. Intensity of Interventions: A Tiered Approach
Section 3:
Prevention and Intervention
GROUP 1
Pg. 104
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

35. Choosing an Evidence-based Program
Program elements that are linked to reductions in bullying using a whole school approach
Classroom rules
Classroom management
Improved playground supervision
School conferences
Disciplinary methods
Parent learning opportunities
Teacher/staff professional development
Information and/or learning opportunities for parents
Section 3:
Prevention and Intervention
Research demonstrates that having an evidence-based or evidence-informed bullying prevention program improves school climate and can help reduce incidents of bullying.
Program elements that are linked to reductions in victimization using a whole school approach
Videos and virtual reality computer games to raise awareness about bullying
Disciplinary methods
Work with peers
Cooperative group work
Parent learning opportunities
Evidence-based: There is demonstrated effectiveness in reducing bullying and victimization
Evidence-informed: Developed from a strong research base but have not yet achieved the highest level of being evidence-based
Promising practices: Shown to be effective in specific settings and may hold promise for other settings
Evidence-based programs can be found at:
Evidence-based programs can be found on the:
Public Health Agency Canada Best Practices Portal
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

36. Choosing an Evidence-based Program
What does not work in bullying prevention:
Zero tolerance and disciplinary measures that are solely punitive
Advising children who are victimized to fight back
Expecting children to solve bullying problems by themselves
Advising children to avoid social media as a way of avoiding electronic bullying
Addressing bullying with celebrities, not expertise
Offering one-time interventions (e.g., 45 minute motivational speech)
Limiting interventions to the individual children who are bullying or who are being victimized – everyone needs to be involved in bullying prevention
Ignoring adults’ bullying and relationships - these are models for children
Section 3:
Prevention and Intervention
Evidence-based: There is demonstrated effectiveness in reducing bullying and victimization
Evidence-informed: Developed from a strong research base but have not yet achieved the highest level of being evidence-based
Promising practices: Shown to be effective in specific settings and may hold promise for other settings
Evidence-based programs can be found at:
Pp provide critical questions for choosing an evidence-based/evidence-informed/innovative bullying prevention program
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

37. Section 4: Policy pp

38. BPIP and Procedures Implementation Checklist
Section 4:
Policy pp
The checklist is intended to support a self-evaluation of your current bullying prevention policies.
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

39. Bullying Prevention and Intervention Plan (BPIP)
Section 4:
Policy
Bill 13 and Ministry PPM 144 requires each school to have a Bullying Prevention and Intervention Plan
DDSB Procedure #5148 states that every school must have a Bullying Prevention and Intervention Plan and that the Plan must be posted on the school website
Schools may choose the format for their school BPIP

40. Safe and Accepting Schools Team
Section 4:
Policy
The Safe and Accepting Schools Team must include at least:
One student
One parent
One teacher
One non-teaching staff member
One community partner
The principal
The chair must be a staff member
PPM 144

41. Safe and Accepting Schools Team
Suggested Activities for the Safe and Accepting Schools Team:
Plan
Create a comprehensive BPIP for developing and implementing bullying prevention initiatives. The plan should include setting goals, determining performance indicators, identifying key activities, and communicating all the activities
Implement
Help implement the bullying prevention initiatives
Set School Plan
Develop, review, evaluate, communicate and share the BPIP
Educate
Educate the entire school community about building skills for healthy relationships, bullying and their role in its prevention
(Continued…)
Section 4:
Policy
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

42. Safe and Accepting Schools Team
Suggested Activities for the Safe and Accepting Schools Team (continued):
Assess and Evaluate
Conduct a school-wide environmental scan on bullying and review other available data to track the progress of the bullying prevention initiative and to make necessary improvements
Revise initiatives
Based on the feedback from the assessment, revisit the goals for bullying prevention initiatives and the implementation plans
Advocate
Communicate to the entire school community about bullying prevention and champion the issue
Sustain
Develop a plan to help ensure maintenance and sustainability of bullying prevention over time
Meet Regularly
Section 4:
Policy
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

43. Suggestions for Communicating and Disseminating the BPIP
Section 4:
Policy
Pp provide examples of how to communicate and disseminate the plan to students, parents, and school personnel.
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

44. Suggestions for Communicating and Disseminating the BPIP
Section 4:
Policy
Pp provide examples of how to communicate and disseminate the plan to students, parents/guardians, and school personnel.
Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014