1. Bullying and Harassment What We know and What We Can Do…. Jollee Patterson, General Counsel Tammy Jackson, Sr Program Manger Portland Public School District

2. Objectives for Today Learn about best practices for establishing a safe school culture and minimizing bullying Review the new Anti-Harassment Administrative Directive Receive resources to support you in this work and Receive guidance on how to effectively respond when bullying does occur

3. Bullying and Harassment An ounce of prevention is worth a pound of cure

4. “Bullying fosters a climate of fear and disrespect that can seriously impair the physical and psychological health of its victims and create conditions that negatively affect learning, thereby undermining the ability of students to achieve their full potential.” Reference United Sates Department of Education Office of Civil Rights memo 10/26/11

5. Scope of the Problem Bullying happens once every 7 minutes. The average bullying episode lasts 37 seconds. Teachers noticed and intervened in only 1 out of 25 episodes (4% of the time) Bullying commonly increases between the third and seventh grades. (Committee for Children, 2005)

6. “I Feel Safe at School” 6th grade- 15% said “NO” 8th grade- 15% said “NO” 11th grade- 19% said “NO” Oregon Wellness Survey (2010)

7. Harassed on the way to, at or from school- – 35% of 8th graders – 23% of 11th grader I Can talk freely and openly with my teachers about my concerns- – 30% of 6th graders say, “NO” – 44% of 8th graders say, “NO” – 47% of 11th graders say, “NO”

8. Where Does Bullying Occur? The most common places where bullying takes place: – School yard or playground (74% of victims) – Hallways (53% of victims) – Cafeteria (45% of victims) – At home or on computer (cyberbullying) But it could be different for your school…. What does your data say?!!

9. Challenges for Schools Although common and frequent, most bullying and harassment behaviors are exhibited outside of adult supervision.

10. Challenging School Factors Negative disciplinary interventions Inadequate supervision of bully-prone areas Inconsistent educator response to bullying behaviors Physical features of the school Adult unawareness or denial of problems

11. Bullying Definition Bullying is unfair and one-sided. It happens when someone keeps hurting, frightening, threatening or leaving someone out on purpose. Reference: Steps to Respect

12. Harassment “Creates a hostile environment when conduct is sufficiently severe, pervasive, or persistent so as to interfere with or limit a student’s ability to participate in or benefit from the services, activities.” Reference United Sates Department of Education Office of Civil Rights memo 10/26/11

13. Key Elements Bullying Harassment Imbalance of power Intent to cause harm; deliberate, non-accidental Acts are repeated – show a pattern Vulnerability of victim Is an imbalance of power but does not require: An intent to harm Repeated incidents A specific target Is an imbalance of power but does not require: An intent to harm Repeated incidents A specific target

14. Direct Bullying Hitting, kicking, shoving, spitting… Taunting, teasing, racial slurs, verbal harassment Threatening, obscene gestures

15. Indirect Bullying Getting another person to bully someone for you Spreading rumors, gossip Deliberately excluding someone from a group or activity Many forms of Cyberbullying

16. Effects of Bullying Students who are chronically bullied are more likely to have: – A greater dislike of school – Higher absenteeism – A decline in school performance – Poor self-esteem – Greater incidence of psychological disorders such as depression and anxiety – Repeated bullying may also trigger serious episodes of violence

17. Why Some Children Bully Others 1. If a behavior works, it is repeated 2. Students don’t know how else to influence peers 3. They don’t realize that their behavior is inappropriate- poor modeling (Jack in the Box) 4. Errors in thinking 5. Bullying meets a need. Rewards for bullying behaviors: Social attention Social recognition Social status

20. Myths About Bullying Bullying really isn’t a big problem. Children who bully have low self-esteem. Only boys bully. If a kid just “fights back” or ignores the bullying, the problem will be solved. Adults feel that they are already doing everything they can to address bullying.

21. What Does Work!

22. Myths About What Works Zero tolerance policies Conflict resolution and peer mediation Group treatment for children who bully Simple, short-term solutions (piece meal)

23. A Positive Climate is the Best Prevention

24. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Interventions Some students (at-risk) High efficiency Rapid response Individual or Group Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Bullying Prevention

25. School Wide Bullying Prevention Create a school climate based on mutual respect Make bullying prevention part on the work of the climate team Establish clear rules/procedures/ policies about bullying. “Be Respectful” applies to students and adults in the building!”

26. Comprehensive Bullying Prevention Physical considerations- e.g playground? Increase effective supervision Teach specific skills to all students Train adults to respond sensitively & consistently to bullying. Enforcing consistent consequences for bullying Improve parental awareness & involvement in working on the problem.

27. Teaching Personal and Social Responsibility Teach school-wide expectations first – Be respectful – Be responsible – Be safe Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area Use same teaching format for all situations If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop”

28. Clear Expectations and Consequences for Bullying Should be preplanned Clearly explained to students Intervene promptly Coaching or Specific Skills instruction Hierarchy of consequences – Reprimands or warnings – Loss of privileges – Think Time – Call to parent

29. Resources for Teaching Skills  Steps to Respect (Committee for Children)  Middle School Second Step (Committee for Children)  Bully Blockers (Tough Kid Series, Pacific Northwest Publishing)  PBIS Bullying Prevention  See handout for more resources

30. www.pbis.org

31. Activity In your grouping you will need a note taker Discuss elements of effective bullying and harassment prevention that you have in your school (5 minutes) Share out with large group (5 minutes)

32. PPS Administrative Directive 4.30.061-AD Notice (Signs) in buildings Use evidence-based school-wide and classroom management strategies School-wide student notification Forbids retaliation Respect for differences Electronic forms of harassment Incidents should be promptly investigated.

33. Reporting Procedures Student reports harassment or bullying (anonymous reports OK but need corroborating evidence for discipline) – How are students to report…to whom? – How will you create an opportunity for anonymous reporting? Principal shall ensure investigation (define your building process for investigation) Unsatisfied complaints are referred to the Complaint Porcedures.

34. Activity Read the scenario on the back of the Agenda In your group, generate your collective response to the question: What should you do? (suggestion…take notes) Large group share out

35. Bullying prevention is part of a comprehensive, ongoing school-wide and community effort to create a positive and safe school climate. Take Away!

36. Thank you!