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

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

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

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

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

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

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.

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.

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.

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

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

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 emails, 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

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

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

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

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

CBCT - Intervention Take action immediately when cyberbullying takes place Save the e-mail 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

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

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)

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.

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

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

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

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

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)

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

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

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

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

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

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"

Every Day in America... 160,000 children miss school for fear of being bullied National Association of School Psychologists - 2001

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

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

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

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

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

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

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

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

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

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

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

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

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”

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

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

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)

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

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?

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.”

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

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.

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

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

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 www.stopbullyingnow.hrsa.gov

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

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

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

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

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

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

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

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

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 www.whitehouse.gov/itgetsbetter

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

Where to Get More Information Safe School Plan Trainings - SCOE Resources - School-wide Sample policies <http://www.cde.ca.gov/ls/ss/se/samplepolicy.asp> BEST - Building Effective Schools Together - Jeffrey Sprague, (541) 346-3592 <http://education.uoregon.edu> Safe School Ambassadors <www.community-matters.org> Resources - Classroom Curriculum Caring School Communities <www.devstu.org> Second Step <www.cfchildren.org> CDE Lending Library - California Healthy Kids Resource Center <www.californiahealthykids.org>

Where to Get More Information Resources - Classroom Materials (continued) Don’t Laugh at Me <www.dontlaugh.org> Teaching Tolerance <www.teachingtolerance.org> Let’s Get Real - <www.respectforall.org> Hate Hurts - Anti Defamation League www.adl.org Girls Circle & The Council www.girlscircle.com www.boyscouncil.com Cyberbullying Research Center <cyberbullying.us> Resources Materials Stop bullying Now Resource Kit in English and Spanish <www.stopbullyingnow.hrsa.gov> Preventing Bullying A Manual for Schools - Tel: 877-433-7827 (Toll Free). <www.cde.ca.gov/ls/ss/se/bullyres.asp> Preventing Bullying - USDE brochure - Teens & Bullying Brochures - www.etr.org

Where to Get More Information Lynn Garric, Safe Schools Project Director Sonoma County Office of Education, (707) 524-2802; lgarric@scoe.org School Law Enforcement Center Trainings through SCOE <www.scoe.org/training> School Emergency Response Training Bullying Prevention Training Writing or Updating Your Safe School Plan Training

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 email your certificate

END

Violence and Safety, 5th Grade One or more times in last 12 months California vs. Sonoma County 2006-2008 CHKS California Sonoma County Feel safe at school all the time - 54% - 57% Feel safe outside of school all the time - 31% - 34% Hit or pushed at school - 50% - 47% Hit or pushed most or all of the time - 14% - 11% Mean rumors spread about you - 51% - 47% Mean rumors spread about you most or all of the time - 15% - 11% Have hit or pushed others - 39% - 36% Have spread mean rumors about other kids - 30% - 25% Have seen gun or knife at school - 23% - 22%

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% - 30%

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% - 34%

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 7 Grade 9 Grade 11 American Indian/Native Am 29 36 27 Hawaiian or Pacific Islander 42 28 33 Asian 32 35 37 Black or African American 39 46 41 Hispanic or Latino/Latina 29 29 32 White or Caucasian 26 27 20 Other 28 34 34 Multi-Racial 33 35 30

Assets and Resiliency in the School Environment 2007-09 CA vs Assets and Resiliency in the School Environment 2007-09 CA vs. Sonoma County 2006-08

Violence and Safety, 5th Grade One or more times in last 12 months California vs. Humboldt County 2006-2008 CHKS California Humboldt County Feel safe at school all the time - 54% - 52% Feel safe outside of school all the time - 31% - 39% * Hit or pushed at school - 50% - 57% * Hit or pushed most or all of the time - 14% - 14% Mean rumors spread about you - 51% - 54% Mean rumors spread about you most or all of the time - 15% - 16% Have hit or pushed others - 39% - 44% * Have spread mean rumors about other kids - 30% - 29% Have seen gun or knife at school - 23% - 31% * * Rates are 5% point or more or less than the statewide average

Safety at school, 7th-11th Grades California vs Safety at school, 7th-11th Grades California vs. Humboldt County 2006-08 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% - 33%

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% - 35% * Rates are 5% point or more or less than the statewide average

Harassed regarding race, ethnicity, religion, gender, sexual orientation, physical or mental disability, one or more times in last 12 months Humboldt County Grade 7 Grade 9 Grade 11 American Indian/Native Am 35 34 31 Asian 42 * 30 39 * Black or African American 33 39 * Hispanic or Latino/Latina 41 * 39 * 38 * White or Caucasian 33 31 24 Other 32 38 35 * Multi-Racial 36 33 38 * * Rates are 5% point MORE than the statewide averages

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

Violence and Safety, 5th Grade One or more times in last 12 months California vs. Mendocino County 2007-2009 CHKS California Mendocino County Feel safe at school all the time - 54% - % Feel safe outside of school all the time - 31% - % Hit or pushed at school - 50% - % Hit or pushed most or all of the time - 14% - % Mean rumors spread about you - 51% - % Mean rumors spread about you most or all of the time - 15% - % Have hit or pushed others - 39% - % Have spread mean rumors about other kids - 30% - % Have seen gun or knife at school - 23% - % * Rates are 5% point or more or less than the statewide average

Safety at school, 7th-11th Grades California vs Safety at school, 7th-11th Grades California vs. Mendocino County 2007-09 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% - 37%

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% - 37% * Rates are 5% points more or less than the statewide average

Harassed regarding race, ethnicity, religion, gender, sexual orientation, physical or mental disability, one or more times in last 12 months Mendocino County Grade 7 Grade 9 Grade 11 American Indian/Native Am 30 31 42 Asian Black or African American Hispanic or Latino/Latina 37 34 46 White or Caucasian 32 29 25 Other 38 24 38 Multi-Racial 33 35 42 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

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