BULLYING
AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS
Understand what bullying
looks like. Bullying is commonly defined as the long-standing
physical or psychological abuse of a student who is unable to defend
himself by either an individual or group of other students.
For Teachers:
Teachers should become familiar
with the school’s definition of bullying, bullying prevention policies,
and the code of conduct. This will ensure that the same policy is
being enforced throughout the school.
If available, teachers should
be sure to attend a bullying training prevention program or in-service
in order to learn more about bullying and their obligations as a teacher
related to this issue.
Teachers should clearly
explain to their class what behavior they consider to be bullying.
Teachers should educate
students on certain issues related to bullying.
Specifically, teachers should raise awareness by providing students
with information about different participant roles and group mechanisms
involved in bullying. Also, teachers should emphasize that certain beliefs
about bullying are false, such as the belief that bullied students are
at least partly to blame for their victimization, that bullying makes
the victims tougher, and that teasing is simply done “in fun.”
Teachers need to establish
clear rules against bullying.. Clearly define both desirable and
unacceptable behavior and have it well publicized and practiced.
Conduct an assessment of
your students’ beliefs regarding bullying by creating and distributing
a questionnaire and then implementing any bullying training appropriately.
Teachers need to insure
better supervision during recess periods and in hallways and bathrooms,
as this is when most bullying occurs.
Students’ incidences of bullying
or being bullied decrease with age; therefore, primary school teachers
need to be the most aware of incidences of bullying in their school.
Teachers need to be aware
of indirect and subtle bullying in the form of social isolation
and intentional exclusion, especially among girls.
Teachers should be careful
to observe students who are cautious, sensitive, anxious, quiet, and
boys who are physically weaker than average or who are physically handicapped
or overweight, as they are at a higher risk for being bullied than
other students. Usually, they do not retaliate or act assertive,
and they may lack friends or social support.
Teachers should also try to
create a social environment where there is warmth and acceptance of
all students and one where there are high standards for student
and teacher behavior toward one another. Teacher attitudes toward
aggression partly determine how teachers will react to bullying situations.
Avoid emphasis on competitiveness at school and avoid sex-role stereotyping
(e.g., males need to be strong and tough). Make the classroom
a ‘safety zone’.
Teach specific skills and
strategies in the classroom such as emotional awareness, seeing others’
perspectives, alternative thinking strategies, and problem solving.
Strategies for teaching these skills can include class discussion, role
play, and practice.
Teachers should use mentoring
techniques to build solid relationships with the students in order to
help them feel like they belong. It is important to create a trusting
environment where students feel they can confide in their teacher when
the situation presents itself.
Provide positive feedback
to children who exhibit appropriate social behaviors and model interactions
that do not include bullying or aggression.Frequently praise students by specifically
describing their positive behavior.
Encourage students to reach
out to other students. Enlist classmates to help alleviate
the plight of victims by not encouraging the bully, and to include others
in group activities.
Teachers should encourage
“bystanders”, or those who witness the bullying incident, to speak
up against bullying. Instruct them on the importance of telling
adults about the bullying they see, effective ways to intervene in a
bullying situation, and how to reach out in friendship to victims of
bullying. According to research, most students act in ways which are
prone to maintain and encourage bullying rather than diminish it, even
though attitudes of most children have been found to be against bullying.
Teach them that their silence makes the bully more powerful and contributes
to the harm done to the victim.
Watch your tone-and your
message. It is important to examine the tone of voice used
when speaking to students. Avoid undue criticism. Children
learn by example, and someone who is belittled may resort to such tactics
when dealing with peers.
Recognize and praise positive,
friendly, and supportive behaviors of students towards one another.
Teachers should not ignore
instances of bullying –They should send the message that “bullying
is not accepted in our school and we will see to it that it comes to
an end.” They should initiate serious talks with both bullies and
victims and parents of involved students. To this end, teachers
should organize a meeting with the “bully” and the victim” and
negotiate an understanding whereby both students can agree to “live
together in the same school.” Both “bully” and “victim”
should be encouraged to look at their own behavior and decide how they
might change to avoid bullying or being bullied in the future.
When witnessing a bullying
incident, the teacher should intervene first by separating the victim
and the bully. The teacher should be sure to name the behavior,
reiterate the rules, and review expected behaviors.
Discuss the next step with
the victim and ask what they think should be done. If a child
is in danger, you must act even if the child wants you to do nothing.
Do not make promises you cannot keep to the child. However, reassure
the victim that all possible steps will be taken to prevent a recurrence.
Make it clear that the victim
is not to blame. Emphasize that bullying is wrong and bullies
will suffer the consequences, not the victim.
The teachers should enforce
consequences for engaging in bullying behaviors in a consistent, immediate,
non-violent, and predictable manner. Examples of consequences include
loss of unstructured times such as recess, lunch with peers, or extracurricular
activities.
After the bullies face their
consequences, engage in a reflective activity with them in order to
discuss what they did, how their behavior affected the victim, what
goal they were trying to reach, and how else they can achieve this goal.
During this activity, guide them in determining more appropriate strategies
to express their feelings or resolve conflict. Teach them alternative
methods of interaction, help them learn to develop empathy for their
peers, attempt to establish that bullying is a violation of human rights,
identify their thinking errors, and reinforce their use of calming strategies.
Provide the victim with
helpful tips to cope with bullying. They may be encouraged
to use humor or silence to deflect an onslaught, encouraged to be assertive
and use ‘I’ statements, advised to stay with a crowd or avoid the
bully, and reminded not to fight with the bully.
Follow up with immediate,
consistent, non-violent consequences for the bully’s aggressive behavior.
Teach the bully more appropriate
behaviors such as leaning more social skills designed to reduce
aggressive behaviors and develop empathy for others- as well as consequences
such as removal or privileges or detention.
If the bully will not change
the behavior, despite the efforts of school personnel, the bully,
not the victim, should be removed from the class or school, or
transferred to another program.
Don’t be a
“wimp.” Teachers may breed a bully by being overly permissive
and thereby sending the message that bullying pays off. Children
actually feel more secure when they know teachers will set limits.
Teachers should strive to
develop a climate where children can talk about their feelings.
Encourage students to tell an adult when they first start having a problem
and explain the difference between tattling and telling.
Provide specific instruction
in several social skills areas: assertiveness, communication, self-respect,
negotiating and mediation skills, conflict resolution, and problem-solving.
Teachers should institute
class meetings to discuss issues of bullying and teach conflict resolution
techniques. Discuss the four types of bullying with students
(i.e., physical aggression, social alienation, verbal aggression, and
intimidation). Provide effective support for the victims by helping
them feel safe, involve them in expressive activities where they can
talk about their experiences, and help them connect with a peer network.
Also, help them find ways to be more assertive through role-play exercises
and discussion.
Bullying can be considered
a problem that is embedded in “student culture” and therefore “adult”
solutions may not be as effective as solutions generated by students
themselves; therefore, teachers should consider involving peer groups
in developing strategies and solutions for instances of bullying.
Heighten awareness and involve
students in a solution using instructional videos and student conflict
mediator programs.
Teachers should coordinate
their efforts with other school personnel (e.g., counselors and
psychologists). If necessary, the teacher should pass the bullying situation
on to the school counselor, school psychologist, or principal so appropriate
measures will be taken. The teacher should work together with school
personnel in order to create a school climate where bullying is not
tolerated.
Involve parents of both
bullies and victims in the process by informing them of their child’s
positive and negative behaviors and discuss ways to reinforce certain
skills at home in order to help them behave better at school.
For Parents of Bullies:
Research has shown hat children
who are perceived as “bullies” at school could benefit from support
from their families; therefore, parents of a child who has been identified
as a “bully” should take steps to
ensure that their family life is not promoting bullying behavior.
Parents of a bullying child
should strive to increase the feeling of closeness and togetherness
in their family by spending leisure time together as a family.
Limit the amount of violence
children observe on television and in movies. Discuss the
consequences of violence in real life.
In families where two parents
are involved in child rearing, both parents should strive to agree
on rules for their child.
Parents who are consistently
unable or unwilling to agree on child rearing practices should consider
enrollment in marital counseling or parenting courses.
It is important for parents
of a bullying child to set firm limits to unacceptable behavior.
When limits are violated,
non-hostile, non-physical punishment should be consistently applied.
It is important for parents
to monitor their child’s behavior in and out of school.
Parents of Victims:
Research has also shown that
children who are perceived as “victims” at school could benefit
from support from their families; therefore, parents of children perceived
as victims should take an active role in preventing the perpetuation
of their child’s victim behavior.
Parents should encourage
their children to participate in extracurricular activities that may
help develop confidence (sports, church groups, community center
activities, volunteering, musical groups, etc.)
Parents should encourage
their children to participate in peer group activities that are appropriate
for their age; children should have the opportunity to develop their
social skills with their peers without the parents’ direct involvement.
Parents should recognize and
encourage ways that their children are different and unique from other
siblings and their own parents; parents should not discourage children
from developing their own thoughts and beliefs, nor should parents attempt
to regularly “speak for their children.”
Additional Resources:
Batsche, G. (1997).
Bullying. In G.G. Bear & K.M. Minke, Children’s needs
II:
Development,
problems, and alternatives. Bethesda, MD: National Association
of
School
Psychologists.
Cohn, A. and Canter, A. (2003).
Bullying: Facts for Schools and Parents. National Association of School
Psychologists. http://www.naspcenter.org/factsheets/bullying_fs.html.
Feinberg, T. (2003). Bullying
Prevention and Intervention. Principal LeadershipMagazine, 4(1). http://www.naspcenter.org/principals/nassp_bullying.html
Fried, S. (2003).
Bullies, targets, & witnesses: Helping children break the pain chain.
New
York, NY: M. Evans and Co.
Garrett, A. (2003).
Bullying in American schools: Causes, preventions, interventions.
Jefferson,
NC: McFarland.
Newman-Carlson, D. (2003).
Bully busters: A teacher’s manual for helping bullies,
victims,
and bystanders. Champaign, IL: Research Press.
Salmivalli, C. (1999). Participant
role approach to school bullying: Implications for interventions.
Journal of Adolescence, 22, 453-459.
Skiba, R. and Fontanini, A.
(2000). Bullying Prevention. What Works in Preventing School Violence.
In: Part of the Safe and Responsive Schools Project Fact SheetSeries,
Document Resume, (4).
Sullivan, K. (2004).
Bullying in secondary schools: What it looks like and how to
manage
it. Thousand Oaks, CA: Corwin.
www.education-world.com/a_issues/issues103.shtml: Bullying Intervention Strategies
That
Work.
www.education-world.com/a_special/bully_2000.shtml: Bullying.
www.fcps.net/sa/support/bully/parents-role.htm: Parents’ Role in Bullying Prevention
&
Intervention.
www.stopbullyingnow.com/interven.htm: Comprehensive Interventions.
Contributors:
Julia Eichhorn Volpe
Karen Permenter
Meghann Kreiger
Emily Burgdorf
Practical Recommendations and
Interventions: Bullying