Presentation on theme: "Creating School Cultures of Health, Safety and Respect"— Presentation transcript:
1Creating School Cultures of Health, Safety and Respect A presentation for Staff & FacultySeptember 2009
2Department’s Student Priority: Safety & Well-being 1o f 3 student prioritiesOur mission:Ensure we exemplify the healthy, safe, and respectful teaching and learning environments where all student diversities are honored and valued.Safety & well-being prerequisite to student academic and social successEstablish compassionate and rigorous learning environmentsStudents need to feel safe & secure to maximize their growth potentials in risk-free environments
3Our School’s Investment in Prevention Insert copy of your school’s behavioral expectations matrix or core ethical valuesAppropriate student behaviors are modeled by adults on campus andAcknowledged by adults and studentsOur goal is to provide 6 positives to 1 negative in recognizing appropriate behaviors
4Increased Attention to Bullying National Data 15, 686 students 6th-10th graders (Nansel, 2003)19% had engaged in bullying behaviors17% had been victims6% had been both victims & bullierIncreasing number reporting being bothOccurs most frequently from grade 6 to 8Males more than females are bullies & victimsMales more physically bulliedFemales more verbally or psychologically bullied
5National Data Secret Service & US DOE Research Report on 37 shootings including Columbine¾ of student shooters felt bullied, threatened, attacked or injured by othersColumbine shooters bullied othersSeveral shooters reported experienced long-term & severe bullying and harassment from peers
6Is bullying a problem in Hawaii schools? 2007 Youth Behavioral Risk Survey2 in 3 middle school students in Hawaii say bullying is a problem1 in 2 high school students in Hawaii say bullying is a problem6
7Is bullying & harassment a problem? Hawaii Youth Risk Behavioral Survey (YRBS) 2007Middle School (%)High School (%)Had been hurt by having mean things said to them on internet or2024Had been hurt by hitting, punching, or kicking while on school property one or more times33Had been hurt by having mean things said to them while on school property45Had been harassed because someone thought they were gay, lesbian, or bisexual1013Hawaii DOE Official Enrollment Count 35,584 Middle School Students (68% ~ 24,179)Hawaii DOE Official Enrollment Count 82,681 High School Students (55% ~ 25,903)Total of 50,000 students in public schools identify harassment and bullying by other students as a problem at school.Hawaiian student were also 4 times more like to believe harassment and bullying was a problem at their school than US students.7
8When Bullying Happens . . . Bully Bystander All in the triangle are impacted.Any bullying prevention/intervention program mustaddress all three groups.BystanderVictim/Target
9Sometimes Hard To Detect Teasing, hitting, pushing can be playful or bullyingTakes place in areas not well supervised by adultse.g., schools, homes, or communitiesMaybe subtle such as: social exclusion, note-passing, threatening looksMany students don't report, fear:Retaliation by student doing the bullyingAdults won't take concerns seriously or will act inappropriate in dealing with incident
10Myth #1 About Bullying Bullying is same thing as conflict. Bullying = Aggressive behavior, imbalance of power, often repeated over timeStudent has hard time defending him/herselfConflict =Antagonism among 2 or more peopleConflict resolution or mediation sometimes misused to solve bullyingInappropriate message – both are partly right and partly wrongAppropriate message for child who is bullied:“Bullying is wrong and no one deserves to be bullied. We are going to do everything we can to stop it.”
11Myth #2 About Bullying Name calling, rumor spreading, etc. Most bullying is physical, i.e., hitting, shoving, kicking.Most common bullying = Verbal bullyingName calling, rumor spreading, etc.Also common = Bully via Social IsolationShunning, leaving one out on purpose
12Myth #3 About BullyingBullying isn’t serious. It’s just a matter of “kids being kids.”Bullying extremely seriousAffects mental well being, academic work & physical health of those targetedVictimsLower self-esteem, higher rates of depression, loneliness, anxiety, & suicidal thoughtsMore likely avoid school, have higher absenteeismStudents who bullyMore likely engage in other antisocial, violent or troubling behaviorsBystandersObserving incident also be impacted negatively
13Myth #4 About BullyingBullied kids need to learn how to deal with bullying on their own.Many do not have confidence & skills to stop bullying when it happensShould not expect students to deal with bullying on their ownAdults play critical roles in helping to stop bullying
14Chapter Definition“Bullying” means any written, verbal, graphic, or physical act that a student or group of students exhibits toward other particular student(s) and the behavior causes mental or physical harm to the other student(s); and is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abusive educational environment for the other student(s).
15Impact of Bullying & Harassment Harmful effects well documented in research literatureRanges from feelings of:Shame, fear, loneliness, anger, low self-esteem to decline in academic performance, avoidance of certain places, ostracized by peers, to escalation of overt violence on campus
16“Two minutes of bullying can last a lifetime.” 11 year old male, 5th grade studentI get called “gay” everyday in the classroom“I want to kill myself. I can’t take it anymore.”Student is outcast & his peers will not touch anything he has prior contact with.Has reported to teacher, counselor, and vice principal, but met with ambivalence.Teachers describe student as “enigma” implying there is little school can do about his inherently provocative personality.
17“Two minutes of bullying can last a lifetime.” 16 year old girl moved from foreign country to HawaiiSmall group of boys would mock her and mimic her accent every time she stood in front of the class to recite or give a reportOver time, she decided never to say another word in classAs result, began to fail in classShe noted sadly that teacher never intervened even once to stop the harassment & sometimes smiled when the boys made fun of her
18“Two minutes of bullying can last a lifetime.” 25-year old tearfully recalls anguish felt as overweight child in elementary schoolKids called her “the Whale”She tried very hard to get to stop by bringing students presentsBut they continued to tease herEventually became very isolated & ate lunch in the bathroomBecame anorexic over the summerAt school they called her “anorexic bitch”Yet, no teacher intervened and tried to help herToday she remains severely eating disordered
19Types of Bullying Horne and Orpinas, 2007 Physical Verbal Relational Social isolationSexual (harassment)CyberbullyingHorne and Orpinas, 2007
20What Rewards Bullying Behavior? Most commonAttention from bystandersAttention and reaction of victimAccess to resources (materials, activities)Self –delivered reward
21Creating Programs That Work Most effective strategy:“The entire school as a community to change the climate of the school and the norms of behavior.”
22Effective Bullying Prevention Program: Establish . . . CLEAR school-wide message that bullying is unacceptablePositive school climate and implement school-wide rules against bullyingIncorporate BOE 2109 Character Policy into grade curriculaCommitment from all students, parents, and staff that they are part of the anti-bullying solution.Train all school personnel how to prevent and intervene when they witness bullying
24Teach All Students . . .3 STEP Process How To STOP Something You Don’t Like Teach students the schoolwide “stop signal”Model when experience problem behaviorPractice often with student volunteersWalk awaySometimes even when indicate “stop”, problem behavior will continueIf this happens, students are to “walk away” from problemPractice “walking away” with student volunteers in classTalk: Report problems to an adultIf “stop” & “walk away” does not work, students should “talk” to an adultModel and practice the “talk” technique
25However, if in DANGER . . .If any student is in danger, “stop” and “walk” steps should be skipped, and the incident should be reported immediately.
26Where Is The Line Between Tattling And Reporting? "Talking" is when you have tried to solve the problem yourself, and have used the "stop" and “walk" steps first“Tattling” is when you do not use the "stop" and "walk away" steps before "talking" to an adultTattling is when your goal is to get the other person in trouble
27Practice Strategies with Students Students who often are verbally, physically aggressive:Pre-correctionOn-site practiceStudents who often are Victims:Extra teaching about what might be reinforcingBystandersTeach 3 step processTeach not to reinforce problem behaviorOtherwise bulliers will gain peer attention/objects for inappropriate behavior
28Other Prevention Strategies Be visible and vigilant (in hallways, cafeterias, playground…). Increase/improve supervision in areas where bullying tends to occurWeave bullying awareness into the curriculumBe aware of seating arrangements
29Other Prevention Strategies Meet the needs of individual studentsCreate an “open-door policy” for studentsInform parents about bullying prevention effortsArticles about bullying prevention in school newsletter
30Reflection . . .Think about a time when you were truly respected.How can we create those feelings of being respected in our classrooms and school?Share 3-5 specific ways
32Table TalkWhat are possible actions we should continue or initiate as a whole school regarding prevention of bullying and harassment?As classroom teachers and staff?What activities should we initiate/maintain with our school community regarding bullying and harassment?