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• Bullying and Anti-Bullying PowerPoint Presentation

Subject: Understanding the world

Age range: 6 - 11

Resource type: Visual aid/Display

Last updated

7 June 2023

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Through this presentation, students will be introduced to a comprehensive overview of bullying, including its definition, various types, and the roles of victims and followers. They will gain valuable insights into how they can effectively support others in combating bullying and understand the impact their own behaviors can have, whether as part of the problem through silence or as part of the solution by providing assistance.

This presentation promotes understanding, fosters a positive classroom culture, and builds a strong sense of community among your students

The slides are designed to engage and educate students on the concept of bullying while empowering them to take a stand against it.

Furthermore, it encourages you to create a safe space for your students to share their personal experiences and perspectives on bullying. By actively listening to their stories, you can help them gain awareness and guide them toward becoming proactive participants who raise their voices against bullying.

This resource includes:

• Slide 1: What is Bullying?
• Slide 2: Types of Bullying
• Slide 3: Physical Bullying
• Slide 4: Cyberbullying
• Slide 5: Verbal Bullying
• Slide 6: Social Bullying
• Slide 7: Who is a Bully?
• Slide 8: Bully Supporters and Followers
• Slide 9: Victims of Bullying
• Slide 10: What Can You Do When You See Someone Being Bullied?
• Slide 11: STOP Bullying - How do I Treat Others?
• Slide 12: I Have Learned about - Bullying and Anti-Bullying
• Google Slides

"----------------------------------- ★ Related Resources:

• Download the Spanish Version

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"---------------------------------- ★ You may like these resources:

• Bullying Mindmap
• Anti-Bullying Activity

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Happy Anti-Bullying Day!

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Bullying and Anti-Bullying Collection BUNDLE

This comprehensive package provides essential information for clearly defining bullying to your students and emphasizes that such behavior is unacceptable and will have consequences. It is an excellent tool for preventing and stopping bullying, as it fosters a safe environment where children can thrive socially and academically without fear. The activities empower children to identify the signs of a bully, avoid engaging in bullying themselves, and understand the appropriate steps to take if they encounter bullying at school. In some instances, children may not openly express that they are being bullied. This resource equips your students with strategies to handle bullying situations and encourages them to seek support from trusted teachers and friends if they have concerns about bullying. By utilizing this resource, your students and the entire class will enhance their social and academic achievements, enabling them to thrive in various aspects of their lives. >>>>> **This collection includes the following resources:** * Resource 1: Bullying and Anti-Bullying PowerPoint Presentation * Resource 2: Anti-Bullying Activity * Resource 3: Bullying Mind Map >> *Happy Anti-Bullying Day!*

Bullying and Anti-Bullying PowerPoint Presentation BUNDLE

This resource includes an English and Spanish version of the Bullying and Anti-Bullying PowerPoint Presentation. These are perfect for your bilingual or dual-language classrooms and schools! Through this presentation, students will be introduced to a comprehensive overview of bullying, including its definition, various types, and the roles of victims and followers. They will gain valuable insights into how they can effectively support others in combating bullying and understand the impact their own behaviors can have, whether as part of the problem through silence or as part of the solution by providing assistance. This presentation promotes understanding, fosters a positive classroom culture, and builds a strong sense of community among your students The slides are designed to engage and educate students on the concept of bullying while empowering them to take a stand against it. The two resources I am including in this bundle are sold separately. Below is the list of what you will receive. You can click on each link to read a detailed description of each product. >>> **This resource includes:** * Slide 1: What is Bullying? (English and Spanish Version) * Slide 2: Types of Bullying (English and Spanish Version) * Slide 3: Physical Bullying (English and Spanish Version) * Slide 4: Cyberbullying (English and Spanish Version) * Slide 5: Verbal Bullying (English and Spanish Version) * Slide 6: Social Bullying (English and Spanish Version) * Slide 7: Who is a Bully? (English and Spanish Version) * Slide 8: Bully Supporters and Followers (English and Spanish Version) * Slide 9: Victims of Bullying (English and Spanish Version) * Slide 10: What Can You Do When You See Someone Being Bullied? (English and Spanish Version) * Slide 11: STOP Bullying - How do I Treat Others? (English and Spanish Version) * Slide 12: I Have Learned about - Bullying and Anti-Bullying (English and Spanish Version) >> **Formats:** * Powerpoint * PDF * Google Slides * Keynote * JPG images *Happy Anti-Bullying Day!*

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• Trainings and Presentations >

Presentations

The first step to preventing bullying is making sure students, educators, parents, and other community members are educated about bullying and related behavior. The following presentations are offered by Alberti Center team members and can be offered in a variety of formats, including keynotes, workshops, and virtual webinars. If you are interested in hosting any of these presentations, or have questions or specific needs, please contact [email protected] .

Bullying Prevention and Intervention

Faculty and staff at the Alberti Center can present a wide variety of presentations on bullying in today’s schools and communities, exploring its impact upon students’ learning and sense of safety.  These presentations include practical solutions, interventions, and strategies, and resources for identifying and combating these challenges to promote a safe school climate.

Cyberbullying and Digital Media Use: What Educators Need to Know

Although technology and social media use can be positive for many teens, problematic media use and cyberbullying can be a concern for many parents, educators, and other professionals working with adolescents. This presentation will provide an overview on technology and social media use among children and teens, with a focus on cyberbullying. Specific strategies and resources will be shared for educators to prevent cyberbullying and promote safe and respectful behavior in online spaces.  

Dignity for All Students Act (DASA) Follow-Up Training

This workshop is a customized training on DASA for individual school districts’ administrators and DASA coordinators.

These customized sessions address the on-going training needs for school administrators and DASA coordinators. Content is determined through consultation with the district and those who will be attending the session. Previous DASA Follow-Up trainings have focused on: school social climate and its correlation to bullying and aggression; the difficulty of addressing allegations of bullying in a climate “where everything is bullying;” strategies that focus on the safety of the target as opposed to punishment of the bully; a deep dive into what constitutes a “material incident” of bullying; how to build relationships with parents of bullies and victims so that they become willing to support the school’s efforts to address the problem; social-emotional learning and bullying; and how to approach interventions that do not depend on harsh punishments for bullies.

Promoting Social-Emotional Strengths Through Assessment and Intervention

As part of a balanced, comprehensive understanding of children’s mental health, it is important to not only examine the problems that interfere with functioning, but also to assess and build upon social-emotional strengths. Social-emotional skills create a sense of accomplishment, contribute to satisfying relationships, enhance the ability to cope with stress, and promote social and academic development. This presentation includes advantages of focusing on social-emotional strengths, an overview of strength-based assessment measures, and approaches to developing these strengths at the individual, small group, and school-wide levels.

Child Sexual Abuse Prevention Education: Reality, Challenges, Barriers, and Opportunities

Child sexual abuse (CSA) is a serious public health concern that merits continued monitoring and study.  This session will review current statistics on CSA, signs that a child is being abused, effects of CSA, characteristics of perpetrators and their grooming behaviors, and how to respond to a disclosure of CSA. Additionally, this session will review educational materials for parents and PreK-grade 5 educators that have been evaluated by the Alberti Center. Findings from these studies will explore the challenges and barriers faced by parents and educators as they attempt to protect children from CSA. Opportunities and needed changes to policy and practices will be discussed that protect children while supporting their development, as well as how to support parents in these efforts. This training is for professionals who work with CSA victims and their families, and who educate parents and teachers about CSA.

Supporting Student Mental Health and Alleviating Distress

In addition to academic learning, educators are crucial in supporting their students’ social-emotional behavior. Now more than ever, mental health challenges and stress are a common concern for many students. This presentation will provide an overview of mental health needs among youth and how educators can identify and support students’ mental health. Specific strategies and resources will be shared on how to promote student well-being and alleviate distress within the classroom. 

Bullying Prevention and Intervention for Parents and Families

Faculty and staff at the Alberti Center can present a wide variety of presentations for parents and families on bullying in today’s schools and communities. These presentations include an overview of bullying, the different forms of bullying, and signs that your child may be involved. The presentations also include practical solutions and strategies for parents and families regarding identifying, preventing, and intervening with bullying situations.

Cyberbullying and Digital Media Use: What Parents Need to Know

Although technology and social media use can be positive for many teens, problematic media use and cyberbullying can be a concern for many parents, educators, and other professionals working with adolescents. This presentation will provide an overview on technology and social media use among children and teens, with a focus on cyberbullying. Specific strategies and resources will be shared for parents to prevent cyberbullying and promote safe and respectful behavior in online spaces.  

Being Positive for Our Kids: Promoting Social Emotional Strengths

Interdisciplinary research from the fields of education and psychology make it clear that we should be focusing on the social emotional health of children and adolescents. Social emotional skills create a sense of accomplishment, contribute to satisfying relationships, enhance the ability to cope with stress, and promote social and academic development. This session will describe the concept of social emotional learning, the importance of strength-based approaches, and what parents can do to enhance the social emotional strengths of children and adolescents. Resources are provided that can be utilized within home or educational settings.

Bullying: What It Is and How You Can Help

Despite hearing the word bullying on a daily basis, we find that many students, teachers, parents and community members are left questioning what it really is. The consequences of bullying can loom large for perpetrators, victims and bystanders as well as the broader climate. This impact can be seen in both the short and long term. This talk is designed to briefly overview what bullying is and why we need to respond to it. In addition, particular attention is paid with regard to what individuals can do to prevent and intervene when it comes to bullying. This presentation is differentiated based on age of attendees as well as to address specific concerns within a particular setting. In addition, it can be adjusted to small groups with a variety of hands on learning activities as well as for larger assembly style presentations based on need.

Bystander Intervention in Bullying (and Sexual Harassment)

Despite the fact that most students see and hear bullying (and sexual harassment) incidents when they occur, most do not intervene. There are many reasons for this, including fear of retaliation, not knowing what to do, and thinking that it is not their business. The Alberti Center has developed training for students of different ages (late elementary, middle, and high school) that leads them through the research-based 5 step model of bystander intervention. Using examples, discussion, videos, and role-plays, students learn about barriers to intervening and strategies to use in a variety of different situations. The entire training is 4 hours and is best delivered in groups no larger than 30 students (this can be broken up into smaller segments), although it can be modified for shorter time periods.

Cyberbullying

Cyberbullying is a subset of bullying that can be particularly difficult to manage due to the high rates of communication through electronic means in today’s society. The increased access and anonymity found in cyberbullying contribute to the complexity of the issue. This talk is designed to briefly overview bullying with a particular emphasis on cyberbullying. Prevention and intervention methods are a key component of this talk in an effort to empower audience members to find ways to decrease rates of cyberbullying and promote a more positive school and community climate. This talk can be adapted to a larger assembly style presentation or as a workshop depending on needs.

Don't see your group listed? Contact us for additional options at  [email protected] !

• Our Mission

Resources to Fight Bullying and Harassment at School

Discover websites, organizations, articles, planning guides, lesson plans, and other resources dedicated to preventing bullying and harassment.

Each October, individuals and organizations nationwide work together to raise awareness of bullying during National Bullying Prevention Month , an initiative of the PACER Center. Whether you are an educator, education leader, parent, or other community member, you can take action to prevent bullying and harassment by fostering a culture of caring and respect in your school, home, and community. Use the resources below to support your efforts. 

Resources for Educators

The resources from StopBullying.gov address detection, preventive strategies, and effective responses. How do you know if a child is being bullied? Keep an eye out for these warning signs . Need to know what actions to take? Review these effective responses to bullying and prevention strategies . "Bullying: A Module for Teachers," from The American Psychological Association, includes a useful tip sheet, " Myths and Facts about Bullying ," that addresses beliefs about school bullying not supported by current research. It's also important to know the bullying hot spots within schools in order to prevent it.

Bullying Prevention Curriculum

Visit the websites below to find videos, activities, and lesson plans you can use in the classroom:

• NIOS videos and NIOS activity guides and lesson plans from Not in Our School (in partnership with Facing History and Ourselves ).
• Anti-bullying lessons and activities from Teaching Tolerance.
• PreK-12 lesson plans and book suggestions from the Anti-Defamation League.
• Classroom materials and media related to bullying and ostracism from Facing History and Ourselves.
• Lesson plans to counteract cyberbullying from Common Sense Media.
• Lesson plans on bullying, bias, and diversity from Gay, Lesbian, and Straight Education Network (GLSEN).
• An Educator's Guide to Combat Bullying & Bully Prevention from teacher.org.

For more planning tips, the following Edutopia posts are good to reference:

• Research-Backed Approaches to Preventing Bullying , by Todd Finley (2016)
• Teaching Students How to Confront Insults , by Richard Curwin (2015)
• Leverage Inquiry Projects to Combat Bullying , by Suzie Boss (2015)
• Tool or Weapon? Addressing Cyberhate in the Classroom , by Jinnie Spiegler (2015)

Student Voice and Leadership

PACER’s five-step guide, Unite Against Bullying – School Event Planning Guide , provides helpful information on working with students to plan bullying prevention events. The PACER Center's web pages on Student Action and School Action showcase examples of actions taken by students and schools to prevent bullying.

For more inspiration, check out these examples of student voice and leadership from Edutopia:

• Empowering Students to Curb Bullying , by Jinnie Spiegler (2017)
• 5-Minute Film Festival: Turning Bystanders Into Upstanders , by Amy Erin Borovoy (2015)
• Students Break the System of Bullying in English Class , by Rebecca Grodner (2014)
• Bullying Prevention: Students Share Dos and Don’ts , by Maurice Elias (2014)

Resources for Parents

" Creating a Safe and Caring Home " from NSCC includes guidelines for parents to help children feel safe and create positive environments for children. To better understand what parents should expect from schools and what parents can do, read "What Can Be Done to Stop Bullying?" from NBC News' Education Nation. 

Communicating With Schools

GreatSchool's " Making Your Child’s School Safe and Supportive " details specific questions parents can ask principals or other school leaders about how a school handles issues like social and emotional learning; teaching respect; and preventing bullying, harassment, and exclusion. The " 10 Facts Parents, Educators, and Students Need to Know " from Pacer’s National Bullying Prevention Center contains " Notifying the School About Bullying — Using a Template Letter " for parents needing to communicate with schools about bullying incidents, including templates for parents of children with special needs.

Cyberbullying

What are some ways you can initiate conversations with your children about cyberbullying?

Common Sense Media's Cyberbullying Topic Center provides comprehensive parent guides on everything parents need to know, organized developmentally by age and stage. If you are a parent of a teen, you may also want to review their " 17 Sites and Apps Kids Are Heading to After Facebook ," newly updated for 2016. In addition, the downloadable tip sheet, " Technology and Youth: Protecting Your Child From Electronic Aggression ," from the Centers for Disease Control and Prevention (CDC) and the " Prevent Cyberbullying " page from StopBullying.gov include advice on specific actions parents and caregivers can take.

For more ways to take action against cyberbullying, take a look at these resources from Edutopia:

• Online Pressures and Unhappy Children , by Amy Williams (2016)
• 4 Digital Safety Tips for Summer Break , by Josh Work (2015)
• What Bullying Looks Like in the Digital Age and How to Prevent It , by Amy Williams (2014)

School-Wide and District-Wide Approaches

Consider scheduling a staff viewing of the film " BULLY ." The BULLY Project has developed a toolkit to accompany the DVD that includes an in-school public viewing license, as well as a number of helpful tools and resources, including " A Guide to the Film BULLY: Fostering Action and Empathy in Schools ." You can gather information to assess your current school climate with a tool such as the Comprehensive School Climate Inventory (CSCI) from the NSCC. There are several websites that have compiled examples of successful anti-bullying approaches. Character Education Partnership has collected examples of promising anti-bullying practices from various schools in " Promising Practices to Combat Bullying "; a searchable database includes more anti-bullying ideas that have been successful at other schools. The website for ASCD's The Whole Child initiative includes Elementary, Middle, and High School examples of anti-bullying approaches . Finally, check out " Successful Community Efforts to Prevent Bullying " where Becki Cohn-Vargas shares anti-bullying efforts that include students, faculty, parents, and the larger community.

Restorative Justice

Restorative-justice approaches focus on repairing damage, rather than on blame or punishment. In " Restorative Justice: Resources for Schools ," Matt Davis has collected several guides for implementing restorative-justice programs and links to helpful resources and articles. " Using Dialogue Circles to Support Classroom Management ," a resource from Edutopia's Schools That Work , explores how dialogue circles, as part of the restorative-justice program at Glenview Elementary School in Oakland, California, have helped to build collaboration, respect, and positive behavior among students. Another useful source of information on this topic is the Center for Restorative Justice at Suffolk University .

For more school-wide strategies, check out these other posts from Edutopia:

• Hard Steps Not Yet Taken: Ending Bullying in Our Schools , by Maurice Elias (2015)
• 8 Tips for Schools Interested in Restorative Justice , by Fania Davis (2014)
• Upstander Schools: What's "Othering" Got to Do With It? by Mishy Lesser (2014)
• 6 Essential R’s to Reduce School-Wide Bullying , by Michele Borba (2014)
• 5 Ways to Stop Bullying and Move Into Action , by Becki Cohn-Vargas (Updated 2014)

Social and Emotional Learning

Organizations such as the Collaboration for Academic, Social, and Emotional Learning (CASEL) have a number of well-researched reports and other resources on their website to combat school bullying. Download and read the full 2009 CASEL report, " Social and Emotional Learning and Bullying Prevention ."

Cultivating Empathy

Programs like Roots of Empathy that teach perspective-taking skills and empower children to fight cruelty with empathy and kindness have shown effectiveness in decreasing aggression and increasing pro-social behaviors among students. The Empathy 101 videos, tips, and school examples from Ashoka’s Start Empathy website include ideas for cultivating empathy in the classroom and at home. For more ideas about how you can foster environments of kindness, empathy, and connection, both inside and outside the classroom, check out VideoAmy's " Five-Minute Film Festival: Nine Videos on Kindness, Empathy, and Connection " and Lisa Currie's " Why Teaching Kindness in Schools Is Essential to Reduce Bullying " from Edutopia. Parents may want to explore Edutopia's curated list of blogs, articles, and videos for parents about fostering kindness and empathy (as well as resilience, perseverance, and focus) in children: " A Parent's Resource Guide to Social and Emotional Learning ."

Diversity and Inclusion

StopBullying.gov describes Risk Factors for bullying, including information about at-risk populations such as LGBT youth and youth with disabilities and special health needs . At the website for GLSEN, you'll find a wealth of anti-bullying resources for addressing anti-LGBT bullying and harassment; make sure to download GLSEN's report " From Teasing to Torment: School Climate in America — a National Report on School Bullying ." The Special Needs Anti-Bullying Toolkit from The BULLY Project includes resources for educators and parents related to children with special needs.

For more ideas on addressing issues of diversity and inclusion, join the conversation in Edutopia's community. Conversations such as " Bullying and Students With Disabilities ," " Please Call Me Jason: Supporting Our Transgender Students ," and " Don't Ask, Don't Tell in Our Schools " are good places to start. Also see these posts on Edutopia:

• Schools Struggle to Support LGBTQ Students , by Emelina Minero (2018)
• How to Respond When Students Use Hate Speech , by Richard Curwin (2017)
• Rejecting the ‘Mean Girl’ Framework , by Laura Thomas (2017)
• What Is Identity-Based Bullying—and How Can I Stop It? , by Jinnie Spiegler (2016)
• Heteronormativity in Schools , by Jason Flom (2014)
• Helping Students With Identity Secrets , by Richard Curwin (2014)
• Silence is Not Golden: Speaking Up and Coming Out as a Teacher , by Christopher R. Friend (2014)
• Addressing Bullying of Students With Disabilities , by Maurice Elias (2012)

Suicide Prevention

" Suicide and Bullying ," an issue brief from the Suicide Prevention Resource Center (SPRC), discusses the relationship between bullying and suicide among children and adolescents, including recommendations, with a special focus on LGBT youth. Initiatives like The Trevor Project focus on crisis and suicide prevention among kids in the high-risk LGBT student population. All teachers should review the Trevor Project's list of warning signs .

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International Day against Bullying at School including Cyberbullying

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Bullying at School

Jul 20, 2014

440 likes | 710 Views

Bullying at School. Dan Olweus Norway Addressing the issue for over 20 years Stan Davis, Schools Where Everyone Belongs Dorothea Ross, Childhood Bullying and Teasing. Bullying. When a student is exposed to: Negative actions on the part of one of more students Repeatedly Over time

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Presentation Transcript

Bullying at School Dan Olweus Norway Addressing the issue for over 20 years Stan Davis, Schools Where Everyone Belongs Dorothea Ross, Childhood Bullying and Teasing

Bullying • When a student is exposed to: • Negative actions on the part of one of more students • Repeatedly • Over time • Negative actions: When a student intentionally inflicts or attempts to inflict injury or discomfort upon another. • Olweus

Types of Bullying • Direct: Verbal; Physical • Indirect: Exclusion, non-compliance, non-verbal, body language • Target can be one or more people. Usually in school, actions are directed at one person. • Power differential between bully and victim. Victim has difficulty defending himself. • Olweus

Typically… • Teachers misunderstand the scope of the problem. • Number of incidents decreases in higher grades (1-6). Younger students report being most exposed. Less of a decline in secondary school. • Less physical bullying in higher grades. • Decline in boys’ bullying in 7th grade. • Olweus

Typically… • Bullying is more of an issue with boys than girls. • Boys use direct approach. • Girls are exposed to indirect bullying, including social isolation, rumors, slander. • Non-physical bullying is reported among boys, too. • Olweus

According to Olweus’s Research • 60% of bullied girls (grades 5-7) report being bullied mainly by boys. • 15-20% of bullied girls report being bullied by boys and girls. • 80% of bullied boys were targeted by boys. • Bullied students report teachers try to put a stop to it “once in a while.” • Parents are relatively unaware.

Research, continued… • Most bullying occurs at school. • No significant difference between urban and rural schools. • No significant difference between large and small schools. • More supervision means less bullying. • Attitude of teachers and adults has a significant effect. • Olweus

Victim Characteristics • More anxious and insecure • Cautious • Sensitive • Boys are generally physically weaker. • Quiet • Olweus

Victim Characteristics • View of self: • Low esteem • Feels “stupid” • Feels like a failure • Feels unattractive • Feels ashamed Harassment intensifies poor self image. Olweus

Victim Characteristics • At school: • Lonely • Abandoned • Lacks one good friend • Generally not aggressive or teasing/provocative* • Negative attitude toward violence • Signals to bullies that they won’t retaliate • Difficulty asserting themselves • Bullies target kids they think no one will stick up for. • Olweus

Victim Characteristics • At home: • Often close relationships with parents/mothers • Can be a cause or a consequence • Characteristics apparent from an early age • *Provocative victims – small group • Anxious and aggressive reaction pattern • Irritating/annoying • Problems with concentration • Provokes negative reactions from the whole class • Olweus

3 Stages of Harm • 1. Pain and injury from the act of bullying. • 2. Reduction in the feelings of safety and comfort in one’s environment. • 3. Exclusion from friendships because others see them as “different.” Harm to the school community: School Violence • Davis (p. 20)

Victims carry scars affecting them into adulthood. ACES Study: Adverse Childhood Experiences are a major contributing factor in adult depression, suicide, substance abuse, obesity, etc. • 30% of adolescent depression is associated with peer harassment. (Bond, et al, 2001) • Olweus

Bully Characteristics • Aggressive toward peers/teachers/parents. • Positive attitude toward violence. • Impulsive. • Need to dominate, be in control of others. • Lack of empathy. • Relatively good view of self (contrary to popular belief that bullies are basically insecure). • Physically stronger than peers (boys). • Popular to average or slightly below. • Olweus

Bully Characteristics • Some degree of hostility toward environment • Gets pleasure inflicting injury on others • Benefit component: Victims provide something of value: Prestige, financial gain. • Conduct-disordered: rule breaking behavior pattern, anti-social. • Family with contributing factor for raising aggressive children. • Passive bullies or followers: • Usually mixed anxious and non-anxious. • Olweus

Dorothea RossStan Davis • “Young people who bully enjoy the power they have over their victims and do not bully in order to receive tangible rewards, such as lunch money. Instead, bullies focus on behaviors that will hurt or embarrass their targets.” (p. 66) • “Bullies experience a wish for power that is stronger than their empathic sense, so they are willing to hurt others in order to feel powerful.”

Over time… • Some studies confirm association of bullying behavior and adult anti-social behavior, criminality, alcohol/drug use. • 60% of bullies in grades 6-9 had 1 criminal conviction by age 24. • Those who exhibited bullying behavior had 4 times the average of relatively serious criminal behavior. • Olweus

Contributing Factors for Families Raising Aggressive Children • Emotional attitude of parent/primary care giver: • Negative • Withdrawn (lack of involvement, warmth) • Permissive, allow aggressive behavior • No clear limits, • “Too little love, too much freedom” • Power assertive child rearing methods: • Physical punishment • Emotional outbursts • Temperment of the child • Olweus

Socioeconomics of the family is NOT a factor. • Nothing to indicate that victims lack love – • Need help toward independence • Increase their self-confidence • Increase assertiveness • Olweus

Groups • Children and adults behave more aggressively after observing aggressive model • Stronger influence if there is a positive evaluation of the model. • Most strongly influenced are those who are somewhat insecure or passive and lack natural status with peers. • Stronger influence if bystander sees payoff for the aggression. • Consequences can lessen impact on observers. • Olweus

Bystanders • Watch silently or laugh nervously. Interpreted by bully as sign of approval. • Bystander believes what bully says about the target. • Bystander fears having the bully turn on them or associate them with target. • Davis (p. 11)

How Big is the Problem? • Teachers and administrators think they are aware of the amount of bullying in a school. • Research says that is NOT the case. (Craig and Pepler (2000) • 71 % of teachers report they intervene “almost always.” • Hidden cameras revealed 1 act of bullying every 7 minutes. • Teachers intervened 4% of the time on the playground, and 17% of the time in the classroom. • Davis

How Big is the Problem? • AMA study in 2002: • 11% of school children in grades 6-10 report being bullied frequently. • 13% report that they bully others frequently. • Estimate 50 million school-age children in the US. • 10% = 5 million children are bullied frequently. • 37 children at Taylor Elementary? • Davis (p. 19)

Why don’t we intervene? • “We don’t have a problem.” • “Being teased is a normal part of growing up.” • “He doesn’t mean to hurt anyone.” • “_______ was teased because __________.” • “They need to stand up for themselves.” • “I don’t know what to do to stop it.” • Less than 1/3 say they report bullying incidents to adults. • Davis

Why don’t we intervene? • Thinking: Adult intervention will encourage further harassment and weaken the target. • Thinking: The target needs to “get over it.” • Thinking: “I don’t want to hurt the bully’s already low self-esteem. • Davis (p. 38)

Rules are Enforced Inconsistently • Reason #1: Teachers may not discuss with each other what rules are important to them and why. • Reason #2: The amount of time involved. • Reason #3: The rules aren’t specific enough. • “We will respect each other and be kind.” • Our inaction teaches bullies that their behavior is OK. • It teaches targets that they deserve to be bullied. • Davis

Prerequisite to Change • Adults are aware of the scope of the problem. • Adults agree to implement change to improve the situation. • School: Whole group • Class: Whole group • Individual: Those with concerning behaviors • Olweus

School-wide Agreement • Bullying will not be tolerated at J. A. Taylor Elementary. • “Intervene too early rather than too late.” • If you don’t intervene, you silently condone. • Olweus

Supervision • Adults need to be present and ready to intervene. • Secluded areas • Restrooms • Olweus

Classroom Agreements • 1. We shall not bully. • 2. We shall try to help students who are bullied. • 3. We shall make a point to include students who are often left out. • Discuss “Tattling” vs. Helpful Telling. • If someone is being hurt, it is helpful telling. • If you just want to get someone in trouble, it’s likely tattling. Most targets of bullying try many other interventions before asking for adult help. If adult shows annoyance at their request for help, they will often suffer in silence. Olweus

Use Abundant Praise • Combination of “carrot” (praise” and “stick” (consequence) is the most effective way to change behavior. • Recognizing positive can help a student accept criticism and a desire to change. • Individual praise: for using self control • Whole class praise: for increasing “non-exclusionary” behaviors, including everyone • Important of relationship with working with troubled students. • Olweus

Praise: Research Results • Praise should be tied to performance—including improvement. • Praise can empower and support positive change, or interfere with growth. • May backfire if student doesn’t believe what you are saying, or the student doesn’t want peers to believe he’s pleasing adults.

Effective Praise • “Whether you think you can or whether you think you can’t, you’re right.” Henry Ford • What we think about ourselves influences our behavior. • “I’m dumb.” • “I’m smart.” • When we tell someone they’re no good, they may believe us.

Effective Praise • Earned self-statements can help some students persist. • Unearned self-statements can lead to complacency and entitlement for some. Narcissism: When receiving even minor criticism a narcissist can react violently.

Individual Make sure victim has assurance of protection from further harassment. Notify parents of issue. Help victims build confidence, practice skills, develop peer attachments. Help students who bully develop more appropriate reaction patterns. Olweus

What Doesn’t Work? • 1. Talking to the general population about kindness to others. • Peer mediation: Bullying is NOT a conflict between students of equal status. • Training for targets • Training for bystanders: minimal effect. • Davis (38-39)

What Does Work?

Successful Change Requires a Combination of Strategies • Clearly define behavior to be changed. • Enforce rules to raise cost of behavior to bully. • Model positive behavior. • Change wide-spread acceptance of behavior. • Davis (p. 29)

Sanctions • Consistently applied series of rules. • Class meetings to understand how students are getting along. • Cooperative learning to practice groups skills • Choose groups carefully • Positive activities for the whole group • FERPA: Don’t forget every student has a right to have their privacy protected. Keep identities anonymous in group meetings. • Olweus

Keep Discipline In A Positive Emotional Context • The least likable young people need our nurturing the most. • Look for small signs of progress. • Change takes time. • “…Most importantly: we can make sure that the tone of our interactions with them is positive and nurturing. “ • Look at the reasons you are getting frustrated and angry at a student. Are you feeling ineffective? • What is the antecedent of the behavior? Davis (95)

Building staff/student connections • Do adults initiate positive social conversations with students? Do they greet and praise them? • Do adults talk with students respectfully? • Do adults model respect and inclusion for all? • Do adults acknowledge improved behavior—is that acknowledgement specific? • Do adults mentor at-risk students? • Do staff members maintain a positive emotional tone with students? • Does the school have time for adults to interact informally with students? Davis (71)

Step 1 • Bullying Survey during the first week of school. • Shauna will administer and district will score.

Step 2 • Continuing to improve our practice through staff development.

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What you need to know about school violence and bullying

Bullying in schools deprives millions of children and young people of their fundamental right to education. A recent UNESCO report revealed that more than 30% of the world's students have been victims of bullying, with devastating consequences on academic achievement, school dropout, and physical and mental health.

The world is marking the first International Day against Violence and Bullying at School Including Cyberbullying , on 5 November. Here is what you need to know about school violence and bullying.

What is school violence?

School violence refers to all forms of violence that takes place in and around schools and is experienced by students and perpetrated by other students, teachers and other school staff. This includes bullying and cyberbullying. Bullying is one of the most pervasive forms of school violence, affecting 1 in 3 young people.

What forms may school violence take?

Based on existing international surveys that collect data on violence in schools, UNESCO recognizes the following forms of school violence:

• Physical violence, which is any form of physical aggression with intention to hurt perpetrated by peers, teachers or school staff.
• Psychological violence as verbal and emotional abuse, which includes any forms of isolating, rejecting, ignoring, insults, spreading rumors, making up lies, name-calling, ridicule, humiliation and threats, and psychological punishment.
• Sexual violence, which includes intimidation of a sexual nature, sexual harassment, unwanted touching, sexual coercion and rape, and it is perpetrated by a teacher, school staff or a schoolmate or classmate.
• Physical bullying, including hitting, kicking and the destruction of property;
• Psychological bullying, such as teasing, insulting and threatening; or relational, through the spreading of rumours and exclusion from a group; and
• Sexual bullying, such as making fun of a victim with sexual jokes, comments or gestures, which may be defined as sexual ‘harassment’ in some countries.
• Cyberbullying is a form of psychological or sexual bullying that takes place online. Examples of cyberbullying include posting or sending messages, pictures or videos, aimed at harassing, threatening or targeting another person via a variety of media and social media platforms. Cyberbullying may also include spreading rumours, posting false information, hurtful messages, embarrassing comments or photos, or excluding someone from online networks or other communications.

Who perpetrates school violence?

School violence is perpetrated by students, teachers and other school staff. However, available evidence shows that violence perpetrated by peers is the most common.

What are the main reasons why children are bullied?

All children can be bullied, yet evidence shows that children who are perceived to be “different” in any way are more at risk. Key factors include physical appearance, ethnic, linguistic or cultural background, gender, including not conforming to gender norms and stereotypes; social status and disability.

What are the consequences of school violence?

Educational consequences: Being bullied undermines the sense of belonging at school and affects continued engagement in education. Children who are frequently bullied are more likely to feel like an outsider at school, and more likely to want to leave school after finishing secondary education. Children who are bullied have lower academic achievements than those who are not frequently bullied.

Health consequences: Children’s mental health and well-being can be adversely impacted by bullying. Bullying is associated with higher rates of feeling lonely and suicidal, higher rates of smoking, alcohol and cannabis use and lower rates of self-reported life satisfaction and health. School violence can also cause physical injuries and harm.

What are the linkages between school violence and bullying, school-related gender-based violence and violence based on sexual orientation and gender identity or expression?

School violence may be perpetrated as a result of gender norms and stereotypes and enforced by unequal power dynamics and is therefore referred to as school-related gender-based violence. It includes, in particular, a specific type of gender-based violence that is linked to the actual or perceived sexual orientation and gender identity or expression of victims, including homophobic and transphobic bullying. School-related gender-based violence is a significant part of school violence that requires specific efforts to address.

Does school-related gender-based violence refer to sexual violence against girls only?         

No. School-related gender-based violence refers to all forms of school violence that is based on or driven by gender norms and stereotypes, which also includes violence against and between boys.

Is school violence always gender-based?           

There are many factors that drive school violence. Gender is one of the significant drivers of violence but not all school violence is based on gender. Moreover, international surveys do not systematically collect data on the gendered nature of school violence, nor on violence based on sexual orientation and gender identity or expression. 

Based on the analysis of global data, there are no major differences in the prevalence of bullying for boys and girls. However, there are some differences between boys and girls in terms of the types of bullying they experience. Boys are much more exposed to physical bullying, and to physical violence in general, than girls. Girls are slightly more exposed to psychological bullying, particularly through cyberbullying. According to the same data, sexual bullying the same proportion of boys and girls. Data coming from different countries, however, shows that girls are increasingly exposed to sexual bullying online.

How does UNESCO help prevent and address school violence and bullying?

The best available evidence shows that responses to school violence and bullying that are effective should be comprehensive and include a combination of policies and interventions. Often this comprehensive response to school violence and bullying is referred to as a whole-school approach. Based on an extensive review of existing conceptual frameworks that describe that whole-school approach, UNESCO has identified nine key components of a response that goes beyond schools and could be better described as a whole-education system or whole-education approach.  These components are the following:

• Strong political leadership and robust legal and policy framework to address school violence and bullying;
• Training and support for teachers on school violence and bullying prevention and positive classroom management
• Curriculum, learning & teaching to promote, a caring (i.e. anti- school violence and bullying) school climate and students’ social and emotional skills
• A safe psychological and physical school and classroom environment
• Reporting mechanisms for students affected by school violence and bullying, together with support and referral services
• Involvement of all stakeholders in the school community including parents
• Student empowerment and participation
• Collaboration and partnerships between the education sector and a wide range of partners (other government sectors, NGOs, academia)
• Evidence: monitoring of school violence and bullying and evaluation of responses

More on UNESCO’s work to prevent and address school violence and bullying

Read UNESCO's publication Behind the numbers: Ending school violence and bullying

Photo: Eakachai Leesin/Shutterstock.com

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What Is Bullying

Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems .

In order to be considered bullying, the behavior must be aggressive and include:

• An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
• Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

Types of Bullying

Where and when bullying happens, frequency of bullying.

There are three types of bullying:

• Name-calling
• Inappropriate sexual comments
• Threatening to cause harm
• Leaving someone out on purpose
• Telling other children not to be friends with someone
• Spreading rumors about someone
• Embarrassing someone in public
• Hitting/kicking/pinching
• Tripping/pushing
• Taking or breaking someone’s things
• Making mean or rude hand gestures

Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the Internet .

There are two sources of federally collected data on youth bullying:

• The 2019  School Crime Supplement  to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 22% of students ages 12–18 experienced bullying.
• The 2021  Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that, nationwide, 15.0% of students in grades 9–12 report being bullied on school property in the 12 months preceding the survey.

See also " Frequency of Cyberbullying ."

California teachers union drops 'BIPOC' board position after discrimination lawsuit

by KRISTINA WATROBSKI | Crisis in the Classroom

ELK GROVE, Calif. (CITC) — A California teachers union agreed Thursday to drop its "BIPOC" executive board position after a member filed a discrimination lawsuit.

The lawsuit filed in late May centered around the “BIPOC At-Large” board position for the Elk Grove Education Association (EGEA). The executive role, created by the teachers union in 2023, was reserved for educators who identify as a member of a racial minority group, according to the lawsuit.

History teacher Issac Newman claimed he was denied the ability to run for the position due to being White. He accused EGEA of discrimination, alleging the board position's criteria permanently damaged his "future prospects of attaining a union leadership role.”

EGEA agreed Thursday to end the "BIPOC At-Large" position, as well as to demonstrate commitment to "non-discriminatory practices" in other positions, Newman's attorneys announced . A judge also entered an order requiring EGEA to pay Newman $12,000 and to pay his attorney fees.

Newman told Crisis in the Classroom (CITC) Friday that while the decision is "enormous progress," he feels someone must still "hold the union to its word." The teacher said he plans to run for a new executive position "on a platform of diversity of thought, equity that fairly rewards merit, and inclusion of all employees without regard to race.”

“I did everything I could to persuade my union to see the injustice of segregating teachers through this discriminatory board position, but they refused to see reason. Yet as soon as they heard from my lawyers, they backtracked, removed the racial requirement to run for election, and promised to never practice discrimination in other positions," Newman said.

Some supported the EGEA board position while the lawsuit was ongoing. Lorreen Pryor, a parent in the Elk Grove Unified School District, told CBS News in June that such positions are often created due to a lack of representation and "the need for diverse voices."

CITC reached out to EGEA for comment, but did not receive a response prior to publication.

Have something for the Crisis in the Classroom team to investigate? Call or text the national tip line at 202-417-7273.