Bullying and Harassment
What We know and
What We Can Do….
Jollee Patterson, General CounselTammy Jackson, Sr Program Manger
Portland Public School District
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
Bullying and Harassment
An ounce of prevention is worth a pound of cure
“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
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)
“I Feel Safe at School”
6th grade- 15% said “NO”
8th grade- 15% said “NO”
11th grade- 19% said “NO”
Oregon Wellness Survey (2010)
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”
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?!!
Challenges for Schools
Although common and frequent, most
bullying and harassment behaviors are
exhibited outside of adult supervision.
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
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
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
Direct Bullying
Hitting, kicking, shoving, spitting…
Taunting, teasing, racial slurs, verbal harassment
Threatening, obscene gestures
Indirect Bullying
Getting another person to bully someone for you
Spreading rumors, gossipDeliberately excluding someone from
a group or activityMany forms of Cyberbullying
Why Some Children Bully Others
1. If a behavior works, it is repeated2. Students don’t know how else to influence peers3. They don’t realize that their behavior is inappropriate-
poor modeling (Jack in the Box)4. Errors in thinking5. Bullying meets a need. Rewards for bullying behaviors:
Social attention Social recognition Social status
What Does Work!
Myths About What Works
Zero tolerance policiesConflict resolution and peer mediationGroup treatment for children who bullySimple, short-term solutions
(piece meal)
A Positive Climate is the Best Prevention
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 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
Bullying Prevention
Bullying Prevention
School Wide Bullying PreventionCreate 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 Be Respectful” applies to students and adults in the buildingand adults in the building!”
Comprehensive Bullying Prevention
Physical considerations- e.g playground?Increase effective supervisionTeach specific skills to all studentsTrain adults to respond sensitively & consistently
to bullying.Enforcing consistent consequences for bullyingImprove parental awareness & involvement in
working on the problem.
Teaching Personal and Social Responsibility
Teach school-wide expectations first– Be respectful– Be responsible– Be safe
Focus on “non-structured” settingsCafeteria, Gym, Playground, Hallway, Bus Area
Use same teaching format for all situationsIf someone directs problem behavior toward you.If you see others receive problem behaviorIf someone tells you to “stop”
Clear Expectations and Consequences for Bullying
Should be preplanned Clearly explained to studentsIntervene promptlyCoaching or Specific Skills instructionHierarchy of consequences
– Reprimands or warnings– Loss of privileges– Think Time– Call to parent
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
www.pbis.org
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)
PPS Administrative Directive4.30.061-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.
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.
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
Bullying prevention is part of a comprehensive, ongoing school-wide and community effort to create a positive and safe school climate.
Take Away!Take Away!
Thank you!