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Bullying Victimization in Delaware. DE-PBS Annual Celebration April 29, 2014. Information to be Covered. 2013 Delaware School Climate Survey - Student results related to bullying Importance of other school climate factors in relation to bullying 

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Bullying victimization in delaware

Bullying Victimization in Delaware

DE-PBS Annual CelebrationApril 29, 2014


Information to be covered
Information to be Covered

  • 2013 Delaware School Climate Survey -Student results related to bullying

  • Importance of other school climate factors in relation to bullying 

  • Bullying victimization of students with disabilities

  • Implications for bullying prevention



Bullying school wide
Bullying School-Wide

  • Items

    • “Students threaten and bully others in this school”

    • “Students worry about others bullying them in this school”

    • “In this school, bullying is a problem”

    • “Students bully one another in this school”

    • Scores range from 1 (Strongly Disagree) to 4 (Strongly Agree)

    • Note: A high score for this subscale is unfavorable


Bullying victimization item examples
Bullying Victimization Item Examples

  • Verbal Bullying

    • “A student said mean things to me.”

  • Physical Bullying

    • “I was pushed or shoved on purpose.”

  • Social/Relational Bullying

    • “A student told/got others to not like me.”

  • Cyberbullying

    • “A student sent me a mean or hurtful message about me using email, text messaging, instant messaging, or similar electronic messaging.”

  • Scores range from 1 (Never) to 6 (Everyday)



  • Student perceptions tend to decrease, especially from elementary to middle school


The following percentages agreed or strongly agreed that bullying was a problem in their school
The following percentages agreed or strongly agreed that bullying was a problem in their school:

School-wide Bullying Results


The following percentages agreed or strongly agreed that bullying was a problem in their school1

School-wide Bullying Results – grades 3-5 bullying was a problem in their school:

The following percentages agreed or strongly agreed that bullying was a problem in their school:


The following percentages agreed or strongly agreed that bullying was a problem in their school2

School-wide Bullying Results – grades 6-8 bullying was a problem in their school:

The following percentages agreed or strongly agreed that bullying was a problem in their school:


The following percentages agreed or strongly agreed that bullying was a problem in their school3

School-wide Bullying Results – grades 9-12 bullying was a problem in their school:

The following percentages agreed or strongly agreed that bullying was a problem in their school:


Bullying victimization results
Bullying Victimization Results bullying was a problem in their school:

Percentages indicate the number of students who reported this occurring to them at least once a week:


Bullying victimization results1
Bullying Victimization Results bullying was a problem in their school:

Percentages indicate the number of students who reported this occurring to themat least once a week:


Bullying victimization results2
Bullying Victimization Results bullying was a problem in their school:

Percentages indicate the number of students who reported this occurring to themat least once a week:


School climate and bullying
School Climate and Bullying bullying was a problem in their school:

  • Caution: Correlation does not mean causation

  • Direction of influence is likely to be bidirectional:

    • Bullying creates a negative climate, and a positive school climate helps prevent bullying


Bullying and students with disabilities
Bullying and Students with Disabilities bullying was a problem in their school:


Bullying and students with disabilities1
Bullying and Students with Disabilities bullying was a problem in their school:

Percentage of parents responding “once or twice a month” or more:

“A student said mean things to my child” (Verbal)

“My child was bullied in this school” (General)

  • 41.7% of students with Emotional Disturbance

  • 6.6% of students with Other Health Impairment

  • 5.9% of students withSpecific Learning Disability

  • COMPARED TO

  • 5.2% of students without disabilities

  • 50.0% of students with Emotional Disturbance

  • 12.2%of students with Other Health Impairment

  • 27.3%of students with Visual Impairment

  • 20.0%of students with Hearing Impairment

  • COMPARED TO

  • 10.2% of students without disabilities


Bullying and students with disabilities2
Bullying and Students with Disabilities bullying was a problem in their school:

“Students left my child out of things to make him/her feel badly” (Social/Relational)

“My child was hit or kicked and it hurt” (Physical)

Percentage of parents responding “once or twice a month” or more:

  • 9.1% of students with Emotional Disturbance

  • 4.2%of students with Hearing Impairment

  • 9.1%of students with Visual Impairment

  • 3.4%of students with Autism Spectrum Disorder

  • COMPARED TO

  • 2.3% of students without disabilities

  • 16.7% of students with Emotional Disturbance

  • 8.7%of students with Hearing Impairment

  • 27.3%of students with Visual Impairment

  • 14.5%of students with Autism Spectrum Disorder

  • COMPARED TO

  • 4.6% of students without disabilities


Implications
Implications bullying was a problem in their school:


General implications for bullying prevention
General bullying was a problem in their school:Implications for Bullying Prevention

  • Students report less bullying in schools with a positive school climate and where teachers emphasize the use of techniques for developing strong teacher-student relationships and students’ social and emotional skills

  • Theory and research show that responsiveness(support) and demandingness(structure) are two essential dimensions of school climate and bullying prevention

  • Thus, Tier 1 prevention should focus on improving those aspects of school climate


Implications for bullying prevention
Implications for Bullying Prevention bullying was a problem in their school:

  • Students with disabilities are at greater risk for being bullied, but especially those with ED, HI, VI, and OHI

  • Additional prevention efforts at Tiers 2 and 3 should be considered for these populations, as well as others who are at greatest risk for being bullied (or for bullying others)


Implications for bullying prevention1
Implications for Bullying Prevention bullying was a problem in their school:

  • SW-PBS program fidelity is important

    • Differences between Delaware schools in school climate, bullying and the extent to which they are implementing SW-PBS

    • Prevention efforts should be guided by a comprehensive needs assessment to determine the areas in which your school should devote resources to train staff

      • Delaware Assessment of Strengths and Needs for PBS (DASNPBS)

      • DE-PBS Key Feature Evaluation


Questions
Questions? bullying was a problem in their school:

George Bear: [email protected]

Debby Boyer: [email protected]

Sarah Hearn: [email protected]

Lindsey Mantz: [email protected]

www.delawarepbs.org

Thank you!


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