Oregon Department of Education PoliciesHazing/Harassment/Intimidation/Bullying/Menacing/Cyberbullying/Teen
Dating Violence/Domestic Violence – Student
JFCF
The Board is committed to providing a
positive and productive learning environment. The principals
and the superintendent are responsible for ensuring that
these policy are implemented. District
Issues: Bullying 
4:27How to Save a Life Facts About
Bullying Definition In 2014, the Centers for Disease Control and Department of Education released the first federal uniform definition of bullying for research and surveillance.1 The core elements of the definition include: unwanted aggressive behavior; observed or perceived power imbalance; and repetition of behaviors or high likelihood of repetition. There are many different modes and types of bullying. The current definition acknowledges two modes and four types by which youth can be bullied or can bully others. The two modes of bullying include direct (e.g., bullying that occurs in the presence of a targeted youth) and indirect (e.g., bullying not directly communicated to a targeted youth such as spreading rumors). In addition to these two modes, the four types of bullying include broad categories of physical, verbal, relational (e.g., efforts to harm the reputation or relationships of the targeted youth), and damage to property. Bullying can happen in any number of places, contexts, or locations. Sometimes that place is online or through a cellphone. Bullying that occurs using technology (including but not limited to phones, email, chat rooms, instant messaging, and online posts) is considered electronic bullying and is viewed as a context or location. Electronic bullying or cyberbullying involves primarily verbal aggression (e.g., threatening or harassing electronic communications) and relational aggression (e.g., spreading rumors electronically). Electronic bullying or cyberbullying can also involve property damage resulting from electronic attacks that lead to the modification, dissemination, damage, or destruction of a youth’s privately stored electronic information. Some bullying actions can fall into criminal categories, such as harassment, hazing, or assault. Journalists and other content creators can use this definition to determine whether an incident they are covering is actually bullying. Media pieces often mistakenly use the word “bullying” to describe events such as one-time physical fights, online arguments, or incidents between adults. See more on related topics. Bullying prevention is a growing research field that has made great strides in answering important questions. We now know much more about how complex bullying is, and how it affects youth at the time they experience it and even as adults. Yet many questions remain. Journalists and other content creators can serve the public by representing the state of the science as transparently as possible. What We Know Conclusive research has shown: Prevalence 2
Risk Factors:3
Effects: Bullying affects all youth, including those who are bullied, those who bully others, and those who see bullying going on. Some effects may last into adulthood. See more on the effects of bullying. Group Phenomenon:4 Bullying is not usually a simple interaction between a student who bullies and a student who is bullied. Instead, it often involves groups of students who support each other in bullying other students. Changing Roles:5 There is not a single profile of a young person involved in bullying. Youth who bully can be either well connected socially or marginalized, and may be bullied by others as well. Similarly, those who are bullied sometimes bully others. Youth who both bully others and are bullied are at greatest risk for subsequent behavioral, mental health, and academic problems. Disconnect Between Adults and Youth:3 There is often a disconnect between young people’s experience of bullying and what the adults see. Also, adults often don’t know how to respond when they do recognize bullying. Promising Prevention Strategies: 6, 7, 8, 9, 10, 11 Solutions to bullying are not simple. Bullying prevention approaches that show the most promise confront the problem from many angles. They involve the entire school community—students, families, administrators, teachers, and staff such as bus drivers, nurses, cafeteria and front office staff—in creating a culture of respect. Zero tolerance and expulsion are not effective approaches. Bystanders who intervene on behalf of young people being bullied make a huge difference. Studies also have shown that adults, including parents, can help prevent bullying by keeping the lines of communication open, talking to their children about bullying, encouraging them to do what they love, modeling kindness and respect, and encouraging them to get help when they are involved in bullying or know others who need help. See evidence-based programs. What We Don’t Yet Know Some of the many research questions that remain: The Best Way to Prevent Bullying: 12, 13, 14 Many prevention programs have been tested in schools with modest results. Others have failed to make a difference. Researchers are still working on solutions to this complex problem. How Media Coverage Affects Bullying: To better understand how media coverage, social media content, entertainment media storylines, and other content about bullying affect the public, more research is needed. These types of studies can provide the concrete support needed to help guide journalists and other content creators as they navigate among the goals of interesting their audiences, getting their job done, and informing the public about bullying responsibly. Here are statistics from studies that journalists and other content creators can feel comfortable including in their pieces. If you find data that looks significantly different, examine it critically, or ask an expert. For statistics related to youth suicide see the CDC youth suicide webpage. National Statistics Been Bullied The 2017 School Crime Supplement (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 20% of students ages 12-18 experienced bullying. The 2017 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that, nationwide, 19% of students in grades 9–12 report being bullied on school property in the 12 months preceding the survey. Bullied Others Approximately 30% of young people admit to bullying others in surveys.3 Seen Bullying 70.6% of young people say they have seen bullying in their schools.3 70.4% of school staff have seen bullying. 62% witnessed bullying two or more times in the last month and 41% witness bullying once a week or more.3 When bystanders intervene, bullying stops within 10 seconds 57% of the time.15 Been Cyberbullied The 2017 School Crime Supplement (National Center for Education Statistics and Bureau of Justice) indicates that, among students ages 12-18 who reported being bullied at school during the school year, 15% were bullied online or by text. The 2017 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that an estimated 14.9% of high school students were electronically bullied in the 12 months prior to the survey. How Often Bullied In one large study, about 49% of children in grades 4–12 reported being bullied by other students at school at least once during the past month, whereas 30.8% reported bullying others during that time. Defining "frequent" involvement in bullying as occurring two or more times within the past month, 40.6% of students reported some type of frequent involvement in bullying, with 23.2% being the youth frequently bullied, 8.0% being the youth who frequently bullied others, and 9.4% playing both roles frequently.3 Types of Bullying The most common types of bullying are verbal and social. Physical bullying happens less often. Cyberbullying happens the least frequently. According to one large study, the following percentages of middle schools students had experienced these various types of bullying: name calling (44.2 %); teasing (43.3 %); spreading rumors or lies (36.3%); pushing or shoving (32.4%); hitting, slapping, or kicking (29.2%); leaving out (28.5%); threatening (27.4%); stealing belongings (27.3%); sexual comments or gestures (23.7%); e-mail or blogging (9.9%).3 Where Bullying Occurs Most bullying takes place in school, outside on school grounds, and on the school bus. Bullying also happens wherever kids gather in the community. And of course, cyberbullying occurs on cell phones and online. According to one large study, the following percentages of middle schools students had experienced bullying in these various places at school: classroom (29.3%); hallway or lockers (29.0%); cafeteria (23.4%); gym or PE class (19.5%); bathroom (12.2%); playground or recess (6.2%).3 How Often Adult Notified Only about 20 to 30% of students who are bullied notify adults about the bullying.13 International Statistics In general, the U.S. has an about average amount of bullying when compared to other countries according to a World Health Organization survey. See the rates of bullying in 35 countries - PDF. State and Local Statistics Follow these links for state and local figures on the following topics:
The relationship between bullying and suicide is complex. Many media reports oversimplify this relationship, insinuating or directly stating that bullying can cause suicide. The facts tell a different story. In particular, it is not accurate and potentially dangerous to present bullying as the “cause” or “reason” for a suicide, or to suggest that suicide is a natural response to bullying. We recommend media not use the word "bully-cide." Research indicates that persistent bullying can lead to or worsen feelings of isolation, rejection, exclusion, and despair, as well as depression and anxiety, which can contribute to suicidal behavior. The vast majority of young people who are bullied do not become suicidal. Most young people who die by suicide have multiple risk factors. Some youth, such as LGBTQ youth, are at increased risk for suicide attempts even when bullying is not a factor. A recent CDC publication - PDF provides more information on the relationship between bullying and suicide. Read more about the possible harm of connecting bullying and suicide in what to avoid. Bullying can affect any young person, but there are characteristics and circumstances that put certain young people at higher risk. Read more about risk factors. Special Note About LGBTQ Youth:16 Research shows that LGBTQ youth are at a heightened risk for being the target of bullying, and this is an important story angle. However, media should balance coverage with information about the many facets of bullying and the wide range of youth involved. While recent news stories have tended to focus on making connections between anti-LGBTQ bullying and suicide, media should be careful not to oversimplify any correlation between the two. Being bullied does not by itself explain the additional risk for suicide. Learn more about bullying and LGBTQ youth. There is no federal anti-bullying law. Although 49 states have anti-bullying legislation, bullying is not illegal. In particular, when a youth dies by suicide, it is misleading to cover the story as a crime. Rather, consider covering it as a public health issue. When bullying is also harassment, it does break federal law. Learn more about laws related to bullying. 1.Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, Version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and US Department of Education. 2.National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement - PDF, 2011. 3.a. b. c. d. e. f. g. h. Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). "Bullying and peer victimization at school: Perceptual differences between students and school staff." School Psychology Review, 36(3), 361-382. 4.Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). "Examination of peer-group contextual effects on aggression during early adolescence." Child Development, 74, 205-220. 5.C.P., O’Brennan, L. & Sawyer, A.L. (2008). "Examining variation in attitudes toward aggressive retaliation and perceptions of safety among bullies, victims, and bully/victims." Professional School Counseling, 12(1), 10-21. 6.American Psychological Association Zero Tolerance Task Force. (2008). "Are zero tolerance policies effective in the schools? An evidentiary review and recommendations." American Psychologist, 63(9), 852-862. 7.Espelage, D.L., Green, H.D., & Polanin, J. (2012). "Willingness to intervene in bullying episodes among middle school students: Individual and peer-group influences." Journal of Early Adolescence, 32(6), 776-801. 8.Farrington, D. P. & Ttofi, M. M. (2009)."School-based programs to reduce bullying and victimization." Campbell Systematic Reviews, 6. 9.Boccanfuso C. & Kuhfeld M. (2011). "Multiple responses, promising results: evidence-based nonpunitive alternatives to zero tolerance." Child Trends. http://www.childtrends.org/Files//Child_Trends-2011_03_01_RB_AltToZeroTolerance.pdf. Published 2011. Last accessed September 2012. 10.Waasdorp, T. E., Bradshaw, C. P. & Duong, J. (2011). "The link between parents' perceptions of the school and their responses to school bullying: Variation by child characteristics and the forms of victimization." Journal of Educational Psychology, 103(2), 324-335. 11.Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). "The Impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial." Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156. 12.Polanin, J., Espelage, D.L., & Pigott, T.D. (2012). "A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior and empathy attitude." School Psychology Review, 41 (1). 13.a. b. Ttofi, M.M., Farrington, D.P. (2011). "Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review." Journal of Experimental Criminology, 7(1), 27-56. 14.Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). "The Impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial." Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156. 15.Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). "Peer interventions in playground bullying." Social Development, 10, 512-527. 16.Robinson, J.P., & Espelage, D.L. (2012). "Bullying Explains Only Part of LGBTQ–Heterosexual Risk Disparities: Implications for Policy and Practice." Educational Researcher, 41, 309-319. Date Last Reviewed June 10, 2019 “District” includes district facilities, district premises and nondistrict property if the student is at any district-sponsored, district-approved or district-related activity or function, such as field trips or athletic events where students are under the control of the district. “Hazing” includes, but is not limited to, any act that recklessly or intentionally endangers the mental health, physical health or safety of a student for the purpose of initiation or as a condition or precondition of attaining membership in, or affiliation with, any district-sponsored activity or grade level attainment, (i.e., personal servitude, sexual stimulation/sexual assault, forced consumption of any drink, alcoholic beverage, drug or controlled substance, forced exposure to the elements, forced prolonged exclusion from social contact, sleep deprivation or any other forced activity that could adversely affect the mental or physical health or safety of a student); requires, encourages, authorizes or permits another to be subject to wearing or carrying any obscene or physically burdensome article; assignment of pranks to be performed or other such activities intended to degrade or humiliate regardless of the person’s willingness to participate.] “Harassment, intimidation or bullying” means any act that substantially interferes with a student’s educational benefits, opportunities or performance, that takes place on or immediately adjacent to district grounds, at any district-sponsored activity, on district-provided transportation or at any official district bus stop, that may be based on, but not limited to, the protected class status of a person, having the effect of: 1. Physically harming a student or damaging a student’s property; 2. Knowingly placing a student in reasonable fear of physical harm to the student or damage to the student’s property; 3. Creating a hostile educational environment including interfering with the psychological well being of the student. “Protected class” means a group of persons distinguished, or perceived to be distinguished, by race, color, religion, sex, sexual orientation, national origin, martial status, familial status, source of income or disability. Employee position title will take reports and conduct a prompt investigation of any report of an act of (1) harassment, intimidation or bullying and acts of cyberbullying. Any employee who has knowledge of conduct in violation of this policy shall immediately report his/her concerns to the [employee position title] who has overall responsibility for all investigations. Any student who has knowledge of conduct in violation of this policy or feels he/she has been [hazed, ]harassed, intimidated[, menaced] or bullied and acts of being cyberbullied in violation of this policy [shall][is encouraged to] immediately report his/her concerns to the [employee position title] who has overall responsibility for all investigations. This report Required by state law House Bill 2599 (HB 2599). All other bracketed language exceeds the requirements of HB (1) 2599 and is under Board authority ORS 332.107. may be made anonymously. A student may also report concerns to a teacher or counselor who will be responsible for notifying the appropriate district official. Complaints against the principal shall be filed with the superintendent. Complaints against the superintendent shall be filed with the Board chair. The complainant shall be notified of the findings of the investigation and, as appropriate, that remedial action has been taken. The complainant may request that the [superintendent] review the actions taken in the initial investigation, in accordance with [administrative regulations][district complaint procedures]. [The district [shall][is encouraged to] incorporate into existing training programs for students and staff information related to the prevention of, and the appropriate response to, acts of harassment, intimidation or bullying and acts of cyberbullying.] The superintendent shall be responsible for ensuring annual notice of this policy is provided in a student or employee handbook, school and district’s Web site, and school and district office[ and the development of administrative regulations, including reporting and investigative procedures].[ Complaint procedures, as established by the district, shall be followed.]
Read at the March 18, 2012 District 17C School Board Meeting by Dave Wohlman Dear Brooking/Harbor School Board, My name is David Wohlman and I’m the father of a 6th grade student at AzaleaMiddle School in Brookings, OR. I have gone before the School Board to make them aware of the realities of my son’s life in our school district and the unsucessful attempts we his parents have had in the past and present to improve the situation. There are three points I wish to discuss. 1 - My number one role as a parent is to protect and love my child. When I must relinquish that protection to someone else – It is my duty to make sure that they are capable of insuring his safety and that his mental and physical well-being is as important to them as it is to me. This has not been the case since our arrival in Brookings in 2006 and it has continued to worsen up to this day. The root of my child's problem is an escalating bullying environment and what I perceive to be a lack of knowledge, training and ability for it to be improved or eliminated. 2 – The staff of these schools take on the responsibility of keeping each child motivated, safe and educated. When any child is the victim of bullying they feel none of these things. In order to help rather than actually contribute to continuation of the bullying , each staff member must themselves be educated as to what bullying is, what it’s effects are and trained to administer the proper ways to deal with each unique situation. My interactions and conversations with many members of the staff have given me first-hand belief that there is no unified understanding of bulling, the effects it has on victims and the correct way to deal with the perpetrators or these victims. 3 – It is the responsibility of all Superintendents and all Principles of all schools to effectively train their staffs, communicate with students and parents and ultimately take responsibility of their actions or non-actions. It is my strong opinion that our administrators have not done these things. My complaint has nothing to do with them personally, and I would hope that they are filled with good intentions. But in this instance, their good intentions and decided patterns of ineffective actions and non-communication have not spared my child from intense and debilitating abuse. As the highest ranking administrators, I therefore must hold them personally responsible for the current mental state of my child. - My son and all victims of bullying are VICTIMS. They cannot be told to “grow thick skin” or that they have to “learn to ignore” this abuse – all quotes I have been told by members of our school district teaching staff. They cannot be encouraged to conform in order to escape their torment. They cannot be disciplined for finally standing up to their abusers. My child no longer enjoys attending Azalea Middle School. He is a smart, imaginative and creative child that has been both mentally and physically abused by both bullying children and (in essence) the very people appointed to protect him. It breaks my heart. He is in dire need of counseling and it is personally asking to be home schooled or to attend the local Christian/Charter School (if it ever gets to become a reality). We are asking for the School Board to accept the financial burden of these needed things and to actively explore the actions/non-actions of these administrators. The President of the United States
recently made a televised national speech on the US bulling
epidemic, it is the subject of a heart-wrenching documentary
“Bullying” that should be mandatory viewing for
all staff-parents-students and it is a severe problem in
Brookings-Harbor. This epidemic is hurting children and
stealing their ability to receive a quality education.
Ignoring the problem and the parents/children that are
asking for help makes the problem worsen daily. This should
be the among the most important issues discussed by the
School Board. A New Law Could
Send Parents To Jail If Their Kids Bully Other
Children Fortunately for young kids today, many schools (and parents) have become more aware of bullying and taken a much stricter stance on it. But has one town gone too far? North Tonawanda, a town located in western New York, instated a new rule on Oct. 1 that allows parents to be fined $250 or be sentenced to 15 days in jail if their child violates city laws two or more times within a 90-day span. City laws include rules against breaking curfew and bullying, which means—you guessed it—parents in North Tonawanda can now go to jail for their kid’s cruel behavior in school. City officials said the law was specifically designed to help reduce rates of bullying in town after a bullied child’s mom started pushing for change. “We hope to never need to use this law but it’s there in extreme cases,” Greg Woytila, superintendent of North Tonawanda’s city school district, told ABC News. “But we need to do a better job and we are continually trying to do that.” As one might expect, the law has stirred up plenty of controversy, as seen in the tweets below. Some believe the law is a step toward a more peaceful environment for students: Parents need to be held accountable. There are some great ones and some that are just too busy to even have children. Bullying needs to stop! And it's time for parents to self-evaluate. RELATED: Dad Invited Bullies To Daughter’s Funeral To ‘Witness The Complete Devastation You Have Created’ Around a quarter to a third of American students have said they’re bullied at school, according to the U.S. Department of Health and Human Services, and many parents say they don’t know how to respond to bullying incidents—regardless of whether their kids are the victims or the perpetrators of the bad behavior. Wondering if your kid might be a bully? Perhaps don’t lead with, “Listen, your behavior could send mom to jail.” Instead, look
for signs that they may be
lashing out at others or seeking affirmation—then work
to correct that behavior, seeking outside support if you
need it. Because regardless of whether you live in North
Tonawanda, bullying is something we should all be trying to
stop in its tracks.
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