1. BULLYING
Preventions and Responsibilities

2. • Defining bullying
• Signs and signals of bullying
• Statistics
• Updated policies and laws
• School responsibilities
• CCE’s plan and interventions
• Links for families & how you can help

3. What is
bullying?

4. Bullying is…

5. Types of Bullying
Verbal
• Teasing
• Taunting
• Name-calling
• Threatening
• Inappropriate
comments
Physical
• Hitting, kicking, punch
ing
• Spitting
• Tripping
• Taking or breaking
belongings
• Rude gestures
Social
• Leaving out of groups
• Telling others to not
be friends with
someone
• Spreading rumors
• Embarrassing in public

6. Where does bullying happen?
• Hallway
• Classroom
• Cafeteria
• Bathroom
• Bus
• Playground
• Neighborhood
• Online
• Texts

7. Where does bullying happen most
often?
• Hallway
• Classroom
• Cafeteria
• Bathroom
• Bus
• Playground
• Neighborhood
• Online
• Texts

8. Cyberbullying
• Growing trend among all grade levels of
students
• Can be difficult to monitor

9. Possible forms of Cyber-bullying
• Emails
• Texts
• Instant messages
• Chat rooms
• Blogs
• Social Networking (facebook, twitter)
• Personal Websites

10. Warning
signs of
bullying

11. • Unexplainable injuries
• Lost or destroyed clothing, books, electronics, or jewelry
• Frequent headaches or stomach aches, feeling sick or faking
illness
• Changes in eating habits, like suddenly skipping meals or binge
eating.
• Difficulty sleeping or frequent nightmares
• Declining grades, loss of interest in schoolwork, or not wanting
to go to school
• Sudden loss of friends or avoidance of social situations
• Feelings of helplessness or decreased self esteem
• Self-destructive behaviors such as running away from
home, harming themselves, or talking about suicide

12. How many children are bullied?
• 20% of high school students were bullied on
school property at least once in the previous
12 months (Centers for Disease Control and
Prevention, 2009)
• •28% of students ages 12-18 were bullied at
school during the 2008/2009 school year
(National Center for Educational Statistics, 2011)

13. How are children bullied?
Forms of bullying at school (NCES, 2011)
• 19% made fun of, called names, or insulted
• 17% subject of rumors
• 9% pushed, shoved, tripped, spit on
• 6% threatened with harm
• 5% excluded from activities on purpose
• 4% forced to do things they didn’t want to do
• 3% had property destroyed
• 6% of students ages 12-18 had been cyberbullied
(anywhere)
Children are more likely to be bullied in elementary
than in any other school level.
(NCVS, 2009)

14. Boys vs. Girls
• There are not vast
differences in the
percentages of boys and
girls who are bullied
• Boys are typically
bullied by boys; girls are
bullied by boys and girls
• Most studies find that
boys are more likely
than girls to bully their
peers.
– On average, boys
are:1.7x as likely to bully
– 2.5x as likely to bully and
also be bullied (bully-
victims)
(NCES, 2009)

15. Likelihood to report bullying:

16. Cyberbullying Stats
• 42% of students in grades 6-8 report being
bullied online
• Cyberbullying incidences nearly doubles every
year
• Girls are twice as likely to engage
• 62% of those bullied are bullied by students at
their school

17. NC Laws and I-SS Policies

18. As defined by NC Law:
• “Bullying or harassing behavior is any pattern
of gestures or written, electronic, or verbal
communications, OR any physical act OR an
threatening communication that takes place
on school property , at any school-sponsored
function, or on a school bus
AND THAT:

19. • Places a student or school employee in actual
and reasonable fear of harm to his or her
person OR damage to his or her property
OR
• Creates or is certain to create a hostile
environment by substantially interfering with
or impairing a students educational
performance, opportunities or benefits

20. What is a hostile environment?
• Hostile environment= victim SUBJECTIVELY
views the conduct as bullying or harassing
behavior
AND:
• The conduct is objectively severe or pervasive
enough that a reasonable person would agree
that it is bullying or harassing behavior

21. NC Law cont…
• Bullying or harassment behavior includes, but is not
limited to, acts reasonably perceived as being
motivated by actual or perceived differentiating
characteristics such as:
– Race, color, religion, ancestry, national
origin, gender, socioeconomic status, academic
status, gender identity, physical
appearance, sexual orientation, disability
– An association with a person who has or is
perceived to have one or more of these
characteristic

22. Students’ Criminal Liability for
cyber-bullying
• G.S14-458.1 – makes it a crime to use a computer to
do any of the following “with intent to intimidate or
torment a minor”
– Create fake websites/profiles
– Post or encourage others to post specific info on a minor
– Post a real or doctored image of a minor
– Access password protected computer data
– Send repeated emails
– Make a statement intended to provoke someone else to
stalk or harass
– Sign up a minor for pornography or junk email

23. Senate Bill 707 – School Violence
Prevention Act
• Makes it criminal for a student to use a computer to
do any of the following “with intent to intimidate or
torment a school employee”
– Create fake websites/profiles
– Post or encourage others to post specific info on an
employee
– Post a real or doctored image of an employee
– Access password protected computer data
– Send repeated emails
– Make a statement intended to provoke someone else to
stalk or harass an employee
– Sign up an employee for pornography or junk email

24. Reporting a bullying incident
• Students should report bullying
• Teachers and school personnel must report
bullying
– Employees who have witnessed or has reliable
information that student or school employee has
been subject to any act or bullying or harassing
behavior shall report the incident to an
appropriate school official

25. Factors that influence reporting
• Assumptions about child behavior based on
framework of developmental issues and
individual issues
• Intervention based on perception of how
upset child is
• The perception that adults don't act may lead
students to conclude that adults don't care, or
that there are different standards for adults'
behavior than for young people's
• Kids often don’t report because they feel
ashamed or powerless

26. Bystanders
• We want to create a culture of students who do
not tolerate bullying of others
• Bystanders far out-number bullies
• Celebrating bystanders reporting of bullying
• “Not wanting to get involved” or “Didn’t want
to say anything,” can no longer be okay actions

27. I-SS School Board
Bullying Policies
• Policy Code: 1710/4021/7230 Prohibition
Against Discrimination, Harassment and
Bullying
• Policy Code: 1510/4200/7270 School Safety

28. I-SS Goals
• An integrated approach based on clear
expectations and consistent consequences
• Followed up by counseling for perpetrators-
clear, directed, not just ‘talking to’
• Support for Victims
• EDUCATION for Silent Majority
• Goal is to create culture in which adults stop all
bullying immediately
• Students learn and become part of anti-bullying
solution
• Distinguish between ‘ratting out’ or ‘snitching’
and bullying
• Increased adult supervision and vigilance in
common areas
Olweus, D. (1997)

29. CCE Goals and Interventions

30. Reporting and Interventions at
Coddle Creek
• Bully birdhouses & Online survey
• Ms. Campbell – reporting, counseling, in-class
sessions, student council
• School norms and expectations - All
• Mr. Foster & Mr. Boula – reporting, educating
staff, community, & students
• Bully Prevention Plan - All

31. What happens when a report is
filed (paper, electronic, or other)?
• Every report is taken seriously
• Divided up depending on:
– Who the child would like to talk to
– Prior knowledge or incidences
– Relationship with students
• Interview the victim and any other students
who may have been witness or knowledge
• Interview with bully
• Call parents or guardians

32. Bullying determination
• Most reports, luckily, are not bullying
• Treated as a teaching moment – going over
what is bullying
• Inform teacher of things to look for
• Reports are kept and filed to have in case of a
possible reoccurrence
• Discipline can range from ‘time out’ to out-of-
school suspension – at administration’s
discretion

33. Some things not to do…
• Mediation and Conflict Resolution between
Victim and Bully- assumes that participants on
equal social footing
• Interviewing Bully and Victim together
• Training Victim to ignore, be assertive- as only
response
• Education alone - simple short
term, piecemeal approaches

34. How it’s working so far
• 3-7 bully reports a week on average (mostly in
bully box)
• 10 offenses this year – accounts that were
reported, investigated, and disciplined
• Many incidences that were reported were
mediated prior to it being considered bullying
– and those have not reoccurred

35. Is it Bullying?

36. Scenario 1
• Edgar is in 4th grade and is much taller and heavier
than most of his peers. However, because he has a
tremendous sense of humor, he is very popular and
well-liked by most of his peers. One day during
recess, during a game of dodge ball, Edgar trips on
the ball and falls down. Steven, a 5th grader, yells,
“Look at the beached whale on the playground!”
and Steven and the other 5th graders with him
laugh. Edgar turns red but picks himself up and
starts to get ready to play again. Several of Edgar’s
friends get angry and tell Steven and his friends to
“shut up.” A shouting match ensues until a teacher
comes over to break it up.

37. Scenario 2
• Kendra and Alexander are friends in 2nd grade
together. One day during lunch, Alexander says to
Kendra, “I know why you like chocolate milk so
much!” Kendra asks, “Why?” and Alexander
responds, “Because it keeps your skin brown!”
Kendra looks at Alexander quizzically and says, “No
it doesn’t!” Alexander says nothing and the two go
on eating their lunch together. The next day
Kendra’s mother calls the school outraged about
what Alexander said to Kendra at lunch the day
before.

38. Scenario 3
• Cheryl, Candace, and Alicia are friends and in 4th
grade. Cheryl and Alicia live in a trailer park with their
families. All three girls ride the school bus home in
the afternoon. Amanda and Sarah, both 5th graders,
also ride the same bus in the afternoon. During the
fall, Amanda and Sarah start repeatedly calling Cheryl
and Alicia “White trailer trash” and make fun of their
clothes and belongings. One day, Candace, frustrated
with the on-going treatment of her friends, shouts at
Amanda and Sarah, “Why don’t you two stupid snobs
shut up and leave Cheryl and Alicia alone!” Amanda
gets up and hits Candace and says, “You shut up!
You’re just a stupid 4th grader. Why do you hang out
with those two trailer trash idiots anyway?” Several
students and the bus driver witness this interaction.

39. WHAT SHOULD PARENTS AND
GUARDIANS DO?

40. Take these steps to help:
• If you hear your child discussing what sounds
like bullying, ask more about it.
• Report it to the teacher, administration, or go
online and fill out the bully report.
• The more specific the better.
• Talk to your children
• Support them in reporting bullying and
standing up for others.

41. For more information
• Our Website
• http://stopbullying.gov