1. BULLYING What is Bullying? What is Bullying? How to handle yourself when you are being bullied. How to handle yourself when you are being bullied. Empowering the Bystander! Empowering the Bystander!

2. Kenston Board Policy BULLYING AND OTHER FORMS OF AGGRESSIVE BEHAVIOR BULLYING AND OTHER FORMS OF AGGRESSIVE BEHAVIOR Board Policy 5517.01 states that harassment, intimidation, degradation, or bullying toward a student, whether by other students, staff, or third parties is strictly prohibited and will not be tolerated. This prohibition includes aggressive behavior, physical, verbal, and psychological abuse. The Board of Education will not tolerate any gestures, comments, threats, or actions which cause or threaten to cause bodily harm or personal degradation. This policy applies to all activities in the District, including activities on school property or while enroute to or from school, and those occurring off school property if the student or employee is at any school- sponsored, school-approved or school-related activity or function, such as field trips or athletic events where students are under the school's control, in a school vehicle, or where an employee is engaged in school business. This policy was developed in consultation with parents, District employees, volunteers, students, community members, building administrators, and members of the Board as prescribed in R.C. 3313.666 Board Policy 5517.01 states that harassment, intimidation, degradation, or bullying toward a student, whether by other students, staff, or third parties is strictly prohibited and will not be tolerated. This prohibition includes aggressive behavior, physical, verbal, and psychological abuse. The Board of Education will not tolerate any gestures, comments, threats, or actions which cause or threaten to cause bodily harm or personal degradation. This policy applies to all activities in the District, including activities on school property or while enroute to or from school, and those occurring off school property if the student or employee is at any school- sponsored, school-approved or school-related activity or function, such as field trips or athletic events where students are under the school's control, in a school vehicle, or where an employee is engaged in school business. This policy was developed in consultation with parents, District employees, volunteers, students, community members, building administrators, and members of the Board as prescribed in R.C. 3313.666

3. What is Bullying? Student bullying is defined as any ongoing physical or verbal mistreatment where there is an imbalance of power and the victim (target) is exposed repeatedly to negative actions on the part of one or more other students.

4. Common Examples of Bullying: Name calling, put-downs, cruel teasing; Name calling, put-downs, cruel teasing; Saying or writing nasty things about them; Saying or writing nasty things about them; Deliberately excluding them from activities; Deliberately excluding them from activities; Not talking to them; Not talking to them; Intimidation Intimidation Threatening them with bodily harm; Threatening them with bodily harm; Taking or damaging their things; Taking or damaging their things; Hitting or kicking them; or Hitting or kicking them; or Making them do things they don’t want to do. Making them do things they don’t want to do.

5. Why do people bully? People who bully usually want to feel control or power. People who bully usually want to feel control or power. People who bully or tease usually aren't interested in solving conflicts; they want to start one. People who bully or tease usually aren't interested in solving conflicts; they want to start one. Some bullies want others to feel pain because they think it shows how strong they are. Some bullies want others to feel pain because they think it shows how strong they are.

6. Why do people bully? cont. Some people think it is funny to make others cry or act scared. Some people think it is funny to make others cry or act scared. Many have been bullied themselves, and they end up feeling angry and take it out on others. Many have been bullied themselves, and they end up feeling angry and take it out on others.

7. Are you being bullied? It's not your fault and you don't deserve it. It's not your fault and you don't deserve it. No one has the right to hurt, scare, or embarrass you at school, on the bus, or anywhere else – even at home. No one has the right to hurt, scare, or embarrass you at school, on the bus, or anywhere else – even at home.

8. Bystanders Most ignored and underused resource in our schools Most ignored and underused resource in our schools 85% of a school population --- the “silent majority” 85% of a school population --- the “silent majority”

9. Why Don’t They Get Involved? Fear of retaliation Fear of retaliation Don’t know what to do Don’t know what to do Afraid they’ll make things worse Afraid they’ll make things worse Worry about losing social status Worry about losing social status Don’t believe that adults will help Don’t believe that adults will help

10. The Anti-bully: The Bystander When the bystanders take away their support, they take way the bullies power When the bystanders take away their support, they take way the bullies power Bullies like an audience Bullies like an audience If the audience shows disapproval, bullies are discouraged from continuing If the audience shows disapproval, bullies are discouraged from continuing

11. Why are bystanders important? Bullying most often takes place in front of peers Bullying most often takes place in front of peers It almost never happens when adults are watching It almost never happens when adults are watching Most bystanders want to do something to stop the bully Most bystanders want to do something to stop the bully

12. Just the Facts: When a bystander steps in during a bullying situation – the bullying stops 50% of the time in 10 seconds or less When a bystander steps in during a bullying situation – the bullying stops 50% of the time in 10 seconds or less 85% of bullying episodes occur in the context of a peer group 85% of bullying episodes occur in the context of a peer group Without bullying education, 25% of children will actually encourage the bully Without bullying education, 25% of children will actually encourage the bully

13. What Works? Consensus-development among the whole community so people enforce the same expectations: What behaviors are we committed to changing no matter what it takes? Consensus-development among the whole community so people enforce the same expectations: What behaviors are we committed to changing no matter what it takes? Adult Authority (presence): Monitoring the kids! Adult Authority (presence): Monitoring the kids! Addressing one bully at a time! Addressing one bully at a time! Empowering the “bystanders” Empowering the “bystanders” Consistent enforcement of effective consequences Consistent enforcement of effective consequences Building positive connections (relationships) between the staff and students Building positive connections (relationships) between the staff and students Effective counseling for the bullies Effective counseling for the bullies Effective support for the targets (victims) Effective support for the targets (victims)

14. What Doesn’t Work? Opposite of last slide! Opposite of last slide! Denial Denial Asking the “target” to solve the problem Asking the “target” to solve the problem Not involving school personnel Not involving school personnel Lack of community support Lack of community support Program has lack of focus, no clear expectations, no support, and no consequences and rewards Program has lack of focus, no clear expectations, no support, and no consequences and rewards Limited resources Limited resources

15. “Words have power… Power to encourage and power to discourage!”

16. Quotes cont. Think to yourself: “If this person was someone I love, would I want them treated this way?” Think to yourself: “If this person was someone I love, would I want them treated this way?” “Character is about who you are when NO ONE is watching.” “Character is about who you are when NO ONE is watching.” Anonymous Anonymous

18. Kindness Counts The PEAK committee has developed an exciting program to encourage students and staff to perform acts of kindness for others. This is a district wide project that is a proactive way to empower our students with the knowledge that one simple act of kindness can make a big difference. The PEAK committee has developed an exciting program to encourage students and staff to perform acts of kindness for others. This is a district wide project that is a proactive way to empower our students with the knowledge that one simple act of kindness can make a big difference. We are asking that each card be registered at www.kenstonkindness.org using the card number and security code on the back of the card. Please save your child’s card number so your child can follow the card and read about the acts of kindness generated from the initial kind deed. We are asking that each card be registered at www.kenstonkindness.org using the card number and security code on the back of the card. Please save your child’s card number so your child can follow the card and read about the acts of kindness generated from the initial kind deed.www.kenstonkindness.org The concept is simple – we ask that our students perform an act of kindness for someone and then give that person the registered card. That person is instructed to log onto our website and tell how they received the card. Then they are to perform an act of kindness and pass it on! The concept is simple – we ask that our students perform an act of kindness for someone and then give that person the registered card. That person is instructed to log onto our website and tell how they received the card. Then they are to perform an act of kindness and pass it on! Our goal is to pass these cards beyond the Kenston community. We want our students to see how far the cards will go. Our goal is to pass these cards beyond the Kenston community. We want our students to see how far the cards will go.

19. Just Checking In Our goal – To Connect with our students Our goal – To Connect with our students Based on current research evidence, the most effective research strategies for increasing the likelihood that students will connect to school include: Based on current research evidence, the most effective research strategies for increasing the likelihood that students will connect to school include: Creating trusting relationships among students, teachers, staff, administrators and families Creating trusting relationships among students, teachers, staff, administrators and families Ensuring that every students feels close to at least one supportive adult at school Ensuring that every students feels close to at least one supportive adult at school

20. Student Survey Use a student survey to assess connections Use a student survey to assess connections How many adults at our school do you have a positive relationship with? How many adults at our school do you have a positive relationship with? That means they welcome you to school and you would go to them if you had a problem That means they welcome you to school and you would go to them if you had a problem Who are they? Who are they?

21. Identify Disconnected Youth Staff identify students they have talked with about something beside schoolwork in the past month Staff identify students they have talked with about something beside schoolwork in the past month Student’s on no one’s list need connection Student’s on no one’s list need connection From the student survey – students who identify no one or no staff member need a connection From the student survey – students who identify no one or no staff member need a connection

22. Connecting Staff with Disconnected Students Increase positive behavior feedback and use of positive feeling tone by staff Increase positive behavior feedback and use of positive feeling tone by staff Increase staff efforts to greet and welcome students Increase staff efforts to greet and welcome students Identify staff willing to be silent mentors Identify staff willing to be silent mentors They greet and check in with a specific student more often and attempt to build a connection They greet and check in with a specific student more often and attempt to build a connection

23. Bullying Cessation Program Early Warnings Program Early Warnings Program Ravenwood Ravenwood Alicia Paulsey Alicia Paulsey

24. KIS Initiatives Monthly PEAK trait writing assignments Monthly PEAK trait writing assignments Daily PEAK trait announcements Daily PEAK trait announcements PEAK Ambassadors PEAK Ambassadors PEAK Bulletin Board PEAK Bulletin Board Character Trait Banners in Cafe Character Trait Banners in Cafe Decent Deeds Decent Deeds Peer Mediation Peer Mediation Big Brothers/Big Sisters Big Brothers/Big Sisters Fine Arts Programming Fine Arts Programming

25. KIS Initiatives cont. Accent on Youth Accent on Youth Safety Patrol Safety Patrol Safe Harbor labeled with PEAK sign Safe Harbor labeled with PEAK sign Mix It Up Day Mix It Up Day International Day of Peace International Day of Peace Classroom Guidance Lessons Classroom Guidance Lessons Many classroom initiatives Many classroom initiatives