The Buzz About Bullying on Buses

1. The Buzz About Bullying on Buses Carole Kerkin January 2012

2. Today’s Agenda • The New Law • CREC Policy • Working on the Developing aPositive Bus Climate • Intervening with Bullying Behavior • A Word on Harassment versus Bullying • What You Can Do!

3. The Law • On July 1, 2011, An Act Concerning the Strengthening of School Bullying Laws, Public Act No. 11 – 232 was enacted in CT. • Some of the provisions took place immediately while others do not apply until July 1, 2012.

4. Revisions Enacted July 1, 2011 Public Act No 11 – 232 significantly changes and expands the legal definition of bullying.

5. Changes to the Definition Old New Face-to-Face Electronically too In-School Bus, bus stop, in community In one school year Over many years

6. Changes to the Definition New: • Causes significant impact on the student, • Disrupts the educational environment, • Creates a hostile environment for the student.

7. Responsibilities for Schools and Districts (New) • Districts must identify a “Safe School Climate Coordinator” (done – not due until 7/01/12), • Each school must identify a “Safe School Climate Specialist” (done – not due until 7/01/12), • Each school must create a “Safe School Climate Committee with parent representation.

8. Responsibilities for Schools and Districts (New) • Student, Staff and Parent Assessments must be completed by 7/2012, • Safe School Climate Plans must be completed by 1/01/12, • “Student Safety Support Plans” must be completed for all verified acts of bullying.

9. The BIG (New) Responsibilities for Schools and Districts • All parties must be informed regarding the new law, • We must focus on prevention, • We must train ALL school employees how to identify, report, prevent and intervene with bullying, • Report, report, report!!!

10. CREC’s Anti - Bullying Policy • Uses the same language as the law, • Was created by our attorney with help from the CT State Department of Education, • Is to be followed by all CREC employees, • Helps guide our practice.

11. Developing aPositive Bus Climate • A positive climate is one where students feel: connected, respected and safe. • What does this look and sound like? Adults listen and care, Students are kept safe by the adults on the bus, There are rules to be followed,

12. Developing aPositive Bus Climate • Rules are modeled by drivers and monitors, • Rules are consistently applied, • Rules are reinforced and violations consequenced calmly and quietly, • The rules are known by all and practiced, • Children and adults are happy and in-control.

13. The “R” Word • When there is a strong, positive bond between a driver and his or her students, behavior on the bus tends to be positive and less problematic for the driver.

14. If it’s mean; intervene! (But how???)

15. Interventions While the bus is in motion: • Give verbal warnings, using students’ names whenever possible, • Call your school or supervisor, • Avoid “stare downs” using the rear view mirror.

16. Interventions When the bus is stopped: • Have students change seats, • Talk with students who bully and/or are bullied, This should be done individually to avoid potentially re-igniting the bullying situation, • Implement seat assignments based on district policy, • Request assistance from school or teachers as appropriate.

17. Interventions If student or driver safety becomes a concern: • 1.Always follow district policies, • 2.Stop the bus in a safe place out of traffic, • 3.Secure the bus. • 4.Stand up and speak clearly and calmly to the student(s) who are bullying another student or students.

18. Interventions • 5.Change the seat of the student who was bullying and/or the student being bullied, if needed, to a safe seat (the Carole rule on this), • 6.Never put a student off the bus except at school or at his or her residence or school bus stop, • 7.When intervening, use caution not to challenge or provoke a student who is bullying because it may initiate further negative behavior.

19. Interventions • Hands off. Don’t place your hands on students except to protect them in an immediate emergency. • Don’t try to “assist” a student into the seat by forcing him or her down. • Any physical contact between bus driver or attendant and student must be an absolute last resort in an emergency situation.

20. Interventions Keep your cool: • DO—Appear calm, centered, and self-assured; use a modulated low tone of voice. Be aware of options. Be very respectful even when firmly setting limits or calling for help. • DON’T—Be defensive even if the comments or insults are directed at you.

21. Interventions Communicate Effectively Nonverbally: • DO—Allow extra physical space between you and the aggressor, get to the same eye level, keep your hands out of your pockets to protect yourself, and stand at an angle to the student. • DON’T—Turn your back, stand full front to the student, maintain constant eye contact, point or shake your finger, smile, or argue. • De-escalate the Discussion • DO—Trust your instincts, empathize with feelings but not with the behavior, suggest alternatives, and explain limits in a firm but respectful tone. • DON’T—Get loud, yell, scream, argue, or analyze.

22. Interventions De-escalate the Discussion: • DO—Trust your instincts, empathize with feelings but not with the behavior, suggest alternatives, and explain limits in a firm but respectful tone. • DON’T—Get loud, yell, scream, argue, or analyze.

23. What You Can Do • The new legislation clearly indicates that any SUSPECTED act of bullying must be brought to the attention of the Safe School Climate Specialist.

24. What You Can Do • Get to know your passengers – names and all, • Work on developing good relationships with students, • Post your simple rules, practice and model them, • Deal with disciplinary issues quietly and calmly, • Report any behavior that looks or feels like bullying to school staff – we will investigate! • Ask for help when you need it!

25. The End Travel Happy!