1. Donna M. San Antonio and Elizabeth A. Salzfass Summary by Laurie Schorno

2. This article outlines the devastating effects bullying can have on students, results of research with young adults and suggestions for quality implementation in our schools. In New Jersey, the new HIB requirements have outlined much of the same information. Unless you live in a box, much of the information contained here is not new. There are, however, several points that bear repeating.

3. It may be difficult for some of us to recall how we felt as teens. We might, however, be able to recall how we felt when beginning a new job. We wonder:  Will they like me?  Will I make friends?  Will they include me?

4. Teens have all the same fears, but in addition, they report:  Fear of being teased  Fear of being treated with indifference  Fear of bullying This makes learning difficult for many teens.

5. Bullying has a direct impact on student performance. Living in fear damages one’s self-efficacy and causes anger and hurt. These diminish students’ ability to engage effectively in learning. Bullying is directly linked to:  High rates of absence  Increased drop-out rates  Low self esteem  Anxiety  Depression In addition, repeated bullying often leads the victim to engage in aggressive behavior

6. In addition to the in-school ramifications of bullying incidents, recent reports have shown that the long term effects of bullying devastating. They are life changing experience that are compared to other kinds of trauma. The effects last long into adulthood, characterized by depression and anxiety. This, in turn, makes it difficult for many victims to develop positive relationships. Children of adults who were bullied often become victims themselves – either as the aggressor or as the recipient.

7.  Bullying shows no socio-economic barriers  Males are more prone to physical violence  Females more prone to emotional abuse  Occurs most often in unstructured areas ◦ Hallways ◦ Bathrooms ◦ Cafeteria ◦ Playground

8.  Being overweight  Dressing differently  Perceived as not good looking  Being “different” or weird  Being “gay” (this is mostly present for boys)

9. The strategies implemented in our schools must compliment classroom curriculum. Bullying should not be treated as an issue of behavior. It requires a more comprehensive set of goals that address moral and social development, school and classroom climate, teacher training, school policies and community values.

10. Conduct an Assessment  Where and when does bullying occur?  What types of bullying are most evident?  Develop programs that reflect local needs

11. Form a Committee  Create “school relationships”  Be sure to involve ◦ Students ◦ Parents ◦ Community members ◦ Staff Members  Implementations should address developmental and cultural norms

12. Adopt a Policy A “whole school” policy is the foundation of successful anti-bullying campaigns. Include:  Commitment Statement  Statement of Rights and Responsibilities  Definition- include types and dynamics  Process for identifying and reporting  Expectations for staff and students  Strategies to be implemented  Assessment Method

13. Staff Training  Must be Inclusive  Discuss “problem” locations  Create unified response * Staff must be committed- students know who they can and cannot rely on!

14. Treatment  Provide Resources  Integrate Social/Emotional training in curriculum  Provide “Safe Havens”  Provide counseling ◦ Peer Groups ◦ Mentoring ◦ Teacher led groups ◦ 1 on 1

15. Watch for Indicators  Shifts in cliques  Sudden changes in friendships  Changes in group leaders  Changes in behavior  Whispering  Exclusion

16. Last of all: Do not underestimate the power of setting examples. Reclaim the goodness in your school by advertising and supporting “Random Acts of Kindness”. Notice those that take risks to help a peer. Positive reinforcement of the values we desire will help desirable behaviors spread!

17.  What is your school doing to address HIB issues?  What have they failed to do?  What improvements can be made?  What do you see as your responsibility?