The Importance of School Climate

The purpose of the NEA Bully Free School Climate Summit was to bring together researchers, policy makers, practitioners, and other key education stakeholders who share the National Education Association’s (NEA) commitment to keeping students safe and supported.

Specifically, the Summit focused on the critical role that a positive school climate plays in the prevention of bullying and the promotion of positive youth development. The goals of the Summit were threefold:

(1) pinpoint the various components of school climate and their relevance to youth violence and bullying prevention;

(2) discuss ways to measure school climate;

(3) provide concrete ways to improve school climate through school-wide programs and interventions.

The National Education Association brought together researchers, policy makers, practitioners, and other key education stakeholders to discuss and frame the critical role that school climate plays in the prevention of bullying for a day-long summit during National Bullying Prevention Month.

The National Education Association brought together researchers, policy makers, practitioners, and other key education stakeholders to discuss and frame the critical role that school climate plays in the prevention of bullying for a day-long summit during National Bullying Prevention Month.

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Stepping Up to Stop Bullying

One caring adult can make a difference in the life of a bullied child.

Dave Seaburg, a fourth-grade teacher in Forest Lake, Minnesota, remembers all too well what it was like to be bullied. As a child, he was small for his age, and much more interested in the arts than athletics. He was constantly taunted and called names just because he didn’t fit into the school’s norm.

“It still haunts me today,” Seaburg says of the wounds inflicted upon him more than 30 years ago.

Back in those days, bullying was considered an unfortunate rite of passage. Instead of being confronted head on, instances of bullying—no matter how cruel—were all too often shrugged off with a simple “kids will be kids.” Fights were broken up, students were separated, and everyone was expected to move on.

Problem is, everyone doesn’t move on. We now know that for most victims of bullying, the scars will last a lifetime. For others, a lifetime is cut tragically short—a staggering number of children have committed suicide after enduring relentless harassment from their peers.

But research shows that one caring adult can make all the difference in a bullied student’s life. To put an end to “bullycide,” it’s crucial that students know which adults in their school or the community they can go to in times of distress, adults who will really listen to them and then act on their behalf.

“It may seem like no big deal, but the most resilient kids who experienced bullying have said that the one thing that helped them was an adult who cared for them even though they didn’t have to,” says Stephen T. Russell, Ph.D., a professor of Family and Consumer Sciences at the University of Arizona and the president of the Society for Research on Adolescence.

That’s why the National Education Association launched “NEA's Bully Free: It Starts With Me” campaign, which encourages caring adults to take the pledge that lets young people know they are willing to step in and stop bullying.

Dave Seaburg is one of those adults.

“Students know I will listen to them, accept what they have to say, and try to help them when they are in need,” he says. “Everyone deserves to feel safe at school, and when kids feel safe and know they are accepted for who they are, they will thrive academically and socially.”

Seaburg starts each school day with a half-hour morning meeting, where he and his students check in with each other, share what’s going on, and participate in activities. The meetings regularly address bullying, and one activity asked students to share how they feel when they’re called names or put down.

“I feel like a nobody,” said Nicole.

“I feel like I don’t exist, or want to exist,” said Kelly.

“I feel like I don’t mean anything to anyone,” said Parker.

The students are reminded how wounding their words can be, and Seaburg sees how important it is to constantly reinforce respectful behavior.

“I can spend a lot of hours building my students up,” Seaburg says, “but it only takes a few seconds to tear a person down with hurtful comments or painful actions.”

Targeting Differences

Usually, the students targeted by hurtful comments or actions are different from their peers in some way. According to a 2010 NEA survey of more than 5,000 teachers and education support professionals (ESPs), staff reported that bullying based on a student’s weight (23%), gender (20%), perceived sexual orientation (18%), and disability (12%) were of concern in their school.

Sandy Neeson, a licensed school counselor at McLean Middle School in Fort Worth, Texas, wishes she could figure out how to stop students from cruelly zeroing in on other students who are different.“If I knew how to do that, I would have written a book and been on Oprah a long time ago,” she says.

Instead, she tries to develop students’ empathy. When she hears older students picking on a younger student, she pulls the bullies aside and asks them, “Do you have a little sister or brother? How would you feel if other kids talked to your family that way?”

Neeson says her job is to change behavior, not mete out punishments. To successfully change bullying behavior, she says you must involve the whole school, from teachers and custodians to cafeteria workers and bus drivers.

According to NEA’s research study, nearly 98 percent of teachers and support professionals – across all school levels and communities – agreed it was “their job” to intervene when they witnessed bullying incidents, and that educators are more likely to intervene if they feel they have the support of the school and their colleagues.

But the research also reveals barriers to their ability to do so. For example, educators surveyed reported that just half of their school staff has received anti-bullying training, and staff in urban schools, where the rates of bullying were reportedly highest, are the least likely to have been trained.

NEA provides free bullying and sexual harassment prevention and intervention training for teachers and education support professionals, at the request of NEA local and state associations. The training, built on a research-based curriculum, raises awareness of sexual harassment, bullying, cyberbullying, and sexting behaviors, and spells out concrete steps educators can take to implement school-wide bullying prevention.

At her school in Fort Worth, Neeson helps educators intervene with a program called “Bully Busters.” Each week during the fall and winter sessions, she and a teacher lead short, focused discussions with the seventh and eighth graders during their science or social studies classes (classes all students are required to take.) Posters displaying each week’s topic hang in the hallways and classrooms to foster the discussions; some deal with racial or GLBT bullying, others focus on gossip and exclusion.

You Are Not a Snitch!

One of Neeson’s poster says “You Are Not a Snitch,” addressing the problem of the bystander who doesn’t participate in bullying, but doesn’t try to stop it either. Most students are afraid of getting the bully in trouble, and don’t want their friends to think they’re snitching, Neeson says.

She gets students to talk about it by simply asking questions, like, “Why is it not okay to do nothing when you see someone being bullied?” She also reminds teachers and students that she is a resource for them in any bullying situation; she has an open door policy, gives students her personal email address, and maintains everyone’s confidentiality.

That’s how she was able to stop a locker room bully who’d been stealing one boy’s lunch, and then making a big display of eating it in front of him. A few boys told Neeson, and she called the bully into her office. She never revealed how she found out what he was doing, but she told him it had to stop. The next day, the bullied boy was able to eat his own lunch for the first time in weeks.

Other cases aren’t as easy to resolve. Neeson recalls one boy who was bullied from the first day he walked through the school doors. He lived in an orphanage where his mother left him when he was a toddler. He had a severe overbite, and thick, Coke bottle glasses. His clothes were sometimes wrinkled and dirty, and he was profoundly shy. For all of these things, he was bullied.

When he was bullied about wearing glasses, he broke them, and sat in class squinting at the board. He was teased about his overbite, but later was bullied about wearing braces to the point that he actually tried to rip them out of his mouth. He got into fights regularly and had no idea how to cope with the constant tormenting.

When bullying becomes this severe, Neeson takes it to the next level, contacting the administration as well as the parents of the bullies if they won’t willingly put an end to their behavior.

“It takes a lot of work,” she says.

First, she identifies the leaders of the bullying pack, and speaks to them one–on-one. She then appeals to their conscience and helps them see how hurtful their comments are. As soon as she recognizes regret in the students’ faces, she appeals to them for help, asking them to become ambassadors of goodwill and watchdogs on remaining bullies.

“I always ask the bullies if anyone is bothering them because I won’t tolerate them getting picked on either,” she says. “This seems to really make a difference because I am showing them that I care about their feelings as well.”

By working with the bullies one-on-one, Neeson is able to see a major change in behavior. “This is my goal,” she says. “To help students be empathetic, show kindness, and just be nice!”

Being There for the Bully Victim

Of course, ongoing counseling to bolster the bullied child is just as important. While Neeson made every effort to stop the bullying, she also helped the boy from the orphanage develop coping skills. She told him sometimes the best reaction is no reaction; no matter how angry or hurt he was, a shrug would tell the bullies they weren't getting to him.

She met with the boy regularly. Her office was a safe place where he could cry while she reminded him things wouldn't be this way forever. They began to role-play bullying scenarios to build his confidence. By the end of the year, most of the bullying had stopped and he was able to walk past random taunts unfazed.

He's in high school now, still in glasses and braces, but he walks with his shoulders back rather than hunched in fear.

“He made it because he knew I was in his corner no matter what,” Neeson says. “If children know they have an adult that cares about them, they can make it.”

Bully Prevention Starts with Us

Dave Arnold is a school custodian, former Illinois Education Association ESP of the Year, and a published poet.

Most of you can remember a bully in your life. Maybe he was taller than you and had bigger muscles. Maybe she was more popular than you and was mouthy and rude. Whatever the case, you were the target of their abuse. And it hurt. The pain of being bullied never seems to go away, does it?

That’s why it’s the duty of every school employee to do their best to guarantee that our schools are bully-free. As teachers and education support professionals (ESPs), we must do our best to ensure that our students aren’t scarred by bullying and other types of harassment, often based on race, national origin, gender, sexual orientation, or disability.

A Local Effort

I’m head custodian at Brownstown Elementary School in Brownstown, Illinois, where we’ve had great success with our own anti-bullying campaign. Our Title One reading teacher, Keri Buscher, introduced a program last year after attending a workshop on making schools bully-free. Each morning, when students line up to go to class, she discusses the negative effects of bullying.

Buscher also shows videos to students to define exactly what bullying is and what to do when a student encounters it. She gives quizzes and prizes to motivate student interest. The campaign inspired students to create “bully-free school” posters. One shows a picture of a bucking bull at a rodeo and reads, “Leave bullying to the bulls.” Another displays a picture of a gentle cow feeding in a pasture and reads, “Bullies are Cowards.” One student put it this way: “Bullying is lame, so don’t play the game.” Buscher has also created a “Bully Box,” which students can use to anonymously report bullying.

ESPs on Point

When it comes to making a school bully-free, education support professionals are on the forefront of defense. Why? Students confide in us. Bus drivers are first and last to see students each day. Bus drivers know each student on their buses, and often can tell if they’re having a bad day. At school, the secretary, custodian, security guard, paraeducator, or cook are often friends with students. It’s not unusual for students to approach ESPs with peer problems rather than talking to a teacher or administrator.

Buscher says the best way to prevent bullying in school is for all employees to set a good example. Listening to students and addressing their concerns is also key . Many of us working at schools may not have had a bully-free school in our day, but working together, we can create one in our time for our students.

Straight From the Bullied’s Mouth

Shaun Johnson is an assistant professor of elementary educationat Towson University. He taught fifth grade in Washington, DC and Silver Spring, Maryland. He is also a blogger on Edvoices.com

The bullying that I experienced from the sixth grade until my sophomore year in high school started when I traded in my hockey boots for figure skates.

My family and I took skating very seriously. Over the 10 years I skated, they must have spent thousands of dollars on the sport, between traveling, lessons from skating and dance coaches, personal training, and boots, which were about a thousand bucks a pop and required long fitting sessions with a skate cobbler. I spent an entire summer training with an Olympic coach at a skating camp in Atlanta. When I returned home, expectations were high, but I just could not take the bullying on top of the pressure of the sport. First I took six months off, then I called it quits. My family was devastated.

Of my skating years, what I remember most were the eyes. For years I skated at the same rink in Western Pennsylvania, and our early evening freestyle sessions ended just before hockey practice. Impatient players came out of these narrow hallways from the locker rooms all suited up, and hung out against the boards. As the only boy on the ice, sometimes one of two, I remember the taunts directed at me through the boards. School was worse still. As soon as we hit sixth grade, I heard “faggot” on a daily basis. I grew up in an average suburb outside of Pittsburgh; even as late as the mid-1990s, cheerleaders and athletes ruled the school. Anything you did that was foreign, strange, and uncomfortable to them was grounds for relentless harassment.

Over the years, I tried everything to make the teasing stop. I wrote an article for the school paper in seventh grade about skating, thinking that information would help. Well, I happened to mention that skating might be harder than playing football or baseball, so I never heard the end of it. Never mind that I had already broken my arm and wrist, and would later skate on a broken tailbone.

One time I snapped. One of my regular harassers was following me down a hallway and stepping on the backs of my shoes. I remember to this day, right outside an art room, shouting, “Jesus Christ,” and punching him in the mouth. Immediate in-school suspension.

Bullying sometimes initiates difficult conversations. We must acknowledge that sexism, classism, racism, homophobia, and bigotry of all kinds are the primary drivers. It’s hard to admit the problems and begin those healing conversations because, especially in the case of sexual orientation, these are largely taboo topics in schools.

In my case, the harassment had a lot to do with homophobia in my community. I was participating in what was seen as a “gay” or effeminate sport, therefore, I was an object of derision. But as a white, heterosexual male, I do not think it needs to be all about sexual orientation. We can safely initiate conversations with a school or community’s understanding of how they define gender and sexuality. Are we limited to two categories? Are boys and girls only permitted to engage in certain activities or sports? And if they do participate in something challenging prevailing norms, should they be subject to daily ridicule or violence? Maybe we should consider, as an effort complementary to anti-bullying measures, a pro-feminist and pluralistic appreciation of our inherent right to construct our social identities. This way, perhaps educators reluctant to discuss sexuality could at least begin the conversation with the unreasonable and unfounded expectations we have of the everyday roles of men, women, boys and girls.

This essay was first published on EdVoices: NEA's community of bloggers committed to improving America's public schools.

Go to www.edvoices.com/ to read posts and get in on the debate.
Source: www.nea.org/home/47111.htm

Becoming an Upstander

In the End

While Tiverton High School is located in a rural, suburban school district in Rhode Island, one with strong community ties and friendly families, we have our share of bullies. We also have our share of outstanding student leaders, many of whom belong to the Peer Helping Network (PHN). The 60 members of PHN come from different social groups comprising approximately 10 percent of the student population.

PHN members are not just the popular kids. These are kids who have been nominated by their peers as classmates others would seek advice from. In the complicated social hierarchy of teen life, PHN members might not ordinarily be "friends." But their commitment to promoting a safe, inclusive school environment is undeniable.

The group’s purpose is to tackle emerging issues on campus. In May 2010, PHN decided to address the bullying problem. This decision was start of a year-long journey for students and staff at Tiverton that brought us together in discovering sustainable ways to understand and prevent bullying.

In September 2010, as PHN members grappled with their approach to stop bullying, simultaneously, a diverse group of faculty members were mulling over responses to a student survey on academic and social life that had been conducted the previous May. Survey results indicated that campus and cyber bullying was perceived by students to be an issue. Also, with media attention focused on the tragic spate of suicides in response to recurring episodes of bullying, school systems had been mandated to adopt measures in response to incidents of bullying.

Consequently, a faculty task force was formed to address the bullying issue. It included the assistant principal, three guidance counselors, the department head of the physical education department, the school's community service coordinator, and me, the school psychologist. There was additional input from a faculty advisory group that had to approve our lessons for the advisory sessions, and the coordinator for the student council.

The faculty group and PHN decided to work together. What ensued was a dedicated, thoughtful, and meticulously carried out series of events promoted jointly through the efforts of both groups.

Initial Steps

Students in PHN felt that the results of the May 2010 survey did not provide sufficient information to address this issue. They wanted to know how many students perceived that bullying was a problem, where bullying incidents occur, and what type of bullying occurred. They wanted to know how many students reported seeing incidences of bullying and, of those students, who reported it.

That October, PHN students conducted their own, new survey. Results of the student needs assessment showed that while the majority of students did not perceive bullying to be a problem, 67 percent of those students who witnessed it, did not report it!

Results like this from the student survey would ultimately drive the course of action taken by students and faculty with regard to bullying. The mutual goal was to identify ways to promote a school climate that endorses accountability for students to take action -- to become upstanders -- and to encourage caring and compassion for classmates.

“School climate is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures,” according to the National School Climate Center.

Ultimately, we wanted Tiverton’s 630 students to feel valued and secure in an environment that promotes mutual caring and trust.

Changing the Culture

One thing was clear to our joint task force: students needed to know what to do in a bullying-victim situation. So, a series of educational events were planned. Student input for planning events was critical. They were able to inform faculty members what they felt that the student body would best relate to, opting for a mixture of pedagogy and active engagement. For example:

A series of “lessons” on bullying and upstanding behavior was promoted through joint student-teacher facilitation during advisory periods.

Students in PHN attended a workshop from Youth Pride (the Rhode Island chapter serving lesbian, gay, bisexual and transgender youth) with the goal of acquiring skills to assist their peers.

In late fall, a school-wide assembly was conducted by the student-faculty group. Guest speakers included a mother whose adolescent son committed suicide in the wake of repeated bullying episodes, a young woman from a theatrical group who was victimized, and members of Youth Pride.

Following the assembly, 64 advisory groups in the school participated in a poster contest representing themes presented during the assembly. The posters were displayed around the school.

Two students from PHN were profiled in a town meeting sponsored by a TV station to discuss Tiverton High School’s efforts to address the bullying issue.

A second school-wide assembly in spring 2011 was facilitated by a retired police officer of PAVE (Partnership to Address Violence through Education). He discussed the criminal aspects of bullying and victimization.

A week-long series of events co-sponsored by PHN and the student council was held leading to April-Friends Day/National Anti-bullying Day. Twice daily announcements were read to encourage positive relationships, such as, thank a teacher for making a difference in your life. Funds were raised to support CABINS (Community Against Bullying in Schools).

In the End

Last May, a post-survey assessment was taken using the same questions as in May 2010, though with additional questions added to evaluate the impact and efficacy of our anti-bullying events. Our most important finding was that 50 percent of the student body would now be more willing to report incidents of bullying – a 17 percent improvement over just seven months.

The interpretation here is that the majority of students perceive the school climate to be safer since before the PHN survey was administered in October 2010.

Last May’s post survey provided space for students to share anecdotal comments. We were very interested to learn that if there was a change, what specifically made the difference for the students. Overwhelmingly, it was the personal stories they heard at school events and other venues that made the deepest impression on students. Students reported that the experiences of victims and their families made the issue more real for them.

Many indicated that they had previously been dismissive of the problem. They remarked that they would now be more upstanding and utilize the tools that were given to them to address issues of bullying. This shift in attitude was exactly what the student-faculty task force was aiming to change.

While the statistical indicators of the survey may not be categorically huge, we have no doubt that the concerted student-faculty efforts have made a positive impact on our school. There was a shared responsibility for all stakeholders to make our school safe and caring, thus reinforcing a positive school climate. We have no doubt that students are more knowledgeable and equipped to deal with bullying when it occurs. Ultimately, we achieved our main goal: empower students to be upstanders.

Marla Schreffler is a regional school psychologist at Tiverton High School and a member of the Middletown Teachers Association.
Source: www.nea.org/home/49341.htm

Source: www.nea.org/home/neabullyfree.html

'She should be here'

Two girls, ages 12 and 14, have been charged with aggravated stalking for what a Florida sheriff described Tuesday as "maliciously harassing" a 12-year-old girl who jumped from a tower to her death.

The middle school students were booked into a juvenile detention center on Monday night and released to their parents under house arrest, Polk County Sheriff Grady Judd said.

Rebecca Sedwick, 12, jumped to her death from a third-story cement plant structure in central Florida on Sept. 10 after being verbally, physically and cyber bullied throughout 2012 and 2013, Judd said.

"She should be here. And she should be here to see justice getting served," her mother, Tricia Norman said.

Rebecca Sedwick's mother says she jumped to her death after being terrorized online. Â NBC's Charles Hadlock reports.

At a Tuesday news conference, Judd said investigators were in the midst of gathering information from social media sites about the bullies’ interactions with Sedwick, but a Facebook post by the 14-year-old which read, “yes I bullied Rebecca and she killed herself, but I don’t give a (expletive),” prompted Monday's arrests.

Judd said detectives arrested the 12-year-old, who was one of Sedwick’s “primary” bullies, because they decided, “We can’t leave her out there. Who else is she going to torment, who else is she going to harass?”

While bullying is not a crime, Judd said, the girls have been charged with aggravated stalking — a third-degree felony — because the victim was younger than 16 years old.

"We've lost sleep over that child dying needlessly. And we want to see things change," Judd said.

In addition to the 14-year-old's Facebook confession, Judd said both girls made "incriminating statements" when they were arrested.

He said the girls’ case would proceed in the juvenile system and any punishment would depend on juvenile sanctions, adding, “it won’t be severe enough, in my estimation, for this conduct.”

Judd said the 14-year-old started to “torment” Sedwick in 2012 and according to a Polk County Sheriff’s statement, other children at the school also started bullying Sedwick to avoid being bullied themselves. The 12-year-old was Sedwick’s former “best friend,” Judd said.

Sedwick’s mother removed her daughter from the school, but the bullying continued online, where the 14-year-old wrote harassing insults, including that Sedwick should “kill herself” and “drink bleach and die,” Judd said.

“We believe that it certainly contributed to [Sedwick] jumping from the cement towers,” Judd said.

Dealing With Bullies

Katie doesn't understand why she's picked on by girls in the neighhborhood. It's gotten so bad that she's even asked her mom if they can move.

Dr. Phil offers some advice to Katie, her mother, and to any parent or child dealing with bullying.

"What they're doing has nothing to do with you," he says. "It's not because you're not fun or you're not a good person." If the bullies weren't giving Katie a hard time, they'd be doing it to someone else. It has nothing to do specifically with Katie or her value as a person.

Perhaps they do it to her, Dr. Phil suggests, "because they know you're nice and you won't do anything mean to them." He doesn't want Katie to stop being nice. Instead, he tells Katie to speak to the girls individually. Call one of them on the phone at home, for example, telling her that it's painful to be picked on.

Bullies are nothing more than cowards. That's why they often group together to pick on someone. When they're separated, they're gutless. That's why dealing with people individually is crucial. When you look him/her straight in the eye, he/she will begin to shrink.

When explaining to a child why others are bullies, Dr. Phil says: "Some people just are real angry, so they take it out on other people."

Advice for parents: Empower your children. Be assertive. Call the bullies' parents. Be involved. Speak with your child's teachers to make sure there's an attitude that bullying will not be tolerated.

Advice for teachers: If one child is getting bullied, it needs to be everybody's business. Instill a value system in the classroom and on the playground that someone who sits silently and watches a bully is as guilty as the bully themself. Keep a spirit of inclusion — and enforce it.

Bullying on the Bus: Solutions and Analysis

For several days I have been reading and watching coverage about the horrifying story of the bullied bus monitor. A viral YouTube video shows a group of middle school boys from New York relentlessly and cruelly taunting 68-year-old bus monitor Karen Klein, who has worked in the school system for more than 20 years.

The seventh-grade boys called her "fat" and taunted her about the tragic fact that one of her kids had committed suicide. The boys poke her and mock her and laugh at her without any sign of empathy for her increasing distress. Just watching the video made me feel sick.

When the video was uploaded to YouTube, it quickly generated outrage and disgust, and a campaign to raise funds for Klein took off like wildfire. More than $500,000 has been donated to Klein, who said she wants to return to her job, but on a different bus route and with an apology from the students.

The good news is that people are offering massive amounts of support to Klein and are talking about the societal problem of bullying.

The bad news is that people are so inflamed they are launching death threats at the kids and their parents. Angry strangers are barraging the school and the town and the families with hate-filled emails and phone calls and online comments. This is not the answer.

Klein has stated publicly that she was trying to ignore the kids and that she didn't want to get anyone in trouble. This is no surprise. Many victims are terrified to report bullying, because they fear getting the bullies in trouble and then having the bullies retaliate. So, in lieu of death threats and harsh physical punishment, both which have been suggested in thousands of online comments, what do we do?

Well, first we look at the role of the bus monitor. Technically, she is there to help keep kids safe (from bullying, among other things). The school district needs to properly train bus monitors on how to respond to bullying, and if a bus monitor does not feel that the school will back her up in protecting herself, how can she protect the kids on the bus? Bus monitors need to know that if they make a report about bullying, it will lead to a serious investigation by the school, and the kids who are acting as the bullies will receive appropriate discipline, but also that they will receive enhanced social and emotional services.

Seventh grade is a rough age, and the boys who were taunting Klein need some intervention. Not just suspension, not just expulsion, because studies have shown that removing the boys from the pro-social environment of school will not teach them to change how they treat people. Kids who act as bullies are at increased risk for future problems with depression and anxiety, so it helps our entire society to help them now. How about having the boys and their families meet with a therapist? How about having the boys do some community service with senior citizens? How about helping the boys to restore justice to Klein?

When I see the outrage people feel at this incident, I agree. But when I see it channeled as aggression and hate, I cringe. We have a culture that supports aggression and taunting, be it in the many reality TV shows that fling insults in order to obtain ratings, or in the advertisements that imply that overweight people are unworthy, and we are seeing the effects of these messages everywhere we look.

We see it when four middle school boys taunt an overweight senior citizen.

Yes, the boys should be held accountable, as should their parents and their school. But aren't we all accountable, too? Isn't the person who is sending death threats to the boys responsible? Isn't the TV show that rips on overweight people responsible? Aren't the politicians that bully each other responsible? Why do we tolerate this cruel behavior --even condone it -- in adults, but abhor it in children? They learn from watching the world around them.

And what of the other kids on the bus, who surely knew what was going on (and even videotaped it). What can we do to help those kids find the courage to say to the bullying boys, "That is uncool. Leave her alone." Were they also afraid of retaliation? Were they afraid of becoming targets? The entire culture of that bus needs to change. It needs to become a place where the kids view themselves and the adults on the bus with respect, where they hold themselves and each other accountable.

It is possible to do. It starts young, and it requires constant effort to teach kindness. If you have teenagers, watch this video with them. Ask them what they would have been feeling if they were on the bus. Help them brainstorm about ways they could have spoken up. More than half of bullying incidents stop in less than 10 seconds if a single person intervenes.

One of the things this video shows is that bullying affects all different types of people. Kids bully each other, but they can also bully a vulnerable adult. Adults bully each other. We see it in the workplace. We see it happen to senior citizens in long-term care, and to psychiatric patients. There is an enormous amount of bullying of those who are gender-nonconforming. Anyone who is different is at risk of being targeted, regardless of age or social status.

Bullying is not just a problem that affects school kids. The problem affects us all, and the solution requires us all.
Source: www.huffingtonpost.com/carrie-goldman/bullying-on-the-bus-solut_b_1622632.html?utm_hp_ref=fifty&ir=Fifty&icid=maing-grid10%7Chtmlws-main-bb%7Cdl12%7Csec3_lnk1%26pLid%3D173007

A Bully: Not just guys

Nineteen-year-old Tiffany admits to being a bully. She says her main goal is to "piss people off." Her bullying behavior ranges from name-calling to physical attacks. "I pick on weaker kids because I think it's funny," she says.

She's gotten into physical altercations with girls at school and with her boyfriend. Tiffany recalls the fight with her boyfriend: "He called me a name and then I grabbed a cordless phone and threw it at him and broke his nose."

Tiffany has also attacked her mother Judy. "After I grounded her for lying to me, she got really upset," Judy says. "When I refused to let her go out, she physically attacked me. She was screaming and cursing, and came at me and pulled my hair." (Editor: This girl belongs in prison. On several counts of felony assault againsts other kids and against her mother and physical domestic violence against her boyfried. She deserves it but I doubt that Dr. Phil would even pose such a solution, though that would be what would happen to her boyfriend or brother, if they acted in that manner.)

What motivates children to bully? How can the victims of bullying fight back? What can students, parents and teachers do to eliminate bullies in their schools? Dr. Phil offers insight and advice, including how to launch an anti-bullying campaign in your school.

Students - www.drphil./com/advice/bully/students.html

Parents -www.drphil./com/advice/bully/parents.html

Teachers and faculty - www.drphil./com/advice/bully/faculty.html

Bullying Exerts Psychiatric Effects Into Adulthood

Bullying is a repetitive, aggressive act done to abuse or intimidate others. It can take on various forms—primarily verbal, emotional, and physical, although cyberbullying is also on the rise. Typically these scenes occur inside school or on the playground, but they can also happen at home or at work. A power imbalance usually is involved in which one child or a group of children torments another child who is considered “weaker.” Methods employed by bullies include threats, rumor-spreading, and exclusion.

Most of what experts know about the effects of bullying comes from short-term observational studies. These studies reflect general society’s view that most people overcome these events by the time they become adults.

“Initially I too was skeptical about these long-term effects,” says study author William Copeland, Ph.D., at Duke University, who as an epidemiologist knew of other traumatic events that do not linger psychologically, such as maltreatment and physical abuse. “Yet this is something that stays with people. A large number of people express lasting effects decades after their childhood experiences.”

Copeland and his colleagues tapped into a local population sample of 1,420 children from 11 Western North Carolina counties. Starting at the ages of 9, 11, and 13, the kids, along with their parents, were interviewed annually until the age of 16, fielding questions about peer relations and home and community settings. The participating children were again interviewed at 19, 21, and 24 to 26 years of age. Four groups emerged from this longitudinal study: people who were never involved in bullying, people who were victims, people who were bullies, and people who were both.

Results of the Study

More than half of the study’s youth reported being neither a bully nor a victim. Around a quarter of the study group claimed that they were victimized. About 7 percent confessed to being a bully. A similar percentage said that they were both, a group the researchers labeled as “bully-victims.”

Compared to those who went through childhood unscathed, victims had four times the prevalence of agoraphobia, generalized anxiety, and panic disorder when they became adults. Overall, bullies had four times the risk of developing antisocial personality disorder. These disorders still stood even after other factors were taken into account, such as preexisting psychiatric problems or family hardships.

Bully-victims fared the worst. Also known as “loners,” these individuals start out with less developed social skills and are seen as more impulsive and aggressive. When picked on, they respond by picking on others. Their numbers, compared to those never involved in bullying, tell the story: 14 times the risk of panic disorder, 5 times the risk of depressive disorders, and 10 times the risk of suicidal thoughts and behavior.

“Victims report the greatest anxiety problems. They might become successful people later on, but they still think about the event and hold onto it. Bullies are socially adept and may find ways in adulthood to use these skills in a pro-social manner. Folks really underestimate who are the bully-victims. These are the ones who end up having the most significant emotional problems including suicidality,” explained Copeland, who is also a father of two.


All these disorders impart a great emotional and financial cost to society. Lowering and/or preventing bullying could possibly reduce human suffering and long-term health costs—not to mention creating a safer environment for children to grow up in.

Research into resilience or why some are able to bounce back in adulthood is ongoing. Some key molecules and brain circuit pathways have been identified in animals. Other research areas under exploration include physiology, genetics, epigenetics, and cognitive therapies.

What’s Next

Studies looking into which interventions work best for bullying are underway. Once these interventions are identified, research is needed to see at what stages in life they should they be administered. Lastly, other factors that play a role in bullying and victimization, such as sexual orientation, need exploration.

“This study suggests that we should pay attention to what’s going on between peers,” said Copeland, adding that kids spend more time each day with their peers, including school and online, than with their parents. “What happens to kids when they’re with their peers is as important, or may be more important, than what happens at home,” said Copeland.


Copeland WE, Wolke D, Angold A, Costello EJ. Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA Psychiatry, published April 2013.
Source: www.nimh.nih.gov/news/science-news/2013/bullying-exerts-psychiatric-effects-into-adulthood.shtml

Suicide in America http://infocenter.nimh.nih.gov/pdf/Suicide_in_America_Spread_LN3.pdf

How are suicide and bullying linked? How can awareness and responsiveness to bullying prevention be improved? What sources and organizations are best equipped to address bullying, teen depression and risk for suicide? How can parents help their children who are struggling with bullying, depression, and suicide? http://library.sprc.org/item.php?id=859 for information addressing all of these questions about bullying.

Do you feel self-harming behaviors (cutting, biting, burning) are a gateway or a connection to a suicide attempt? Where does non-suicidal self injury fit in with suicide prevention?Self-harming behaviors, unlike suicide attempts, generally do not stem from a desire to die. However, some self-harming behaviors may be life threatening. In most cases, intent appears to differentiate self-harm/non-suicidal self-injury from suicidality.

These studies would be of interest:

Wilkinson P, Kelvin R, Roberts C, Dubicka B, Goodyer I. Clinical and psychosocial predictors of suicide attempts and nonsuicidal self-injury in the Adolescent Depression Antidepressants and Psychotherapy Trial (ADAPT). Am J Psychiatry. 2011 May;168(5):495-501.

Lewis SP, Santor DA Self-harm reasons, goal achievement, and prediction of future self-harm intent. J Nerv Ment Dis. 2010 May;198(5):362-9. NIMH is currently supporting research to test or develop therapies and medications that can reduce self-harm.l

Stop Being Your Own Bully

Overcoming negative self-talk and beating your inner bully.

There is a bully in your head. He might not be pushing you into the lockers and stealing your lunch money, but he’s chipping away at you bit by bit. And he’s doing you real, physical harm – even if you don’t realize it.

That bully is you. He is the negative voice that keeps putting you down and holding you back. Otherwise known as negative self-talk.

The ramifications of negative self-talk.

Negative self-talk is when you think overly critical or even downright nasty thoughts about yourself.

Stuff like:

“This is too hard. I should just quit.”

“I don’t know why I thought I could do this.”

“I’m never going to succeed.”

“I already fell off the diet wagon with that handful of chips. I might as well finish the whole bag.”

“She’s never going to say yes, so why bother asking.”

Those thoughts are sneaky – they can pop in without warning – but don’t underestimate their power: thinking negative thoughts about yourself translates into real, physical harm to your own body.

Here’s how it works.

Our brains are always chatting away with themselves, whether that’s in words, images, or feelings. Most of the time, we’re just not aware of it.

We now know, thanks to years of research (in studies like this one, and this one) plus fancy new technologies that can map the brain’s activity to the body’s chemical environment, that our “inner conversation” has measurable effects on our bodies.

For the most part, our brains and bodies can’t tell the difference between a real threat and an imagined one.

If you imagine something frightening and stressful, here’s what happens:

  • your heart rate goes up
  • your blood pressure rises
  • you release stress hormones
  • your body dumps glucose into your system for quick energy to run away
  • your immune system goes on high alert, releasing inflammatory chemicals
  • your digestion shuts down

Over time, these symptoms mess with your hormones and cell signaling molecules. Chronic psychological stress means you wind up with more of the hormones and physical cues that make you fatter, sicker and weaker, and fewer of those that could make you leaner and stronger.

Oh, and that long-term stress is a major downer for your libido. While short-term stress (such as playing a sport) can temporarily bump up testosterone, long-term psychological stress can suppress it. In other words, chronic self-criticism means no mojo.

Remarkably, studies have found that negative self-talk and self-criticism is often physiologically worse than physical stress.

That’s right: Being tough on yourself can be worse, physiologically speaking, than say, surviving a hurricane.


The good news.

Now that you’re aware of the bully inside and his ability to do real, lasting damage, here are two pieces of good news.

1. If you’re prone to negative self-talk, you can change. Our brains are highly plastic, which means all we have to do is put down some new brain pathways. Self-talk is a habit. Habits can change.

2. Self-talk has physiological effects, but this works both ways. Negative self-talk has negative effects; positive self-talk has positive effects. Why not make your brain work for you instead of against you?

Stop punishing yourself; start doing push-ups.

Here’s a little trick to put that bully in his place.

Be on the alert of negative self-talk. Pay attention to your thoughts. And every time you hear that negative voice, do five push-ups.

That might sound silly, but it works. You’re not punishing yourself, you’re simply bringing attention to your self-talk patterns so you can change them for the better.

Once you’re aware of your inner voice, you can choose think in more constructive ways.

For example, suppose you’re facing a daunting task and the voice pipes up, telling you that you suck and you’re bound to fail.

Do your five push-ups.

Then think about your previous achievements. Visualize the ways you’ve succeeded in the past. Remind yourself about all the awesome things you’ve done, and why you’re capable enough to take on the task at hand.

You can overcome negative self-talk. Don’t let that bully tell you any different.
Source: menshealth.about.com/od/Positive-outlook-for-men/fl/Stop-Being-Your-Own-Bully.htm?utm_campaign=list_menshealth&utm_content=20150210&utm_medium=email&utm_source=exp_nl

Nine year-old Bodi Irvine

It’s a moment every parent dreads: the day their child comes home from school in tears, explaining that a student at school bullied them.

That’s exactly what happened to 9-year-old Bodi Irvine from Gilbert, Arizona, last week.

When the young boy’s father, Isaac, heard what happened, he was furious -- but he also used it as an opportunity to teach his son, and other children like him, an important lesson. Now his message is going viral.

“You got bullied today, huh?” Isaac asked his son in a Facebook video, which has been viewed nearly 60,000 times. “What happened? You want to talk about it?”

Talking to my son about getting bullied about his long hair. I'm going to read him the comments.

Posted by Isaac Irvine on Tuesday, March 7, 2017

The third-grader explained that two boys made fun of his long hair. Isaac told CBS News both of his identical twin boys, Adin and Bodi, decided last year that they wanted to grow out their blonde hair to donate to kids with cancer. Their hair needs to be at least 10 inches long before they can donate.

“And some kids came by and said you look like a girl?” Isaac asked in the video.

“Yeah,” Bodi said. “It made me feel sad.”

Bullying can happen to anyone, Irvine told Bodi, explaining that he’s been made fun of over the years because of his tattoos. Bodi told his dad he let the boys’ hurtful comments “roll off his back.” 

“That’s a good thing,” Isaac said. “I’m glad you didn’t get angry.” 

“I think being different is a good thing,” said Bodi, as the video ended. “It means you think different than other people.” 

Isaac said he never planned on making the video public. He just wanted his son to be able to talk through what happened and help him understand his feelings.  

“I want Bodi to understand that he can effect the way other people act as much as he can effect the weather, so don’t place your emotional well-being in the hands of other people,” Isaac told CBS News. 

But if it helps parents address bullying with their children, Isaac says it’s worth it.

“I hope they are inspired to be transparent with their kids about their own lives,” he said. “When you hear someone at school was mean, it’s natural to look to the school to solve it. Or tell your kids that you’ll solve it. Had I done that, I feel I would be robbing Bodi of an important life-lesson. He’s stronger than he knows and he can solve this one himself.”

Dozens of people commented on the viral Facebook post, thanking the dad for sharing his conversation with Bodi.

“This video has inspired me to be more open with my children,” one Facebook user said. “My son gets bullied too and it made him so happy to watch this and know other kids go through it.”

“Thank you for sharing this! My daughter who is bullied a lot at school cried watching this and then turned to me and said ‘Mom, it’s ok to be different,’” another wrote.

While Isaac appreciates the flattering comments, he has to admit he’s winging it 90 percent of the time.

“Kids don’t come with a manual and we’re doing the best we can at any given moment,” he said.

Good Manners Can Reduce Bullying and Teach Cultural Acceptance

The New Junior Manners Cotillion Launches "Cool, Kind Kids"

After the shocking death of Bailey O'Neil, the 11 year-old-boy from Philadelphia who was put in a coma after a bullying attack, bullying has become thrust into the national spotlight once again. The circumstances of Baily O’Neil’s death have raised concerns throughout the country about the long lasting effects of bullying amongst young children.

To help raise awareness about this troubling issue, The New Junior Manners Cotillion has launched a new program called "Cool, Kind Kids" that pairs creative arts such as music, art and poetry with important lessons on anti-bullying and acceptance for children grades two to four.

Dr. Janine Gerzanics, etiquette expert and director of the New Junior Manners Cotillion, believes new approaches are needed to teach children the proper manners that will help keep them safe and lay the foundation for personal accountability.

Parents no longer have the stomach, time, or know-how, to play bad cop and teach manners," said Dr. Gerzanics. "I have found that parents and children with their packed schedules, actually welcome our efforts as a way of outsourcing the hard work of teaching youngsters to follow rules. That is why I started the New Junior Manners Cotillion here on the Peninsula with the objective to help keep our children safe and build confidence in young people".

According to recent studies from Harvard University, Stanford Research Institute, and the Carnegie Foundation, the benefits of good manners go beyond just the dinner table. The research cites that 85% of an individual’s success in getting a job, keeping a job and getting promoted is directly related to social skills.

Dr. Janine Gerzanics is not only the director of the New Junior Manners Cotillion, but also a professor and mother who is committed to the development of young people. As proper etiquette evolves, Dr. Gerzanics is proud to be a resource to help parents and children in the Bay Area reinforce these important social behaviors.

For more information on the New Junior Manners Cotillion, please visit www.polite.com . To schedule an interview with Dr. Gerzanics, contact the Larose Group at 650-548-6700 or larosegroup@gmail.com

The New Junior Manners Cotillion offers classes to teach youth, grades 5-9, social skills, manners and social media etiquette. Each program introduces children to a higher level of social skills and civility.
Source: www.i-newswire.com/good-manners-can-reduce-bullying/216262

Words can Heal Pledge

I pledge to think more about the words I use.

I will see how gossip hurts people including myself, and work to eliminate it from my life.

I will replace words that hurt with words that encourage, engage and enrich.

I will not become discouraged when I am unable to choose words perfectly, because making the world a better place is hard work.

And I am pledging to do that, one word at a time.


Bully Prevention Pledge - Students

We the students of ______________________________ agree to join together to stamp out bullying at our school.

We believe that everybody should enjoy our school equally, and feel safe, secure and accepted regardless of color, race, gender, popularity, athletic ability, intelligence, religion and nationality.

Bullying can be pushing, shoving, hitting, and spitting, as well as name calling, picking on, making fun of, laughing at, and excluding someone. Bullying causes pain and stress to victims and is never justified or excusable as "kids being kids," "just teasing" or any other rationalization. The victim is never responsible for being a target of bullying.

By signing this pledge, we the students agree to:

  • Value student differences and treat others with respect.
  • Not become involved in bullying incidents or be a bully.
  • Be aware of the school's policies and support system with regard to bullying.
  • Report honestly and immediately all incidents of bullying to a faculty member.
  • Be alert in places around the school where there is less adult supervision such as bathrooms, corridors, and stairwells.
  • Support students who have been or are subjected to bullying.
  • Talk to teachers and parents about concerns and issues regarding bullying.
  • Work with other students and faculty, to help the school deal with bullying effectively.
  • Encourage teachers to discuss bullying issues in the classroom.
  • Provide a good role model for younger students and support them if bullying occurs.
  • Participate fully and contribute to assemblies dealing with bullying.

I acknowledge that whether I am being a bully or see someone being bullied, if I don't report or stop the bullying, I am just as guilty.

Signed by: _______________________________________
Print name: _______________________________________

Source: www.drphil.com/search/search_results.jhtml?_DARGS=%2FIncludes%2Finc_searchform_ad.jhtml.5

What is The BULLY Project Mural?

The BULLY Project Mural is a digital mosaic made by all, for all. It is an interactive destination where students, no matter what age, can share their art, stories, and perspectives about bullying, its impact, and how we can help stop it.

Click here for our simple guide on how to use the BULLY Project Mural in your school, along with a number of free and low-cost resources that help teach about bullying, working as an opportunity to affect a culture shift in your school. There is no cost in getting involved.

Plus, our partner Adobe will be awarding a number of Creative Cloud licenses to a selection of schools whose entries offer unique and engaging contributions from their students.

To learn even more about how you can use the mural to break the system of bullying in your classroom, read this wonderful blog post from our good friends at Edutopia.

Bullying can be beat and your school can lead the way! It’s time to join the movement, student by student, classroom by classroom.
Source: www.thebullyprojectmural.com/index.html#p/welcome

Oklahoma teens walk out of school to protest bullying

(CNN) -- Hundreds of students walked out of their Oklahoma high school Monday to protest the school's response to the alleged bullying of three classmates who say they were raped by the same person.

The students were greeted outside Norman High School by parents and other members of the community who had gathered to support them, junior Sophia Babb told CNN. Together, the crowd waved signs and chanted "No justice, no class" and "No more bullying."

Their message to the world: it could be your daughter.

The protest stemmed from allegations by three female Norman High School students who say classmates bullied them mercilessly after they were raped in separate instances by the same person. The teens and their families say school administrators failed to take adequate action after they reported the rapes and bullying.

Their story spread across social media after Jezebel published a detailed account Friday.

No one has been arrested or charged yet, Norman Police Department Captain Tom Easley told CNN. An investigation began a month ago, and no details will be released until it concludes. A Norman High School spokesperson had not returned CNN's request for comment by publication time.

In a letter to the school community, Norman Public Schools Superintendent Joe Siano encouraged parents to talk to their children about alternatives to the walkout, such as wearing stickers and ribbons provided by the school "in symbolic support."

He also said the school was enlarging a task force to study the implementation of a "targeted, research-based sexual assault curriculum for students," and that the school will continue to respond quickly to reports of sexual assault and bullying.

The three teens told Jezebel that they stopped attending classes and left school voluntarily after the teasing became unbearable. Friends of the teens started a Facebook page, YES ALL Daughters, two weeks ago to show support for them, Babb said. They were fed up with classmates blaming the teens for the attacks, she said.

"You could see it all over social media, the victim blaming," Babb said in a phone call after the protest.

The page drew nearly 10,000 likes in two weeks. With the help of their mothers and relatives, they organized Monday's protest.

"After hearing the story we felt compelled to help the kids do something," said Stacie Wright, whose niece started the Facebook page.

The group posted a long list of "Protest Do(s) and Don't(s)" on its Facebook page to make the event a peaceful one: DO Be Peaceful, Law-Abiding Citizens that do not disturb local businesses, DO Be a Good Neighbor; Do NOT Respond to any negativity, Do NOT Use profanity.

The Daily Oklahoman reported the crowd of protesters Monday was in the hundreds. But organizers estimated that 1,500 attended the protest outside the school, which has an enrollment of about 1,800 students.

"It shows that students won't put up with this harassment and bullying," Babb said. "We stand in solidarity with all victims and we want to show that we support them."
Source: www.cnn.com/2014/11/24/living/yesalldaughters-bullying-protest-oklahoma/index.html?hpt=hp_t3

Students Map Bully Zones to Create a Safer School


In this lesson idea, the short video “Students Map Bully Zones to Create a Safer School” is explored through teaching strategies such as barometer, think-pair-share, pre-viewing, four corners and anticipation guides. By observing how the students in the video raise awareness about bullying in their school, students may consider their own school climate around bullying and open the conversation about how to create a safer school.


Internet access to explore www.niot.org/nios

Suggested Activities

Pre-viewing: To prepare students for the themes and situations they will explore in the video, you can use the following prompts as the focus for journal writing or small group discussions. (Note: The think-pair-share teaching strategy combines time for individual writing, small group conversation, and whole class discussion.)

  • Identify a recent example of bullying you witnessed or experienced in your school or community. Identify a recent example of friendship, tolerance, or kindness you witnessed or experienced in your school or community. Which example was easier for you to come up with? What do you notice more – acts of kindness or acts of bullying? Why?
  • What risks are involved in standing up to bullying? What can help people overcome those risks? Under what conditions, if any, might it be unwise to stand up to bullies?
  • Why do people sometimes engage in bullying? Why do people engage in acts of kindness?
  • What does it mean to “do the right thing” when you see students being bullied? What makes it hard to always do the right thing? Have you ever been in a situation where you were not sure about what was the “right” thing to do? Describe this situation. What made it difficult for you to determine what was the best or “right” course of action?

Defining bullying: Many of the resources on the Not in Our School website concern “bullying” – a term that people use in different ways to describe acts of hate, intimidation, and harassment among young people. (Consider what acts of bullying are often called when the perpetrators are adults. Hate crime? Physical assault? Libel?) Before students explore the examples provided on the website, you might ask students to clarify their own definition of bullying. At what point does a joke, a comment or an action become inappropriate, offensive and/or hurtful? While some examples of bullying or intolerance appear obvious, others may be more subtle, including the imbalance of power that exists when one individual is the “bully” and the other is “bullied.” We might not even agree about what actions should be labeled as “bullying.” For example, does bullying involve repeated acts of bullying behavior or can it be an isolated incident? Here are two ways to help students clarify their definition of bullying:

  • The barometer teaching strategy can be used to help students discuss their definitions of bullying. Label one end of the continuum “appropriate behavior” (or “should be okay in our school”) and the other end “inappropriate behavior” (or “not in our school”). Then ask students to share examples of behaviors they see around their school. Students then stand on the place along the continuum that represents the degree to which they think the behavior should be allowed.
  • To check students’ assumptions and clarify their thinking, ask them to brainstorm a range of actions from “not serious” to “gravely serious.” Encourage them to include examples of behaviors that take place online or through cell phones as well (in other words, possibly examples of cyberbullying). On the wall, create a continuum with one side labeled “not serious action” and the other side labeled “gravely serious action.” Then have students post the situations where they think they belong on this line. (You could have students write their scenarios on post-it notes to make this step easier.) After all students have posted a scenario or two, have students stand near the line to review this work. Do they agree with where scenarios are placed? Are there any posts they would like to move? This exercise can help students clarify their definition of bullying.

Anticipation guide: Anticipation guides ask students to express an opinion about ideas before they encounter then in a text of unit of study. Often teachers ask students to return to their anticipation guides after exploring new material, noting how their opinions may have shifted or strengthened as a result of new information. Here are examples of statements you can use to encourage students to think about the ideas addressed in this video:

  • Students are the most powerful influence on their school’s tone and climate. They decide what kind of behavior is acceptable and unacceptable.
  • Stepping in when you see someone treated unfairly is easy.
  • The adults in the school are the ones who are responsible for creating a safe learning environment for all students.
  • It is unrealistic to think that schools can be places where all students are treated fairly and kindly.
  • If students feel unsafe at school, they should go to a teacher or school administrator for help.
  • If someone is verbally or physically attacking another student – someone you do not know – the best thing to do is stay out of it.
  • If someone is verbally or physically attacking a friend, the best thing to do is intervene to stop it.
  • Bystanders have the power to stop injustice.
  • If bullies knew their behavior was unacceptable, they would stop acting that way.
  • The best way to stop teasing, harassment and bullying is to have a stronger system of enforcement and punishment.

Debriefing questions: Ask students to contemplate the following, either in small groups or as a journaling activity:

  • What do you think was involved in planning this activity? What were the risks students had to consider?
  • Could this idea work in our school? If so, how? If not, what would you modify?
  • What else could be done to mobilize students around this issue?

Related Facing History Resources:


Good News

Football Players Stand Up for Bullied Special Needs Student

Bullied Girl Voted the Ugliest on the Internet Gives an AMAZING Speech

Velasquez was born with a rare disease that makes it impossible for her to gain weight. A few years ago so discovered that internet bullies cruelly voted her the "ugliest on the Internet." Rising above her tormentors she has gone on to succeed greatly in life. Watch her give an amazing and Godly speech that will literally change your life!


The Most Beautiful Way To Stop A Bully I've Ever Seen

Please share this video, and share and share some more! It may just be exactly what that one person needs to hear. Even if this does not apply to you...it may get to somebody who shares and, in turn, helps another!

Related NIOS Video:

Students Map Bully Zones to Create a Safer School

Source: www.niot.org/nios/lesson/lesson-idea-%E2%80%9Cstudents-map-bully-zones-create-safer-school%E2%80%9D


Need help or someone to talk to?
In the U.S., call 1-800-273-8255 for the National Suicide Prevention Lifeline. Even if you're not suicidal, it's great to have someone to talk to who cares.


No one should have to endure being teased, bullied or abused. Cruelty violates a person's sense of self and others. If you or someone you know - perhaps your son, duaghter, student, or a friend - is being bullied at school, you can help. Listen to them. Let them know they are not alone in their struggle. Be compassionate, supportive and strong.

There are many organizations expert in dealing with troubled teens. Outlined below are three specific recommended resources:

KidsPeace National Center for Kids Overcoming Crisis, www.kidspeace.org , teen web site at www.teencentral.net , crisis hotline 800.334.4543

National Suicide Prevention Hotline - 800.SUICIDE (784-2433) and National Suicide Prevention Lifeline 800-273-TALK (273-8255). The blue pages of your local phone book is probably one of the most comprehensive resources available. It lists regional and national crisis hotlines, as well as self-help organizations and support groups in your local area.

PACER’s National Bullying Prevention Center - unites, engages and educates communities nationwide to address bullying through creative, relevant and interactive resources. PACER’s bullying prevention resources are designed to benefit all students, including students with disabilities. PACER offers digital-based resources for parents, schools, teens and youth, including:

PACER.org/Bullying : This is the portal page for parents and educators to access bullying resources, which include educational toolkits, awareness toolkits, contest ideas, promotional products and more.

PACERTeensAgainstBullying : Created by and for teens, this website is a place for middle and high school students to find ways to address bullying, to take action, to be heard, and to own an important social cause.

PACERKidsAgainstBullying : A creative, innovative and educational website designed for elementary school students to learn about bullying prevention, engage in activities and be inspired to take action.

Bullying Online. This web site, out of the U.K., features extensive information on the subject, including advice for parents, students, and teachers; legal advice; helpful links and tips; and ideas for school projects to stop bullying. www.bullying.co.uk

Advice for Kids and Teens

Read Carmen’s Advice for Elementary School Students
Carmen is a member of the Club Crew, and she knows a lot about bullying. She gives great advice about bullying to kids around the country. If you’ve seen bullying, been bullied, or even show bullying behavior, Carmen can help. Read some of her advice below:

Dear Carmen,

I don’t know what to do if my best friend gets bullied because I don’t want to get bullied next. I know I have to tell an adult but what else do I do. - Kyndall, 4th grade

Dear Kyndall,

It's really great that you want to help your friend; that's very brave of you. It's important to remember that there are a lot of ways you can help and you can do what feels safe to you. The most effective way to stop a bullying situation is to show support for the student being bullied. You can do this by talking to them, telling them that what happened to them isn’t OK, or inviting them to join you in an activity. By reminding your friend that he or she isn’t alone, you can make a huge difference.

Read more at Teens Agasinst Bullying: www.pacerteensagainstbullying.org/tab/you-are-not-alone/jamies-advice/

Ask Jamie — Advice Written by and for Teens

Whether you are being bullied, witnessing bullying, afraid of peer pressure, concerned your actions are hurting others, or something else, just ask Jamie! With zero judgement and her best advice, she is here for you.

Read more at Teens Agasinst Bullying: www.pacerteensagainstbullying.org/tab/you-are-not-alone/jamies-advice/

Bullying 101: Guide for Middle and High School Students

A visual, age appropriate 14-page guide with easy to understand information. The guide provides the basics for talking with students about what bullying is and isn’t, the roles of students, and tips on what students can do to address bullying situations.

Review the guide >>> www.pacer.org/publications/bullypdf/BP-28.pdf

Report Cites Harm To Bullies And Victims

Bullying shouldn't be dismissed as a harmless schoolyard rite of passage, according to a report that found bullies and their victims often develop behavioral and emotional problems later in life.
Source: www.intelihealth.com/IH/ihtIH/EMIHC269/333/8895/368991.html?d=dmtICNNews

Make a difference in a child's life


6 Ways to Start Making Your School Bully Free

You've taken the pledge now take these 6 viable steps toward a bully free school.

Bullying: Are you The One? NEA Vice-President Lily Eskelsen asks: Are you the one? When students have one person who says to them, "I believe you. You don't deserve this. I'm going to try and stop this," it changes their world.

For Parents: If a Child Complains of Being Bullied Without overreaction, convey to the child that you are angry about the bullying sympathetic with the problem and will take appropriate action.


Bullying and Hate Violence - "Not In Our Town" Offers Tools to Counter Both

While hate violence makes headlines, the positive actions of people across the country are creating a different story. They are part of a movement called Not In Our Town.

Minnesota School District Drops "Neutrality" Policy on Sexual Orientation

After a rash of teen suicides and complaints that it didn't go far enough to prevent antigay bullying, Minnesota's largest school district will make major changes in its policies to prevent the harassment and bullying of students who are gay, or perceived to be gay.

Too Young Dead

The fatal consequences of bullying gay youth and the legal fallout.

Becoming an Upstander

A high school in Rhode Island addresses bullying through a unique student-faculty collaborative approach.

Stepping Up to Stop Bullying

These educators show how one caring adult can make a difference in the life of a bullied child, from NEA Today magazine.

New Report Details Bullying's Deadly Toll on LGBT Students

New research has found that lesbian, gay, bisexual, and transgender (LGBT) students who are severely bullied in middle and high school carry serious health and mental health problems into young adulthood, including depression, suicide attempts, sexually transmitted diseases (STDs) and risk for HIV.

That's What I Am: Professional Wrestling, Bullying, and Teachers

Bullying is not just the "fashionable cause" of the moment.

Rights Watch - Confronting the Bullies

Confronting bullies in your school is a moral obligation, but did you know it's also a legal obligation? The price you could pay for bullying if you fail to act.

Bullying Prevention: It Can Start with ESPs

Debbie Pavon knows what to do when she spots one of her "frequent fliers." That's what this education support professional (ESP) calls students who land again and again in the principal's office for being disruptive. Sometimes, they're bullies.

Bullying: Does It Get Better?

Today's bullies have more ways than ever to devastate their victims. It's time to reconsider the role educators can play in stopping them.

Commentary on Bullying: Are We Bold Enough to Protect Our Children?

What can the schools and the larger community do to ensure student safety in and out of school?

Silencing Cyberbullies

Digital sticks and stones can't break bones – but they can hurt even more. What educators can do to curb bullying in cyberspace.

A New Film Focuses on Victims of Bullies

Schools across the country are screening "Shout it Out" to help teens with tough issues.

NEA's Diversity Toolkit

This online toolkit provides an introduction to NEA's main issues and educational strategies involving the multiple facets of diversity.

Source: www.nea.org/home/42488.htm

Take the Pledge: Stand Up For Bullied Students

NEA’s Bully Free: It Starts With Me

One caring adult can make all the difference. NEA’s Bully Free: It Starts With Me campaign asks you to fill out this pledge form so that you can be that one caring adult.

I agree to be identified as a caring adult who pledges to help bullied students. I will listen carefully to all students who seek my help and act on their behalf to put an immediate stop to the bullying. I will work with other caring adults to create a safe learning environment for all the students in my school.

Sign the pledge here

DoSomething.org and WWE® Take On Bullying For Second Straight Year

WWE Superstars and Divas to encourage young people to stand up to bullying with their friends

New York, NY – August 3, 2015 – DoSomething.org, one of the largest global organizations for young people and social change, and global entertainment company WWE and its Be a STAR anti-bullying initiative, are teaming up for The Bully Text: Superstar Edition. The campaign, now in its second year, gets young people to take action around bullying by playing an SMS text message game.

From today until Monday, August 31, young people can virtually work their way through six levels of scenarios with guidance from WWE Superstars and Divas, including Roman Reigns®, Dean Ambrose®, Paige®, Natalya® and Alicia Fox®. Then, each player is given options to stand up and speak out against bullying. For example, “You sit behind Roman. Someone in the back of the bus keeps throwing paper airplanes at him. Do you A) Play it cool- it’s not your fight or B) play Superman?” Along the way, players will see how their anti-bullying skills compare to others, and ultimately whether they’ve earned the WWE World Heavyweight Championship title in bullying prevention. Every player will also receive the chance to win a Be a STAR rally at his or her school or community center.

“WWE’s massive reach and stellar talent have helped us activate thousands of young people around anti-bullying,” said Naomi Hirabayashi, chief marketing officer at DoSomething.org. “We’re excited to rally WWE fans around this issue for year two to make it bigger and better than ever!”

“We are proud to once again partner with DoSomething.org and provide thousands with resources to help put an end to bullying in their communities,” said Stephanie McMahon, WWE Chief Brand Officer. “Utilizing our global assets and larger than life WWE Superstars and Divas, we are confident that this campaign will help educate young people on the dangers of bullying and encourage them to stand up for themselves and others.”

In 2014, nearly 100,000 young people played the Bully Text game. To play Bully Text this year, text BULLY to 38383 or visit DoSomething.org/bully.
Source: www.prowrestling.com/wwe-partners-with-dosomething-to-battle-bullying-details/

Bullying Statistics: A comprehensive report on bullying

Cost of Bullying:

  • 5.4 million students stay home on any given day because they’re afraid of being bullied.
  • Absenteeism by fearful kids linked to an extra $276 million in expenditures in California alone.

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.16

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

  • 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

How Often Adult Notified

  • Only about 20 to 30% of students who are bullied notify adults about the bullying.13
School-based bullying prevention programs decrease bullying by up to 25%
(McCallion & Feder, 2013)

Challenge Day hits an industry-leading number of 40%.

Challenge Day impact statistics after 30 years:

Youth surveys after Challenge Day show …

  • 93% recommend Challenge Day to friends and family
  • 90% feel the skills taught will be helpful in their personal life
  • 88% are more aware of the effects of bullying
  • 89% are more likely to try to understand and accept others
  • 84% are more hopeful about their future

Adult surveys after Challenge Day show …

  • 98% recommend Challenge Day to friends and family
  • 96% feel the skills taught will be helpful in their personal life
  • 96% believe that a school with respect & acceptance is possible
  • 90% are more convinced they can make a difference in others’ lives
  • 89% are more likely to try to understand and accept others
  • 88% are more likely to speak up when they see bullying

More bullying statistics…

Effects of Bullying

  • Students who experience bullying are at increased risk for poor school adjustment, sleep difficulties, anxiety, and depression (Center for Disease Control, 2015).
  • Students who are both targets of bullying and engage in bullying behavior are at greater risk for both mental health and behavior problems than students who only bully or are only bullied (Center for Disease Control, 2015).
  • Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches (Gini & Pozzoli, 2013).
  • Youth who self-blame and conclude they deserved to be bullied are more likely to face negative outcomes, such as depression, prolonged victimization, and maladjustment (Perren, Ettakal, & Ladd, 2013; Shelley & Craig, 2010).


  • Depending on the age group, up to 43% of students have been bullied while online. 1 in 4 have had it happen more than once.
  • 35% of kids have been threatened online. Nearly 1 in 5 have had it happen more than once.
  • 21% of kids have received mean or threatening e-mail or other messages.
  • 58% of kids admit someone has said mean or hurtful things to them online. More than 4 out of 10 say it has happened more than once.
  • 53% of kids admit having said something mean or hurtful to another person online. More than 1 in 3 have done it more than once.
  • 58% have not told their parents or an adult about something mean or hurtful that happened to them online.

Statistics about bullying of students with disabilities

  • When assessing specific types of disabilities, prevalence rates differ: 35.3% of students with behavioral and emotional disorders, 33.9% of students with autism, 24.3% of students with intellectual disabilities, 20.8% of students with health impairments, and 19% of students with specific learning disabilities face high levels of bullying victimization (Rose et al., 2012).
  • Students with specific learning disabilities, autism spectrum disorder, emotional and behavior disorders, other health impairments, and speech or language impairments report greater rates of victimization than their peers without disabilities longitudinally and their victimization remains consistent over time (Rose & Gage, 2017).
  • Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009).
  • When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education (Davis & Nixon, 2010).
  • Successful strategies to prevent bullying among students with disabilities include (Rose & Monda-Amaya, 2012):
  • Teachers and peers engaging in meaningful and appropriate social interactions.
  • Creating opportunities to increase social competence and positive interactions.
  • Schools adopting appropriate intervention strategies that encourage social awareness and provide individualized interventions for targets with disabilities.

Statistics about bullying of students who identify or are perceived as LGBTQ

  • 74.1% of LGBT students were verbally bullied (e.g., called names, threatened) in the past year because of their sexual orientation and 55.2% because of their gender expression (National School Climate Survey, 2013).
  • 36.2% of LGBT students were physically bullied (e.g., pushed, shoved) in the past year because of their sexual orientation and 22.7% because of their gender expression (National School Climate Survey, 2013).
  • 49% of LGBT students experienced cyberbullying in the past year (National School Climate Survey, 2013).
  • Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler & Keyes, 2012).
  • 55.5% of LGBT students feel unsafe at school because of their sexual orientation, and 37.8% because of their gender expression (National School Climate Survey, 2013).
  • 30.3% of LGBT students missed at least one entire day at school in the past month because they felt unsafe or uncomfortable, and 10.6% missed four or more days in the past month (National School Climate Survey, 2013).
  • For bullied LGBTQ students (Duong & Bradshaw, 2014) and bullied students in general (Morin et al., 2015), if they identify one supportive adult in the school they trust, they are less likely to face adverse consequences.
  • There are less rates of LGBTQ bullying in schools with clear bullying policies that are inclusive of LGBTQ students (Hatzenbuehler & Keyes, 2012).
  • Students were less likely to report having experienced homophobic bullying and report more school connectedness in schools with more supportive practices, including (Day & Snapp, 2016):
    • Adequate counseling and support services for students.
    • Considering sanctions for student violations of rules and policies on a case-by-case basis with a wide range of options.
    • Providing effective confidential support and referral services for students needing help because of substance abuse, violence, or other problems.
    • Helping students with their social, emotional, and behavioral problems, and provide behavior management instruction.
    • Fostering youth development, resilience, or asset promotion.

Bullying and Suicide

  • There is a strong association between bullying and suicide-related behaviors, but this relationship is often mediated by other factors, including depression, violent behavior, and substance abuse (Reed, Nugent, & Cooper, 2015).
  • Students who bully others, are bullied, or witness bullying are more likely to report high levels of suicide-related behavior than students who report no involvement in bullying (Center for Disease Control, 2014).
  • A meta-analysis found that students facing peer victimization are 2.2 times more likely to have suicide ideation and 2.6 times more likely to attempt suicide than students not facing victimization (Gini & Espelage, 2014).
  • Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage & Holt, 2013).
  • The false notion that suicide is a natural response to being bullied has the dangerous potential to normalize the response and thus create copycat behavior among youth. (Center for Disease Control, 2014).

For more statistics related to youth suicide see the CDC youth suicide webpage.


  • Bullied youth were most likely to report that actions that accessed support from others made a positive difference (Davis & Nixon, 2010).
  • Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse (Davis & Nixon, 2010).
  • Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice (Davis & Nixon, 2010).
  • Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn’t happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis & Nixon, 2010).
  • As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn’t bother me) are often used by youth and often recommended to youth (Davis & Nixon, 2010).


  • Students need not be the targets of bullying to experience negative outcomes. Observing bullying is associated with adverse mental health outcomes (Rivers, Poteat, Noret, & Ashurst, 2009).
  • Bystanders’ beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they can make a difference, they’re more likely to act (Thornberg et al, 2012).
  • Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis & Nixon, 2010).
  • Students who experience bullying are more likely to find peer actions helpful than educator or self-actions (Davis & Nixon, 2010).
  • The Youth Voice Research Project (2010) found that victimized students reported the following bystander strategies that made things better: spent time with me (54%), talked to me (51%), helped me get away (49%), called me (47%), gave me advice (46%), helped me tell (44%), distracted me (43%), listened to me (41%), told an adult (35%), confronted them (29%), asked them to stop.

According to www.DoSomething.org

  • Over 3.2 million students are victims of bullying each year.
  • Over 67% of students believe that schools respond poorly to bullying, with a high percentage of students believing that adult help is infrequent and ineffective.
  • 71% of students report incidents of bullying as a problem at their school.
  • 1 in 10 students drop out of school because of repeated bullying.
  • As boys age they are less and less likely to feel sympathy for victims of bullying.
  • In fact they are more likely to add to the problem than solve it.

According to www.StompOutBullying.org:

  • • 43% fear harassment in the bathroom at school.
  • • A poll of teens ages 12-17 proved that they think violence increased at their schools.
  • • 282,000 students are physically attacked in secondary schools each month.
  • • More youth violence occurs on school grounds as opposed to on the way to school.
  • • 80% of the time, an argument with a bully will end up in a physical fight.
  • • 1/3 of students surveyed said they heard another student threaten to kill someone.
  • • 2 out of 3 say they know how to make a bomb, or know where to get the information to do it.
  • • Playground statistics – Every 7 minutes a child is bullied. Adult intervention -4% Peer intervention – 11%. No intervention – 85%.

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 (12 page PDF)

State and Local Statistics

Follow these links for state and local figures on the following topics:

Need advice on how to stop bullying? Download a Bullying Prevention PDF HERE (2 page PDF)


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 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 Bradshaw, 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 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 Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System – PDF, 2013

16 Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). Peer interventions in playground bullying. Social Development, 10, 512-527.

17 Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. (2012). The 2011 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN.

18 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.
Source: https://www.challengeday.org/bullying-statistics/

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Cruelty ever proceeds from a vile mind, and often from a cowardly heart. - Ludovico Ariosto

Bullies are inferior people trying desperately to appear superior to superior people. - Gordon Clay

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