BULLYING BASICS

When nearly one in five students is bullied each year, it’s no wonder the topic is on educators’ minds. Teachers want to make their classrooms safe, supportive learning environments. Administrators want positive school climates. Both are looking for tools to reach these goals.

To meet their needs, This School Welcomes You  A Teaching Tolerance Guide for School Leaders offers an abundance of professional development tools, classroom activities, and blogs dedicated to the topic. When you have an immediate question, though, finding what you’re looking for among such extensive resources can be daunting.

That’s why we’ve put together this quick reference, answering questions we hear frequently from This School Welcomes You A Teaching Tolerance Guide for School Leaders. The information below will get you started and point you toward more in-depth resources.

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What is bullying?

Bullying has three key components—unwanted, aggressive behavior; a real or perceived power imbalance, and repetition; and the potential to be repeated over time. The combination of these three factors creates a situation that moves beyond conflict to become persistent persecution.

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What is the connection between bias and bullying?

There’s a strong correlation between bias and bullying. The targets of bullies are often from a group marginalized because of certain characteristic (such as race, immigration status, sexual orientation, religion, ethnicity, gender expression/identity or size) about which others hold prejudiced assumptions.

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What’s the most effective tool against bullying?

Prevention. By creating an inclusive learning environment that supports all students, educators maintain a space that is inhospitable to those who would bully. Everyone—including administrators, teachers, cafeteria staff, bus drivers, assistants, substitute teachers, parents/guardians and students—has a role to play in creating an anti-bullying climate in your school, and the culture must exist from the cafeteria to the classroom.

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Break down social barriers by participating in Mix It Up at Lunch Day.

Teachers and administrators should take these 4 Steps to Safer Schools.

How can educators and schools create learning environments free of anti-gay discrimination

 

1. PROVIDE EXPLICIT SUPPORT SYSTEMS FOR LGBT STUDENTS.

Among the most effective ways to accomplish this in middle and high schools is through gay-straight alliances (GSAs), extracurricular clubs that bring students of all sexual orientations together. Research shows that students in schools with a GSA are less likely to feel unsafe, less likely to miss school, and more likely to feel like they belong at their school than students in schools with no such clubs.

 

2. SERVE AS ALLIES AND ROLE MODELS.

One day, middle school teacher Joann Jensen overheard a student saying, "This is so gay!" as she passed out a homework assignment. Jensen turned to him and said, "Really? Is that piece of paper homosexual?" The student didn't say it again, and the class got the message that such language wouldn't be tolerated.

 

"Being able to identify a supportive faculty member is a huge factor in academic success and feeling safe in school. Teachers have a crucial role to play simply by being visible allies.

 

3. EMPLOY INCLUSIVE AND RESPECTFUL CURRICULA.

"You can have one opinion personally, but deal with an issue entirely different professionally.

 

4. INCLUDE ANTI-GAY BULLYING IN ANTI-HARASSMENT POLICIES.

Identifying specific types of abuse and inappropriate behavior can provide guidance and clarity to educators when a student is being harassed and can prevent anti-gay bullying from being excused as "kids being kids."

 

It's not just the existence of a policy that matters, but also how accessible it is, For example, reporting forms should be available to students and staff, and a process should be in place to monitor for both repeat harassers and repeat victims.

 

Create a school climate or anti-bullying team

 

What's the School Climate?

Unsavory pranks, bias incidents and even hate crimes can happen at any school, anywhere—rural, urban, suburban, public, private, small, large, East, West, North or South. Sometimes they arrive as a complete surprise; other times, they arise from tension that has been brewing for weeks, months, even years.

 

So what is the climate at your school?

Everyday acts of intolerance manifest themselves in many ways: name-calling, slurs, sexual harassment, casual putdowns regarding race, ethnicity, gender, size, abilities, perceived sexual orientation or gender identification. The bias might come in the form of clothing—certain colors or styles—or music or symbols associated with hate groups. Growing intolerance can also be found online, posted on Tumblr or tweeted on Twitter.

 

In some cases, the viciousness is intentional; in others, perpetrators might have little clue—other than shock value—about the meaning behind the words, signs and symbols they shout, tweet, paint or text. In many ways, the issue is less about intent—who can know for certain why someone does something?—and

 

more about impact. No matter the intention, these messages and behaviors can cause fear, damage and injury to individuals and the entire school community.

 

How can educators deal with this? The adults at any school teach in so many ways, far beyond textbooks and lesson plans. They teach by example, by the tone and words they choose, by how they treat others during moments of disagreement or tension. They teach by what they don’t say. If, for example, they allow a bigoted comment to go unchecked, they are offering tacit approval of similar comments.

 

A school climate that encourages inclusion and promotes tolerance does not guarantee that bias incidents won’t happen. Instead, it creates an atmosphere in which these acts are less likely to gain momentum and more likely to be quickly and widely denounced.

           

So what has happened?

Is it a hate crime? For that to be the case, two things are necessary. First, a crime has to have occurred—vandalism, physical assault, arson and so on. Second, the crime must be motivated, in whole or in part, by bias, and the targeted individual or group must be listed in the statutes as a protected class. Protected classes are race, religion, ethnicity, nationality, gender, sexual orientation, gender identity and disability. State and locally protected classes vary.

If no crime has occurred—and again, that may be difficult to determine at the outset—it likely can be called a bias incident. (It may more aptly be labeled harassment or intimidation, and school policy might come into play.) A bias incident is biased conduct, speech or expression that has an impact but does not involve criminal action.

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Reread the opening list of school incidents—drawn from recent headlines—as an exercise to make these distinctions. With limited information, answers may vary, but it will help to discern where one definition ends and the other begins. One Love LGBTIQ+ Community also offers an online guide to help discern between hate crimes and bias incidents. Teaching Tolerance is also a partner with Stop the Hate, which offers training programs tied to these issues.

Why does this distinction matter? A hate crime likely will involve law enforcement. A bias incident likely will not.

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The investigative force behind a hate crime may be focused on motivation and punishment—who did this, why did they do it, and how will they be brought to justice? That may not be your main objective as an administrator—and in most cases should not be your main objective. Your focus should remain on addressing the impact of the incident, not its motivation. How has the school climate been damaged? What must we do to repair and improve that climate?

You likely will have less control in managing the incident if police are involved, but you may have more resources available—patrolling in and around the school, community resource officers, increased investigatory capabilities and so on.

Already, in the first moment, framing a response is not easy. That’s why this guide exists. In it, we outline nine key considerations as you chart your course during a bias crisis:

• Put safety first

• Denounce the act

• Investigate

• Involve others

• Work with the media

• Provide accurate information—and dispel misinformation

• Support targeted students

• Seek justice, avoid blame

• Promote healing

 

Before you move to these steps—which are much more simultaneous than linear—ask yourself another question: What resources do we have in place to manage our responses?

Does the district have legal or security personnel who will be called to help with the investigation? Who will serve as the media spokesperson? Does anyone have experience in that role (talking to media about sensitive issues, training in crisis management)? Who else needs to be involved in the school, at the district level, in the community?

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Start creating a list of resources you have (a written school lockdown policy that may come into play, a designated phone line that can be used to share updates with parents, neighboring Boys & Girls Clubs of South Africa that might provide meeting spaces and so on), making connections that will help you move forward. Your resource list should include people as well—influential community members who may serve as allies in a crisis.

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Now also is the time to activate the incident response team. You can start small—draw in a handful of key people—but know that as the response unfolds, the team may grow so that it is both representative of and responsive to the school community.

(Now also is the time to be thankful for any of the precrisis work you have put into play. You can’t truly plan for the specificity of this moment, but you can be better prepared.)

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And as the school administrator, steel yourself for the following:

• Bad news travels fast—and far—these days.

Gossip and rumor, aided by cell phones and the Internet, spreads throughout your school, to other schools, other cities, other states and other nations within hours, if not moments. Things may escalate far more quickly than you expect via social media outlets, mainstream media and, in some cases, on hate groups’ websites, which may twist the facts and create new issues to address.

 

• You are the hub.

In a crisis moment, you have less time to think and plan than you would like, and students, teachers, staff and others will be coming to you for immediate guidance. It also means you may be getting calls from the principal, community groups and the media before you have had a chance to gather a full report about what has actually happened on your campus.

 

• Judgments will be rushed.

The wider community may already have taken sides and formed opinions before anyone fully understands the situation. It is imperative for you to have structures and plans in place for crisis management, specifically around information management and the dispelling of rumors.

 

• Balance the desire for speed with the need for thoroughness.

Don’t let the chaos of a crisis situation derail your work. Focus on what needs to be done, and make sure you don’t allow someone else’s deadline to distract you from the work needed to manage this crisis. Be ready to say, “We don’t have enough information yet to make that determination,” while also understanding that the longer it takes to gather that information, the more misinformation may grow and spread.

 

• Use or create tools to spread accurate information.

You may add a special page to the school website where updates are placed. Email also can be a useful tool for sending updates, though remember that everyone might not have access to email. A school newsletter or newspaper also can be a tool for spreading accurate information about the incident and the ongoing investigation.

 

• How do I know if students are being bullied at my school?

Just because you don’t see obvious bullying in your classroom doesn’t mean it isn’t happening at your school. Bullying often happens when—and where—adults aren’t present.

 

The only way to be sure your school is the inclusive environment you want it to be is to closely examine your school climate on a regular basis. This includes making sure students know how to report bullying and feel safe doing so. Sometimes just asking the right questions and letting students know they can talk to you makes all the difference.

 

Also remember that not all bullying looks the same. Harder-to-detect actions, such as spreading rumors or isolating a student from friends, can also constitute bullying. Students may hesitate to even call the harassment they’re enduring “bullying.” Other phrases, such as “there was drama” or “she was messing with me,” may clue you in on the situation.

 

• Start the process of examining your school climate with our questionnaire.

  • Review some easily identifiable indicators of bias-based bullying.

  • Your student may be bullied if he or she:

    • leaves school with torn, damaged or missing clothing, books or other belongings;

    • has unexplained cuts, bruises, and scratches;

    • has few, if any, friends with whom to spend time;

    • seems afraid to be in school, leave school, ride the school bus, or take part in organized activities with peers;

    • has lost interest in school work or suddenly begins to perform poorly;

    • appears sad, moody, teary or depressed;

    • complains frequently of headaches, stomach aches, or other physical ailments; or

    • avoids the cafeteria and/or doesn't eat.

 

• Which students are most vulnerable to bullying?

Any child at any school may be the target of bullying, but certain children are at higher risk. Teachers should be especially attentive to students who exhibit the following risk factors,

 

• Are perceived as different from their peers, such as being overweight or underweight, wearing glasses or different clothing, being new to a school, or being unable to afford what kids consider “cool”

• Are perceived as weak or unable to defend themselves

• Are depressed, anxious, or have low self-esteem

• Are less popular than others and have few friends

• Do not get along well with others, seen as annoying or provoking, or antagonize others for attention

 

How do I know a student isn’t lying about being bullied?

Kids typically resist reporting bullying—just admitting they’re being targeted can be embarrassing. They may also fear if they report the harassment, it will only bring more attention to the situation, escalating the bullying. If a child tells you he’s being bullied, believe him.

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Are remarks or behavior based on religious belief exempt from bullying rules?

No. Any behavior that meets the definition of bullying above is indeed bullying—even if the motivation for said behavior is an individual’s religious beliefs.

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Now that I know bullying is occurring, what can I do to stop it?

First and foremost, it is essential that you understand your school’s anti-bullying policies. Being familiar with these expectations allows you to respond appropriately and immediately. If you school doesn’t have an explicit anti-bullying policy, our Responding to Hate and Bias at School guide can help you create one.

It is also important to remember that anti-bullying measures should address bullying behavior. Never label a child a bully. Bullying is an action, not an identity. When bullying is addressed constructively, it is possible to both support the bullied child and transform the behavior of the child who has been bullying others.

These bullying guidelines highlight appropriate and inappropriate educator responses to bullying.

“Bully, Bullied, Bystander… and Beyond” examines the various players in a bullying incident.

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What role do students play in preventing and responding to bullying?

Because bullying so often happens when adults aren’t present, it’s especially important that students be empowered to stand up against bullying and biased language.

Speak Up at School is a great place to start. It provides strategies for speaking up against biased speech from peers. The Speak Up Pocket Guide is another great way to start the conversation and keep bullying top of mind throughout kids’ days.

Students should also be informed about the school’s anti-bullying policies—including how to appropriately report bullying behavior. Kids are an invaluable resource when it comes time to update these policies as well. By including them in meetings and conducting student bullying surveys, educators can take advantage of their students’ on-the-ground perspective.

My school wants to include language about anti-gay bullying in its bullying policy. Bullying is bullying, right? Why give special protection to specific groups?

Students who are perceived by their peers as being “different” are at heightened risk of being bullied. Because of this, certain groups of students—such as LGBTIQ students, children with special needs and English-language learners—are statistically more likely to be bullied. By specifically mentioning them in anti-bullying policies and providing them specific supports, schools are more likely to create an inclusive atmosphere that neutralizes that heightened risk.

Learn ways to support at risk students and their families with our Best Practices for Serving English Language Learners and Their Families.

Students live in a world of digital communication. How can I ensure none of my students are targeted by cyberbullying?

It would be impossible for educators to follow every tweet or Facebook post of their students, but teachers and administrators do have a responsibility to keep abreast of the digital landscape their students live in. Include questions on your annual anti-bullying survey about the social-media climate of your school. Talk with students about their online communication, and set the same inclusive expectations that apply to hallway and classroom conversations.

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Do teachers ever bully?

Unfortunately, yes. It is essential for every person at a school be aware of biased-language and other forms of bullying, regardless of their source. Speak Up at School gives practical advice to help educators speak up against biased language and intolerance from students, peers, and even administrators.

I’ve heard people say bullying isn’t serious; it’s just a matter of kids being kids. Is this true?

This is a dangerous myth. Bullying causes serious harm to children, including depression, school avoidance, drug use and poor grades.

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Isn’t it better to let kids learn how to deal with bullying on their own?

Just as society doesn’t expect victims of other types of abuse (such as child maltreatment or domestic abuse) to “deal with it on their own,” we shouldn’t expect this from the targets of bullying. Adults have critical roles to play in helping to stop bullying

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Why not just reassign students who are being bullied to different classes?  

By forcing the targets of bullying to modify their behavior, you are in essence punishing them for the harassment they are suffering rather than engaging with the real issue—the bullying behavior of another child or other children. This, and other similar approaches—like telling an LGBTIQ student to act differently to avoid bullying—are both offensive and ineffective. Far better is to address the bullying incident head-on, thus moving toward an inclusive school climate that will prevent further problems.

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Are zero-tolerance anti-bullying policies necessary?

No, they are not. Zero-tolerance policies have been shown to be ineffective in addressing any type of misbehavior, including bullying, and they carry heavy consequences for students, such as higher drop-out and incarceration rates. Policies that reward positive behavior—such as reparative justice, Positive Behavioral Interventions and Supports, and behavior contracts—are far more effective discipline tools.

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What Comes Next?

The crisis has faded. Media have moved on to other news stories. School days have returned to a relatively normal routine. You’ve had time to catch your breath.

And now the real work begins.

Change is not easy, particularly long-term change involving a school’s climate or culture.

All school cultures are incredibly resistant to change, which makes school improvement—from within or without—usually so futile. Unless teachers and administrators act to change the culture of a school, all innovations… will be destined to remain superficial window dressing, incapable of making much of a difference.”

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This is where you, as an administrator, can make a real difference, by putting time, energy and resources toward improvement plans.

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Increasingly, educational leaders at all levels acknowledge the role of climate in the successes and failings of schools. A steady stream of research—including High School Survey of Student Engagement—indicates that a positive school climate reduces conflicts, harassment, bullying and violence, making schools safer and more inclusive. It also fosters social and civic development while gradually bolstering student academic performance as changes gain traction. A more positive school climate also can improve staff morale, boosting employee satisfaction and retention rates.

Enter this postcrisis phase with an open mind. The work to change the climate and culture of a school can turn long-held beliefs upside down.

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When you closely examine patterns—in class assignments, in discipline referrals, in access to privileges and opportunities—you may discover that the school has been sending unintentional messages that result in stratification of the school community, with deep divisions between the “haves” and the “havenots.”

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Take a deep breath and keep the objective in mind—the desire to create a school where all are welcome and all can thrive.