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Creating School Cultures of Health, Safety and Respect. A presentation for Staff & Faculty September 2009. Department’s Student Priority: Safety & Well-being. 1o f 3 student priorities Our mission:

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creating school cultures of health safety and respect

Creating School Cultures of Health, Safety and Respect

A presentation for Staff & Faculty

September 2009

department s student priority safety well being
Department’s Student Priority:Safety & Well-being
  • 1o f 3 student priorities
  • Our mission:
    • Ensure we exemplify the healthy, safe, and respectful teaching and learning environments where all student diversities are honored and valued.
  • Safety & well-being prerequisite to student academic and social success
    • Establish compassionate and rigorous learning environments
  • Students need to feel safe & secure to maximize their growth potentials in risk-free environments
our school s investment in prevention
Our School’s Investment in Prevention
  • Insert copy of your school’s behavioral expectations matrix or core ethical values
  • Appropriate student behaviors are modeled by adults on campus and
  • Acknowledged by adults and students
  • Our goal is to provide 6 positives to 1 negative in recognizing appropriate behaviors
increased attention to bullying national data
Increased Attention to BullyingNational Data
  • 15, 686 students 6th-10th graders (Nansel, 2003)
    • 19% had engaged in bullying behaviors
    • 17% had been victims
    • 6% had been both victims & bullier
      • Increasing number reporting being both
    • Occurs most frequently from grade 6 to 8
  • Males more than females are bullies & victims
    • Males more physically bullied
    • Females more verbally or psychologically bullied
national data secret service us doe research
National DataSecret Service & US DOE Research
  • Report on 37 shootings including Columbine
    • ¾ of student shooters felt bullied, threatened, attacked or injured by others
    • Columbine shooters bullied others
    • Several shooters reported experienced long-term & severe bullying and harassment from peers
is bullying a problem in hawaii schools
Is bullying a problem in Hawaii schools?

2007 Youth Behavioral Risk Survey

  • 2 in 3 middle school students in Hawaii say bullying is a problem
  • 1 in 2 high school students in Hawaii say bullying is a problem
when bullying happens
When Bullying Happens . . .


All in the triangle are impacted.

Any bullying prevention/intervention program must

address all three groups.



sometimes hard to detect
Sometimes Hard To Detect
  • Teasing, hitting, pushing can be playful or bullying
  • Takes place in areas not well supervised by adults
    • e.g., schools, homes, or communities
  • Maybe subtle such as: social exclusion, note-passing, threatening looks
  • Many students don't report, fear:
    • Retaliation by student doing the bullying
    • Adults won't take concerns seriously or will act inappropriate in dealing with incident
myth 1 about bullying
Myth #1 About Bullying
  • Bullying is same thing as conflict.
    • Bullying =
      • Aggressive behavior, imbalance of power, often repeated over time
      • Student has hard time defending him/herself
    • Conflict =
      • Antagonism among 2 or more people
    • Conflict resolution or mediation sometimes misused to solve bullying
      • Inappropriate message – both are partly right and partly wrong
    • Appropriate message for child who is bullied:
      • “Bullying is wrong and no one deserves to be bullied. We are going to do everything we can to stop it.”
myth 2 about bullying
Myth #2 About Bullying
  • Most bullying is physical, i.e., hitting, shoving, kicking.
    • Most common bullying = Verbal bullying
      • Name calling, rumor spreading, etc.
    • Also common = Bully via Social Isolation
      • Shunning, leaving one out on purpose
myth 3 about bullying
Myth #3 About Bullying
  • Bullying isn’t serious. It’s just a matter of “kids being kids.”
    • Bullying extremely serious
    • Affects mental well being, academic work & physical health of those targeted
    • Victims
      • Lower self-esteem, higher rates of depression, loneliness, anxiety, & suicidal thoughts
      • More likely avoid school, have higher absenteeism
    • Students who bully
      • More likely engage in other antisocial, violent or troubling behaviors
    • Bystanders
      • Observing incident also be impacted negatively
myth 4 about bullying
Myth #4 About Bullying
  • Bullied kids need to learn how to deal with bullying on their own.
    • Many do not have confidence & skills to stop bullying when it happens
    • Should not expect students to deal with bullying on their own
    • Adults play critical roles in helping to stop bullying
chapter 19 2009 definition
Chapter 19 2009 Definition
  • “Bullying” means any written, verbal, graphic, or physical act that a student or group of students exhibits toward other particular student(s) and the behavior causes mental or physical harm to the other student(s); and is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abusive educational environment for the other student(s).
impact of bullying harassment
Impact of Bullying & Harassment
  • Harmful effects well documented in research literature
    • Ranges from feelings of:
      • Shame, fear, loneliness, anger, low self-esteem to decline in academic performance, avoidance of certain places, ostracized by peers, to escalation of overt violence on campus
two minutes of bullying can last a lifetime
“Two minutes of bullying can last a lifetime.”
  • 11 year old male, 5th grade student
    • I get called “gay” everyday in the classroom
    • “I want to kill myself. I can’t take it anymore.”
    • Student is outcast & his peers will not touch anything he has prior contact with.
    • Has reported to teacher, counselor, and vice principal, but met with ambivalence.
    • Teachers describe student as “enigma” implying there is little school can do about his inherently provocative personality.
two minutes of bullying can last a lifetime1
“Two minutes of bullying can last a lifetime.”
  • 16 year old girl moved from foreign country to Hawaii
    • Small group of boys would mock her and mimic her accent every time she stood in front of the class to recite or give a report
    • Over time, she decided never to say another word in class
    • As result, began to fail in class
    • She noted sadly that teacher never intervened even once to stop the harassment & sometimes smiled when the boys made fun of her
two minutes of bullying can last a lifetime2
“Two minutes of bullying can last a lifetime.”
  • 25-year old tearfully recalls anguish felt as overweight child in elementary school
    • Kids called her “the Whale”
    • She tried very hard to get to stop by bringing students presents
      • But they continued to tease her
    • Eventually became very isolated & ate lunch in the bathroom
    • Became anorexic over the summer
    • At school they called her “anorexic bitch”
      • Yet, no teacher intervened and tried to help her
    • Today she remains severely eating disordered
types of bullying
Types of Bullying
  • Physical
  • Verbal
  • Relational
  • Social isolation
  • Sexual (harassment)
  • Cyberbullying

Horne and Orpinas, 2007

what rewards bullying behavior
What Rewards Bullying Behavior?
  • Most common
    • Attention from bystanders
    • Attention and reaction of victim
    • Access to resources (materials, activities)
    • Self –delivered reward
creating programs that work
Creating Programs That Work
  • Most effective strategy:

“The entire school as a community to change the climate of the school and the norms of behavior.”

effective bullying prevention program establish
Effective Bullying Prevention Program: Establish . . .
  • CLEAR school-wide message that bullying is unacceptable
  • Positive school climate and implement school-wide rules against bullying
  • Incorporate BOE 2109 Character Policy into grade curricula
  • Commitment from all students, parents, and staff that they are part of the anti-bullying solution.
    • Train all school personnel how to prevent and intervene when they witness bullying
teach all students 3 step process how to stop something you don t like
Teach All Students . . .3 STEP ProcessHow To STOP Something You Don’t Like
  • “Stop”
    • Teach students the schoolwide “stop signal”
    • Model when experience problem behavior
    • Practice often with student volunteers
  • Walk away
    • Sometimes even when indicate “stop”, problem behavior will continue
    • If this happens, students are to “walk away” from problem
    • Practice “walking away” with student volunteers in class
  • Talk: Report problems to an adult
    • If “stop” & “walk away” does not work, students should “talk” to an adult
    • Model and practice the “talk” technique
however if in danger
However, if in DANGER . . .
  • If any student is in danger, “stop” and “walk” steps should be skipped, and the incident should be reported immediately.
where is the line between tattling and reporting
Where Is The Line Between Tattling And Reporting?
  • "Talking"is when you have tried to solve the problem yourself, and have used the "stop" and “walk" steps first
  • “Tattling”is when you do not use the "stop" and "walk away" steps before "talking" to an adult
    • Tattling is when your goal is to get the other person in trouble
practice strategies with students
Practice Strategies with Students
  • Students who often are verbally, physically aggressive:
    • Pre-correction
    • On-site practice
  • Students who often are Victims:
    • Extra teaching about what might be reinforcing
    • Pre-correction
    • On-site practice
  • Bystanders
    • Teach 3 step process
    • Teach not to reinforce problem behavior
      • Otherwise bulliers will gain peer attention/objects for inappropriate behavior
other prevention strategies
Other Prevention Strategies
  • Be visible and vigilant (in hallways, cafeterias, playground…). Increase/improve supervision in areas where bullying tends to occur
  • Weave bullying awareness into the curriculum
  • Be aware of seating arrangements
other prevention strategies1
Other Prevention Strategies
  • Meet the needs of individual students
  • Create an “open-door policy” for students
  • Inform parents about bullying prevention efforts
    • Articles about bullying prevention in school newsletter
Reflection . . .
  • Think about a time when you were truly respected.
  • How can we create those feelings of being respected in our classrooms and school?
    • Share 3-5 specific ways
Thank you for being




table talk
Table Talk
  • What are possible actions we should continue or initiate as a whole school regarding prevention of bullying and harassment?
    • As classroom teachers and staff?
  • What activities should we initiate/maintain with our school community regarding bullying and harassment?