Bullying, Harassment or Intimidation Overview

1

Special Education Citizen’s Advisory Committee

Office of School Supports & Office of Related ServicesDr. Gregory E. Thornton, CEO

November 9, 2015

City Schools Definition of Bullying, Harassment or Intimidation

2

Intentional conduct, including verbal, physical, or written conduct or an intentional electronic communication, that:

creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well-being and is:

• motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, familial status, or physical or mental ability or disability; OR

• threatening or seriously intimidating; AND• occurs on school property, at a school activity or event, or on a school bus;

OR • substantially disrupts the orderly operation of a school

From City Schools Board Administrative Regulation JICK-RA: Adopted by Board of School Commissioner October 2010

Effects of Bullying on School Climate3

Interferes with student learning and outcomes

Creates a climate of fear and disrespect

Students may perceive lack of control/caring

Federal Laws Prohibit Discrimination Against Individuals

4

Failing to protect the rights of students to be safe, respected and treated fairly

Schools that receive federal funding are required to protect students’ civil rights

“Bullying of a student with disabilities which results in the student not receiving meaningful educational benefit is considered a denial of FAPE.” – “Dear Colleague Letter” from 8/20/13-Office for Special Education and Rehabilitative Services –Dept. of Ed.

Three Maryland Laws Relate Directly to Bullying

5

• Safe and Supportive Schools“All students in Maryland’s Public Schools, without exception, and regardless of race, ethnicity, region, religion, gender, sexual orientation, language, socioeconomic status, age, or disability have the right to educational environments that are safe; optimal for academic achievement; and free from any form of harassment.” (COMAR 13A.01.04.03)

• Safe Schools Reporting Act“The Department [of Education] shall require a county board to report incidents of harassment or intimidation against students attending a public school under the jurisdiction of the county board.” COMAR 7-424

• Misuse of Electronic Communication (Grace’s Law)“A person may not maliciously engage in a course of conduct, through the use of electronic communication, that alarms or seriously annoys another:(1) with the intent to harass, alarm, or annoy the other; (2) after receiving a reasonable warning or request to stop by or on behalf of the other; and (3) without a legal purpose.” (COMAR 3-805)

City Schools Policy and Regulations6

“BULLYING, HARASSMENT, OR INTIMIDATION OF STUDENTS”Policy (JICK) and Administrative Regulations (JICK-RA)

A few select highlights: “If a student expresses a desire to discuss an incident of bullying, harassment, or

intimidation with a staff member, the staff member must make an effort to provide the student with a practical, safe, private, and age-appropriate way of doing so.”

“Teachers and other school staff who witness or otherwise become aware of acts of bullying, harassment, or intimidation are required to promptly notify the principal or principal’s designee.”

“If the problem is brought to the attention of an adult other than the principal or principal’s designee, that adult shall assist the individual in bringing the problem to the attention of the principal or the principal’s designee.”

Administrators are required to accept all reports, conduct an investigation within 2 days, contact parents, and enter the report and investigation in the

Eweb “Harassment” application within 3 days of resolution.

What Can Schools Do To Prevent Bullying?

7

Effective bullying prevention programs address bullying on a school wide level (climate/culture)

Bullying will decrease as the climate of a school improves Set, explain, model and consistently reinforce high behavioral

expectations and attitudes of inclusion Build relationships with and between students Make time for students to get to know each other in a real way

Empower bystanders to intervene, when safe “The world is a dangerous place, not because of those who do evil, but because

of those who look on and do nothing.”- Albert Einstein

Bullying Prevention – Community & School-wide

8

It begins with the tone set by the adults Adults and adult interactions can heavily influence the climate and

tone of student interaction “This way of treating each other is not acceptable in this school.”

Clear, consistently enforced behavior expectations We will not bully or harass others. We will try to help students who are bullied. We will try to include students who are left out. If we know that somebody is being bullied, we will tell an adult at

school and an adult at home. (Olweus, 2003)

Staff must work together to develop a common understanding of bullying and a series of consequences

Everyone needs to be on the same page

What does Bullying look like?9

Verbal, Physical, Relational/Emotional, Cyber

Physical Bullying & Harassment10

Easiest to Identify – “Classic Bullying” Hitting, Kicking, Pinching, Pushing, Tripping Knocking books or belongings on the ground Stealing, Damaging, Hiding, or Destroying Property Spitting Threatening or rude gestures

throat slitting gesture, middle finger, acting like vomiting/gagging, teeth sucking, eye rolling, etc.

Verbal Bullying & Harassment11

Name calling Racial or sexual slurs Insults Threats Taunting and unwanted teasing Offensive language (your momma, ratchet, spazz, irky, telling

someone they’ll wind up on the corner, etc…)

Can be difficult to detect/verify Don’t underestimate the harmfulness of verbal

bullying

Relational Bullying12

Rumors Exclusion/Silent Treatment Turning friend against friend “Mean Cliques”

Cyber-Bullying13

Mean or threatening text messages/posts/emails Embarrassing photos or videos posted online Fake social media profiles Harassing or threatening social media posts Spreading rumors online

DISRUPT SCHOOL? – Intervene!

Prevention – Curriculum 14

We have to take care of each other And we have to teach students how to do that

Social-Emotional Learning (SEL) can have a major impact on behavior, achievement, and the overall school climate Teach students what it looks like to get along well Practice perspective taking, “I” statements, empathy, self regulation Provide opportunities for students to practice pro-social behavior Have students role play appropriate responses to bullying

Incorporate books and lessons that address bullying, diversity and tolerance

Prevention – Classroom 15

Discuss bullying in classes Teach students what bullying looks like, and use their input

to build a classroom understanding of expected behavior Class meetings/conferences/circles to build relationships Make time for the class to discuss how everyone is feeling

about the classroom and any issues Help students understand that seeking help for self or others

is not snitching or tattling Utilize cooperative learning activities (jigsaw technique) Create opportunities for all students to be celebrated or

recognized for their strengths (social status and attention)

LGBTQ Bullying in Maryland16

Most LGBTQ students in Maryland had been victimized at school. The majority of these incidents were not reported to adult authorities. (GLSEN, 2011)

The majority of LGBTQ students experienced verbal harassment (called names or threatened): nearly 8 in 10 based on their sexual orientation and nearly 6 in 10 based on the way they expressed their gender (GLSEN)

3 in 10 were physically harassed (e.g., pushed or shoved) based on their sexual orientation and nearly 1 in 10 were physically assaulted (e.g., punched, kicked or injured with a weapon) based on the way they expressed their gender (GLSEN)

Of students who did report incidents to school authorities, only 56% said that reporting resulted in effective intervention by staff (GLSEN)

Minority LGBTQ students can have the worst physical and mental health outcomes

Help create supportive safe spaces, such as Gay-Straight Alliances, in schools and communities

Take responsibility to protect the civil rights of all students Don’t tolerate or use hateful or biased language: “That’s gay” or using “the other F word”

Bullying of Students with Disabilities17

Bullies generally target those who are different Students with Disabilities (SWD) can be targeted, and

experience much greater frequency of bullying. 2 to 3 times more likely to be bullied One study shows that 60 percent of students with disabilities report

being bullied regularly compared with 25 percent of all students (PACER.org)

SWD may need help learning to identify bullying and what real friendship looks like.

SWD may need an extra measure of protection and observation.

Bullying prevention and safety plans can be written into the Individualized Education Plan (IEP)

Intervention – Do’s18

Break up the situation without embarrassing the victim Tell the student who is bullying to stop Privately speak with the student who is bullying and identify

their behavior as bullying/unacceptable Complete a Bullying, Harassment, or Intimidation Report Notify other staff. Everyone needs to keep an eye on the

situation Contact the parents of the students involved Apply the appropriate level of disciplinary response The 2015-16 Code of Conduct should be consulted to guide responses

Make a plan to ensure the bullied student feels safe If a class or schedule change is required, move the offender

Intervention – DON’Ts19

Ignore or minimize the behavior (“boys will be boys” or “sticks and stones”)

Display your anger Ask the student if everything is okay in front of their peers; they will likely say “yes” and be further victimized

Blame the student being victimized Attempt a mediation

bullying is not like normal conflict and mediation can often re-victimize students

Force an apology Assume that the situation has been put to rest

continue to check in and keep an eye on things

Bullying and School Social Workers

• Key Points of Contact• Conduct bullying awareness sessions in classrooms • Work in collaboration with community partners • Assist students, parents/guardians, and school

administrators in completing the electronic bullying form

20

Techniques of Intervention

• Restorative Practices• Conflict Resolution• Mediation • Individual and group counseling supports• Suicide awareness training for students/staff• Teaching tolerance • Referral to community mental health resources

21

Resource Links22

• Crisis Call Center: http://crisiscallcenter.org/crisisservices.html

• National Suicide Hotline: http://www.hopeline.com

• National Suicide Prevention Lifeline: http://www.suicidepreventionlifeline.org

• It Gets Better: www.itgetsbetter.org

• Love Is Louder: www.loveislouder.com

• Thatsnotcool.com: www.thatsnotcool.com

• A Thin Line: www.athinline.org

• SAMHSA: http://mentalhealth.samhsa.gov/publications/allpubs/svp-0052/

• Tolerance.org http://www.tolerance.org

• Bullying.org http://www.bullying.org

Comments or Questions?

23

Please Contact: Office of School Supports & Office of Related Services

443-984-2000