1. Bullying in Schools What It Is and What Works 2010/11
Credit to
The California School/Law Enforcement Partnership
Lynn Garric, Sonoma & Humboldt County Offices of Education
Safe Schools Coordinator - Region 1

2. Agenda Introductions What We Know - Defining Bullying in Our Schools
Technology, Cyberbullying & Cyberthreats
What We Do - Responding to Bullying
The School Environment
The Classroom Level
The Individual Level & Activity
Parents
Sustaining Efforts Over Time
Resources
Lunch
Curriculum Review & Jigsaw
Gender Issues
Skill Building and Strategies Activity

3. Who Are We? Teachers/Teacher Assistants Administrators Counselors
Campus/Playground Supervisors
Office, Maintenance, Cafeteria, Support
After-school Programs
Other?
Elementary Schools
Middle Schools
High Schools
Target, Perpetrator, Bystander

4. What makes bullying a school safety issue?
Bullying creates a hostile school environment
Unchecked bullying can generate serious and costly consequences for a school community
Bullying violates the rights of students
Some acts of bullying break the law
Bullying is a gateway act of violence
Schools continue to underestimate the prevalence and consequences of bullying

5. Bullying and Academic Achievement
“Students who must think about avoiding harm at school are diverting energy that should be expended on learning. Improving student safety at school will enable American youth to redirect their concerns to school work and student activities.” Student Strategies to Avoid Harm at School
“The three new Rs: rigor,relevance and relationships…” Superintendent Jack O’Connell
“The ultimate goal…creating an environment and culture that meets students’ needs.” Alan Blankstein, Failure is Not an Option

6. Bullying Involves… A desire/intention to hurt a person or group
+ hurtful action
+ an imbalance of power
+ (typically) repetition
+ an unjust use of power
+ satisfaction for the aggressor
And, a sense of being hurt on the part of the target
Dr. Ken Rigby, Researcher

7. Student’s Definition of Bullying
Bullying is unfair and one-sided. It happens when someone keeps hurting, frightening, threatening or leaving someone out on purpose.

8. Teasing vs. Bullying?
Teasing is when there is “give and take” - a two-way street where both parties are having fun
It may be unintentional
It will stop when there is the realization of the harm of the actions
Bullying is when one person does all the giving and the other person does all the taking - a one way street where one person is not having fun or is getting hurt.

9. Conflict vs. Bullying?
Conflict occurs when two or more people on equal footing have a disagreement.
Bullying occurs when a more powerful person or group uses that power (usually repeatedly) to hurt or control another person.
Harassment refers to a specific type of ongoing bullying and is used as the legal term for sexual behavior.

10. Conflict Resolution - Problem Solving Steps
Conflict Resolution - Problem Solving Steps* (Requires Good Will on Both Sides)
What is the problem?
What are some solutions?
For each solution ask:
Is it safe?
How might people feel?
Is it fair?
Will it work?
Choose a solution and use it.
Is it working? If not, what can I do now?
* From Second Step

11. Tattling vs. Telling? Tattling is done to get someone in trouble
Telling is done to get someone out of trouble
STOP Violence Coalition

12. Bullying Behavior is Categorized as…
Physical
Hitting, kicking, choking, pushing, tripping, poking, fighting, unwanted touching, threatening gestures or postures, destruction of property, written harassment including s, text messaging and web postings, sexual harassment, gang or group initiation, and hazing
Psychological (indirect or social bullying)
Social ostracism, rumors, shunning, intimidation, extortion, manipulation, and character assassination
Verbal
Insults, taunting, degrading teasing, name calling, threats, slander, defaming and blackmail

13. Bullying & Technology… High-speed Electronic Taunting
Photo & videophones
& instant messaging
Blogs (on-line journals or diaries)
Bulletin boards
Profiles
Web sites
Chat rooms
Electronic slam books
Text messages
Twitter

14. Cyber Concerns Unsafe disclosure of personal information Cyberbullying
Cyberthreats
Risky Sexual Behavior
Dangerous Communities

15. Cyberbullying Challenges
Cyberbullying can occur any time of the day or night.
Cyberbullying messages and images can be distributed quickly to a very wide audience.
Children and youth can be anonymous when cyberbullying, which makes it difficult (and sometimes impossible) to trace them.
Adults aren’t as familiar or comfortable with the medium

16. CBCT - Prevention Assess the nature and extent of the problem
Set clear school policies, guidelines and consequences for Internet & cell phone use
Educate staff, families and students about cyberbullying, ethical and legal standards for online activities
Make reporting of cyberbullying and online hate incidents a requirement
Establish confidential reporting mechanisms
Devise supervision and monitoring practices of students Internet use
Provide internet access for administration
Promote empathy, ethical decision-making skills and respect among students

17. CBCT - Intervention
Take action immediately when cyberbullying takes place
Save the or other evidence
Report harmful online speech to the police
Address the responsibility of bystanders
Discuss the incident and consequences with the perpetrators families
Provide social skills education and counseling to perpetrators
Provide assistance to the targets and the targets families

18. Influences on Bullying Behaviors
Family culture
Media
Peer norms
Emotional problems
Lack of role models
Lack of supervision
Lack of clear rules and expectations to report bullying
Lack of classroom instruction programs
Lack of support systems for target and perpetrators
Lack of stakeholder partnerships

19. California Health Kids Survey Risk and Resiliency DATA A Snapshot of Local and State Data Not a Scientific Analysis (see final pages of these slides)

20. Most Students…
are not involved in bullying. They neither bully nor are targets. They know it’s wrong but unless they are asked to help or are made to feel they have a genuine responsibility to act, they will silently collude with the abuse.

21. Research on Bullies
There are not more bullies at large schools or in large classes as compared with small or medium sized schools/classes
Bullies are not necessarily feeling unhappy or like failures at school
Bullies and targets come from all layers of society
Behaviors, attitudes and routines of school staff significantly effect the level of problems in a class/school

22. Warning Signs which might indicate a child is becoming a target of bullying:
Changes in appearance: torn clothing, injuries
Loss of appetite, headaches, stomach aches, sleeping problems
Lost items or money
Weapons carried to school for protection
Clues from writings or drawings
Fear of attending school or going on playground
Distress upon return from school
Insecurity, sudden mood shifts, withdrawal, depression
Difficulty making friends, loneliness
Poor school performance, dropping grades

23. Warning Signs - Child who Bullies
Maliciously Teases, Threatens, or Strikes Out
Hot-tempered
Impulsive
Hard Time Following Rules
Aggressive Toward Adults
Tough/Mean Spirited
Lack of Empathy for Others
Positive View of Self - possibly
Involved in Other Anti-social Behaviors
Dislikes school, poor attendance
Strong need to dominate

24. Provocative Targets A small population of targets
May seek attention or stimulation by provoking bullies
Often need assertiveness and social skills
Should be supported and not blamed

25. Why is it so hard to tell? (per 100 bullied children)
Fear of retaliation (42)
Don’t want to be a tattletale (41)
Don’t want to worry parents (34)
Shame of not being able to stick up for self (31)
Fear of losing friends (29)
Hard to prove (29)

26. Why is it so hard to tell? (per 100 bullied children)
No confidence in adults keeping confidentiality (25)
Fear of what parents would say (25)
Confused about what is happening (25)
Something that can’t be changed (24)
Unable to put feelings into words (23)
Self-blame (15)
“I deserve it” (7)
36% of younger children will tell, only 5% of older students tell

27. Educators’ Duty to Minimize Risk
The Duty to Train
The Duty to Remedy
The Duty to Monitor
The Duty to Investigate

28. Bullying & Litigation Successful Judgments typically based on:
Reckless indifference
Failure to supervise
Failure to anticipate third-party harm between students and/or staff

29. It’s A Continuum - Intervene Early
Push
Hit
Destroy
Property
Physical not Harmful
Bodily Harm
Assault
Embarrass Gossip
Rumors
Slurs
Humiliate
Isolate
Mocking
Dirty looks
Tease re. posses-sions
Tease re. appear-ance
Verbal threats re. property
Threat of bodily harm
Graffiti
Defacing property
Taking posses-sions
Extortion coercion
Threats with weapon

30. Bullying Breaks the Law When It Becomes...
Extortion
Assault
Hazing
Murder
Rape
Sexual harassment
Theft
Battery
Arson
Possession of weapons
Violation of civil rights
Hate crimes

31. What Unchecked Bullying Teaches Other Kids Who See It Happening
Being aggressive is desirable; it gets you attention and status
A person who has power can make, break or change the rules
Kids who are different, or don’t try to fit in, ask for what they get
Aggression is a legitimate means to an end
A person can be mean and get away with it. There is no justice
One way to survive around bullies is to play along or blame the "target"

32. Every Day in America...
160,000 children miss school for fear of being bullied
National Association of School Psychologists

33. DON’T LAUGH AT ME Break Peer Influence Programs video clips

34. Preventing Bullying: A Comprehensive/Total School/Organizational Approach
School-wide policies & intervention
Classroom interventions
Student interventions
Parent involvement
Community support

35. Focus on the School Level
Adults must assume the main responsibility
Assess the problem, disseminate the information (CHKS Staff Climate Survey and other surveys)
Establish a committee (school site council, safety committee, include a diverse group of students)
Link to Safe School Plan
Establish a definition of bullying, policies & clear rules, communicate to parents and students
Establish good prevention programs that teach and re-teach empathy, communication skills, social interaction and cooperation
Build Assets and reward good behavior
In grades K-6 focus on prevention; In grades 7-12 do intervention
Decrease student hierarchy, increase appreciation of diversity

36. Focus on the School Level
Firm limits for unacceptable behavior
Warm, positive interest and involvement on the part of school adults
Establish systems for reporting bullying, including confidential reporting. Take all complaints seriously.
Garner staff support and participation
Role model respectful behavior
Increase supervision and monitoring
Communicate concerns school-wide
Intervene immediately and consistently
Keep bullying prevention on the agenda

37. Specific School Level Efforts
School safety survey, CHKS and Staff Climate Survey
Focus groups to understand the CHKS
Curricula such as Caring School Communities or Second Step
BEST - Building Effective Schools Together (U. of OR)
Mediation and intervention programs such as Safe School Ambassadors, Girl’s Circle, The Council
Pledges
Training for bus drivers, cafeteria workers and playground monitors as well as teachers; training for parents
Recruitment & training of volunteer campus monitors/visitors
Academic, Arts and Vocational Awards in addition to Sports and Special Events - Day of Dialog; International Market Day, Mix It Up at Lunch
Organize the play area(s) to minimize bullying
Confidential hot-line

38. School Level - Mistakes
Zero-tolerance policies, suspension and expulsion remove students from learning opportunities and may discourage children and adults from reporting bullying
Advising students to “stick-up” for themselves or solve their own problems
Conflict resolution is not appropriate for a victimizing situation
Group counseling for bullies often reinforces antisocial behavior
One-shot assemblies or lessons are not effective. Sustained environmental changes are needed

39. Classroom Level Efforts
Reinforce Friendship Skills and Empathy
Build Assets through caring relationships, high expectations and meaningful student participation
Establish clear rules, reinforcement for positive behavior and consequences for inappropriate behavior
Articulate rights and responsibilities of all, including responsibility of bystanders, telling isn’t tattling

40. Classroom Level Efforts
Implement a good classroom curriculum
Carefully review all materials
Teach students to identify, understand causes and effects, oppose and report bullying behavior
Allow classroom time for discussion and creating solutions
Use multiple teaching strategies, reading, embed across the curriculum and use cooperative learning

41. Characteristics of Good Classroom Management
Positive Relationships and Expectations
Cooperation
Development of a “we-feeling”
Genuine Authoritative Leadership
Clear Rules - Consistently Enforce
Organization of teaching and activities
Teacher moves around the classroom
Transition times are well prepared
Academic progress
Cooperative partnership with parents

42. Four Class Rules We will not bully others.
We will try to help students who are bullied.
We will make it a point to include students who are left out.
If we know that somebody is being bullied, we will tell a teacher and an adult at home.
Olweus Program Against Bullying and Antisocial Behavior

43. Class Meetings A set time, once a week 30-40 minutes
Teacher led, following rules for discussion
Elicit viewpoints of shy or withdrawn students
Teach assertiveness, body language, and communication skills and “I” statements for general communication*
Can use a variety of forms
Teacher uses summation

44. Students Responsibility
The 3Rs of Responding to Bullying
Recognize the bullying behavior
Refuse/Reject the behavior
Report the behavior

45. Systematic Use of Role Playing
Shown by research to be effective
Focus on emotional understanding
Don’t have students role play the bully
Try to limit bullies and victims to the by-stander roles
Have students portray the character’s feelings - as differentiated from their own
Keep it short
Debrief the target, the bully and then the bystanders
Ask, “is the solution safe, fair, realistic, effective”

46. Examples for Classroom Level
Core Curriculum
Second Step (K-6)
Caring School Communities (K-6)
Programs (especially for transition years)
Buddy programs
Safe School Ambassadors (4-12)
Resource Materials
Don’t Laugh at Me (K-6)
Let’s Get Real (grades 7-9)
Teaching Tolerance

47. Examples from Literature:
K-3: Secret of the Peaceful Warrior; King of the Playground, Is He a Girl, The Flying Birthday Cake
Grades 2-5: The Hundred Dresses; Crow Boy
Grades 3-6: Stick Boy; Roll of Thunder, Hear My Cry, The Watson’s go to Birmingham

48. Individual Level - If You See or Hear Bullying
Be firm but not overly emotional
Increase supervision
Don’t force meeting to work things out
Communicate with staff
(Gather more information)
Provide 1:1 follow-up & intervention for both bully and “target”
Teach avoidance for the short-term, “safety in numbers” and “telling”
Immediately stop the bullying
Block eye contact between bully and target
Name the behavior and the rule
Be brief and clear
Don’t put “target” on the spot
Give guidance to the bystanders: “Next time please …”
Apply logical consequences (not required apologies)

49. Staff’s Responsibility if A Student Reports Bullying* The 4-A Response
Affirm students who take responsibility to report.
Ask questions. Who is involved? What happened? When it happened? Where it happened?
Assess the reporting student’s safety. Is the bullying still happening? Is the reporting student at risk? Fear of revenge? What does the student need to be safe? What is the severity of the situation?
Act. Report incident to other staff. Teacher coaches both bully and “target”, develop and implement a plan
*From Steps to Respect

50. Triad Activity Demo with Volunteer
Role-play: one person is adult, one person is student, one person is observer (of the dyad) - 5 minutes per scenario
Respond with the Four-A’s
Affirm
Ask
Assess
Act
You don’t have to resolve the situation
What did you do well? What did you find challenging?

51. If the Two Sides of the Story Don’t Match
Pursue the situation as through it happened the way it was reported to you.
Careful questioning is important.
You don’t need to make a judgment about the “truth”.
Stop the behavior; take time to investigate; follow-up
Make sure each child has a set of coping skills.
How can you take care of yourself?
What help do you need?
“This is how kids are perceiving your behavior.”
Think about what you might do if this were to happen to you.”

52. Follow-up with the “Target” of Bullying
Give support
Listen to facts & feelings
Empower to resist & report
Identify what has and hasn’t worked in the past
Ask what s/he needs
Develop a “crisis plan”
Generate solutions for the future
Protect confidentiality
Encourage friendships
Help others
Involve parents
Make referrals
Follow-up

53. Follow-up with the “Target” of Bullying
Gets to decide what is teasing and what is bullying.
Needs to learn to say “I don’t like this.”*
- Telling others clarifies for others and themselves how they feel.
- Helps them mark their psychological territory.
- Asserts rights firmly but not aggressively.
- Provides experience of coping and control.
- Olweus
* Kids don’t necessarily agree with this.

54. Follow-up with the Student Who Bullied
Take every incident or report seriously
Ask questions and gather information
State that the information is from several sources
Make clear you won’t tolerate bullying behavior
Apply consistent consequences - also praise and reinforce for positive behavior
Work with parents to send clear non-hostile messages that bullying must stop
Intensify observation and supervision (say this)
Warn of more serious consequences if it doesn’t stop
Don’t label person as a bully (it’s the behavior)
Refer to school or community resources, if appropriate, to get at the root of the behavior and generate solutions

55. Follow-up with the Student Who Bullied
Recognize their behavior and when and how it crosses the line
Take responsibility for his/her behavior
Develop empathy and perspective taking abilities
Find ways to make direct or indirect amends (in line with the target’s wishes)
Practice kind or friendly alternatives, positive interactions and negotiation
Engage in prosocial activities & acceptable alternatives for getting power and control
Learn to express anger constructively
Be a good role model

56. The Parent Level Inform, Educate and Involve
Communicate
Policies and procedures
Scope and impact of bullying
Signs of bullying and what to do
Procedures for reporting
Need and desire for parental involvement
Resources for parenting support
Actions taken to support students
Involve parents in safety committee, classroom, campus/playground support, mentoring
Meet with parents of students involved in bullying
Resources at

57. Sustain Efforts Over Time
Begin with staff development and discussion
Combine bullying and asset-building on the agendas of the faculty meetings, site council, PTA, safety committee…
Build assets - help kids feel powerful
Build bullying prevention and asset building into the Safe School Plan and SARC
Query about bullying at SARTs & SARBs
Embed bullying prevention and asset building in the curriculum - multi-cultural literature, student drama productions, contributions of minority group individuals to history, science and math, sportsmanship in P.E. and school sports, etc.
Schedule supportive school-wide events
Get resources

58. Our work begins… Next steps:
Develop a Team or Task Force - Including Students
Assess Bullying at Your School
Review Policy, Rules and Reporting Procedures
Develop a Plan - Coordinate with Safe School Plan
Provide Training for Staff, Parents and Students
Teach “what to do” as well as “what not to do”
Apply Selected Prevention Strategies
Improve Supervision Plan & Methods
Move toward a Systemic Comprehensive Approach - including Parents
Evaluate Your Efforts

59. Lunch 30 Minutes Let’s Get Real Return to start Activity at ____

60. Curriculum Review - Jigsaw
See Handout
Working in groups
Review a curricula of your choice (15 min.)
Report back to group (5 min per group)

61. Gender Issues - Girls
Girls are relational - they seek connections in order to feel safe.
Relational Aggression is using relationships to hurt or harm someone.
Focus on the underlying need - Avoid labeling
The need to belong generally trumps the authentic voice if the situation feels unsafe
Girls respond to rules when they feel safe and respected. In the absence of love, rules inspire rebellion.
Promote assertiveness skills with classmates, adults and peers.
Safe Relationships = Empowerment & Healthy Behaviors Girls Circle

62. Gender Issues - Girls
Talking reduces stress and activates the pleasure centers in the female brain
The primary goal of the female brain is to forge connection and relate community
For a girl, the brain’s stress response is strongly triggered by social rejection
From “The Female Brain” by Louann Brizendine

63. Gender Issues - Boys Boys seek belonging and respect.
Status and Saving Face matter.
Avoid shaming.
Masculinity definitions put boys at risk. Tears and/or fears make boys think they’re not masculine enough.
Focus on challenging the “Boy Code” and building TEAM spirit.
Provide activities to build empathy - games that pair up boy’s energy levels with listening and sharing.
Use more kinesthetic, hands-on methods of engaging boys
Boys respond to rules when they are clear, consistent and implemented fairly. They are motivated by end-goals The Council

64. Gender Issues - Boys Offer caring, consistent adult-boy relationships
Provide active participation in leadership, safe and healthy risk taking and community; shift from “getting ahead” to “getting together”
Provide consistent, safe, predictable structures; include calm, soothing environments
Use experiential activities
Provide choices and options to give boys control within their environments
Use humor to help cope with stress
The Council

65. Gender Issues - LGBT
Gay, lesbian, bisexual and transgender (LGBT) students are at a disproportionate risk for bullying and harassment.
84% were verbally harassed in school because of their sexual orientation - GLSEN 2007 (CA)
40% were physically harassed & 19% assaulted in school because of their sexual orientation - GLSEN 2007 (CA)
Those who are bullied are 5 times more likely to be depressed and far more likely to be suicidal.
Anti-gay bullying increases pressure to conform to rigid gender roles, and effects the entire student population. - NMHA 2002
LGBT youth are 2-6 times more likely to attempt suicide. - NMHA 2002

66. Skills and Strategies - Practice Scenarios
Divide into groups (teacher, counselor, aide, administrator mix)
Each group is responsible for one scenario
Discussion - What would YOU do? What action is necessary on the school-wide, classroom, individual (target, bystander or bully) or parent level (5-10 minutes)
Report back to group (5 min. per group)
Feedback

67. Where to Get More Information
Safe School Plan Trainings - SCOE
Resources - School-wide
Sample policies <
BEST - Building Effective Schools Together - Jeffrey Sprague, (541) <
Safe School Ambassadors <
Resources - Classroom Curriculum
Caring School Communities <
Second Step <
CDE Lending Library - California Healthy Kids Resource Center <

68. Where to Get More Information
Resources - Classroom Materials (continued)
Don’t Laugh at Me <
Teaching Tolerance <
Let’s Get Real - <
Hate Hurts - Anti Defamation League
Girls Circle & The Council
Cyberbullying Research Center <cyberbullying.us>
Resources Materials
Stop bullying Now Resource Kit in English and Spanish <
Preventing Bullying A Manual for Schools - Tel: (Toll Free).
<
Preventing Bullying - USDE brochure -
Teens & Bullying Brochures -

69. Where to Get More Information
Lynn Garric, Safe Schools Project Director Sonoma County Office of Education, (707) ;
School Law Enforcement Center Trainings through SCOE <
School Emergency Response Training
Bullying Prevention Training
Writing or Updating Your Safe School Plan Training

70. Workshop Wrap-up Thank you for attending
What is one thing you will do in the next 30 days to extend/use what you’ve learned today?
Please turn in your evaluation
We will your certificate

71. END

72. Violence and Safety, 5th Grade One or more times in last 12 months California vs. Sonoma County
CHKS California Sonoma County
Feel safe at school all the time % %
Feel safe outside of school all the time - 31% %
Hit or pushed at school % %
Hit or pushed most or all of the time - 14% %
Mean rumors spread about you % %
Mean rumors spread about you most or
all of the time % %
Have hit or pushed others % %
Have spread mean rumors about other
kids % %
Have seen gun or knife at school % %

73. Safety at school, 7th-11th Grades California vs. Sonoma County 2006-08
Feel very safe at school CA Sonoma County
7th graders 20% - 25%
9th graders 14% - 16%
11th graders 17% - 18%
Pushed, shoved, hit, etc. at school in past 12 months
7th graders 44% - 41%
9th graders 34% - 30%
11th graders 24% - 20%
Carried a gun at school in past 12 months
7th graders 6% - 5%
9th graders 5% - 6%
11th graders 5% - 4%
Depression: In the last year have you, every day for 2 weeks or more,
felt so sad or hopeless that you stopped doing normal activities…
7th graders 28% - 23%
9th graders 32% - 28%
11th graders 33% %

74. Verbal Harassment at school, 7th-11th Grades One or more times in last 12 months - Sonoma County
Mean Rumors/lies CA Sonoma County
7th graders - 49% - 48%
9th graders - 42% - 43%
11th graders - 40% - 36%
Sexual Jokes/gestures
7th graders - 43% - 41%
9th graders - 48% - 48%
11th graders - 49% - 43%
About Your looks/way you talk
7th graders - 42% - 40%
9th graders - 39% - 38%
11th graders - 35% %

75. Sonoma County Grade 7 Grade 9 Grade 11
Harassed regarding race, ethnicity, religion, gender, sexual orientation, physical or mental disability, one or more times in last 12 months
Sonoma County Grade Grade Grade 11
American Indian/Native Am
Hawaiian or Pacific Islander
Asian
Black or African American
Hispanic or Latino/Latina
White or Caucasian
Other
Multi-Racial

76. Assets and Resiliency in the School Environment 2007-09 CA vs
Assets and Resiliency in the School Environment CA vs. Sonoma County

77. Violence and Safety, 5th Grade One or more times in last 12 months California vs. Humboldt County
CHKS California Humboldt County
Feel safe at school all the time % %
Feel safe outside of school all the time - 31% % *
Hit or pushed at school % % *
Hit or pushed most or all of the time - 14% %
Mean rumors spread about you % %
Mean rumors spread about you most or
all of the time % %
Have hit or pushed others % % *
Have spread mean rumors about other
kids % %
Have seen gun or knife at school % % *
* Rates are 5% point or more or less than the statewide average

78. Safety at school, 7th-11th Grades California vs
Safety at school, 7th-11th Grades California vs. Humboldt County
Feel very safe at school CA Humboldt County
7th graders 20% - 25% *
9th graders 14% - 26% *
11th graders 17% - 27% *
Pushed, shoved, hit, etc. at school in past 12 months
7th graders 44% - 45%
9th graders 34% - 35%
11th graders 24% - 26%
Carried a gun at school in past 12 months
7th graders 6% - 6%
9th graders 5% - 8% *
11th graders 5% - 6%
Depression: In the last year have you, every day for 2 weeks or more,
felt so sad or hopeless that you stopped doing normal activities…
7th graders 28% - 27%
9th graders 32% - 29%
11th graders 33% %

79. Verbal Harassment at school, 7th-11th Grades One or more times in last 12 months - Humboldt County
Mean Rumors/lies CA Humboldt County
7th graders - 49% - 51%
9th graders - 42% - 48%
11th graders - 40% - 44%
Sexual Jokes/gestures
7th graders - 43% - 47%
9th graders - 48% - 51%
11th graders - 49% - 52%
About Your looks/way you talk
7th graders - 42% - 48% *
9th graders - 39% - 41%
11th graders - 35% %
* Rates are 5% point or more or less than the statewide average

80. Harassed regarding race, ethnicity, religion, gender, sexual orientation, physical or mental disability, one or more times in last 12 months
Humboldt County Grade Grade Grade 11
American Indian/Native Am
Asian * *
Black or African American *
Hispanic or Latino/Latina * 39 * 38 *
White or Caucasian
Other *
Multi-Racial *
* Rates are 5% point MORE than the statewide averages

81. Assets and Resiliency in the School Environment 2007-09 CA vs
Assets and Resiliency in the School Environment CA vs. Humboldt County Humboldt County students rate themselves higher than their peers statewide on Most resiliency factors

82. Violence and Safety, 5th Grade One or more times in last 12 months California vs. Mendocino County
CHKS California Mendocino County
Feel safe at school all the time % %
Feel safe outside of school all the time - 31% %
Hit or pushed at school % %
Hit or pushed most or all of the time - 14% %
Mean rumors spread about you % %
Mean rumors spread about you most or
all of the time % %
Have hit or pushed others % %
Have spread mean rumors about other
kids % %
Have seen gun or knife at school % %
* Rates are 5% point or more or less than the statewide average

83. Safety at school, 7th-11th Grades California vs
Safety at school, 7th-11th Grades California vs. Mendocino County
Feel very safe at school CA Mendocino County
7th graders 20% - 19%
9th graders 14% - 16%
11th graders 17% - 22%
Pushed, shoved, hit, etc. at school in past 12 months
7th graders 44% - 53%*
9th graders 34% - 37%
11th graders 24% - 26%
Carried a gun at school in past 12 months
7th graders 6% - 6%
9th graders 5% - 8%
11th graders 5% - 4%
Depression: In the last year have you, every day for 2 weeks or more,
felt so sad or hopeless that you stopped doing normal activities…
7th graders 28% - 32%
9th graders 32% - 35%
11th graders 33% %

84. Verbal Harassment at school, 7th-11th Grades One or more times in last 12 months
Mean Rumors/lies CA Mendocino County
7th graders - 49% - 55%*
9th graders - 42% - 47%*
11th graders - 40% - 44%
Sexual Jokes/gestures
7th graders - 43% - 48%*
9th graders - 48% - 47%
11th graders - 49% - 44%*
About Your looks/way you talk
7th graders - 42% - 47% *
9th graders - 39% - 41%
11th graders - 35% %
* Rates are 5% points more or less than the statewide average

85. Harassed regarding race, ethnicity, religion, gender, sexual orientation, physical or mental disability, one or more times in last 12 months
Mendocino County Grade Grade Grade 11
American Indian/Native Am
Asian
Black or African American
Hispanic or Latino/Latina
White or Caucasian
Other
Multi-Racial
Compared to state rates:
11th graders report higher levels of harassment in Mendocino County
Hispanics/Latino/Latinas report higher levels of harassment in Mendocino County
Whites report very similar rates in Mendocino County

86. Assets and Resiliency in the School Environment CA vs
Assets and Resiliency in the School Environment CA vs. Mendocino County