Safe and Supportive Schools: Bullying and Cyberbullying Prevention and Intervention education.state.mn.us 1

Review The Safe and Supportive Schools Act Review definitions of bullying and cyberbullying; define the protected classes Discuss current school bullying prevention initiatives Review MSS data on bullying and cyberbullying Objectives education.state.mn.us 2

Safe and Supportive Schools Act

Policy—definition of Bullying and Cyberbullying –Listing of the protected classes Identified point person: Investigations and implementation of the act Communicate the policy Training for all staff Recommended: –education for students, –SEL and school climate efforts; –remedial responses, restorative practice – family, student and community involvement Main elements for districts education.state.mn.us 4

Establish a 25 member council Establish the School Safety Technical Assistance Center Develop a model policy Develop procedures for policy review, offered to districts Develop a complaint and TA process for schools, parents and students Main elements for MDE education.state.mn.us 5

Bully definition: elements Bullying has common elements: –Imbalance of power, –intent to cause harm –and repetition. » “A person is being bullied when she/he is exposed, repeatedly and over time, to negative actions on the part of one or more persons, and she/he has difficulty defending her/himself.” Olweus, et.al., 2007

Cyber Bullying “Electronic Aggression” “Any kind of aggression perpetrated through technology—any kind of harassment or bullying (teasing, telling lies, making fun of someone, making rude or mean comments, spreading rumors, or making threatening or aggressive comments) that occurs through , a chat room, instant messaging, a website (including blogs), or text messaging.” Centers for Disease Control,

THE PROTECTED CLASSES An overview

SSS statute Language … including those based on a person’s actual or perceived: race, ethnicity, color, creed, religion, national origin, immigration status, sex, marital status, familial status, socioeconomic status, physical appearance, sexual orientation, including gender identity and expression, academic status related to student performance, disability, status with regard to public assistance, age, or any additional characteristic defined in Chapter 363A.

Minnesota’s Human Rights Law Office of the Revisor of Statutes Chapter 363A. Human Rights Definitionshttps:// In place since 1993

terminology basics: gender identity refers to a person's sense of being male (a man or boy), female (a woman or girl), or other gender (e.g., transgender, bigender, or gender queer - a rejection of the traditional binary classification of gender). –Child Trends: 5 things to know about LGBTQ Students

terminology basics, continued Sexual orientation refers to an enduring pattern of or disposition to experience sexual or romantic desires for, and relationships with, people of the other sex (heterosexual), one's same sex (homosexual), or both sexes (bisexual). –Child Trends: 5 things to know about LGBTQ Students

Gender expression is the manifestation of characteristics in one’s personality, appearance and behavior that are culturally defined as masculine or feminine. –2011 Institute of Medicine: The Health of LGBT People: building a foundation for better understanding Gender Expression education.state.mn.us 13

Harassment and Bullying You ##*+% {person of a race, creed, religion, sex, sexual orientation, disability, etc.} #%$%$!! You #$#% { person with glasses, tall, short, stout, thin, loner, in band, not in band, etc. } 14

Do you, your students or parents identify with these classes? race, ethnicity, color, creed, religion, national origin, immigration status, sex, marital status, familial status, socioeconomic status, physical appearance, sexual orientation, including gender identity and expression, academic status, disability, status with regard to public assistance, age… –MS Chapter 363A.

education.state.mn.us 16

Importance “Bullying behavior includes actions meant to intimidate, stigmatize, or socially isolate its victims. It is not just a phase children will outgrow. Bullying has long-term effects. It puts both the victim and the bully at higher risk for social and emotional problems and academic failure.” eXtension. Bullying: Resources for Parents. resources-for-parents#.U9GTp7HeLjUhttp:// resources-for-parents#.U9GTp7HeLjU

education.state.mn.us 18 The Minnesota Student Survey, 2013 “Before you can reshape the norms in your school, you need to find out what your students believe is happening.”

Frequency of Bullying + Harassment 45.8% bullied at least once in past 30 days 17.2% bullied weekly or more in past 30 days 5.2% bullied daily in past 30 days

Victims + Bullies Victim only in past month Bully only in past month Victim + bully in past month

Types of Bullying Behaviors 1.Students spread mean rumors or lies about you once or more in past month: 27.4% 2.Students excluded you from friends, other students, or activities in past month: 25.8% 3.Students made sexual jokes, comments, or gestures towards you in past month: 22.4% 4.Students pushed, shoved, slapped, hit or kicked you once or more in past month: 16.5% 5.Students threatened to beat you up once or more in past month: 12.1%

Cyber-Bullying  13.7% cyber-bullied at least once in past month  3.3% cyber-bullied weekly or more in past month  0.7% cyber-bullied daily in past month

Reasons Students Bullied or Harassed Once or More in Past Month 1.Weight or physical appearance: 22.5% 2.Race, ethnicity, or national origin: 9.1% 3.Sexual orientation, or perceived orientation: 7.2% 4.Religion: 7.1% 5.Gender: 6.8% 6.Physical or mental disability: 5.6%

Victims by Gender FEMALES  Female students are 2.2 times more likely to report being harassed for their gender  Females students are 1.8 times more likely to report being excluded from friends, and activities  Females students are 1.6 times more likely to report that other students spread mean rumors or lies about them MALES  Male students are 1.6 times more likely to report that other students threatened to beat them up  Male students are 1.4 times more likely to report being pushed, shoved, slapped, hit or kicked  Male students are 1.3 times more likely to report being harassed for their sexual orientation (or perceived orientation)

Safe and Supportive Schools

Whole school –Focus on the positive: strengths assets and protective factors –Relationship and community-building Teach the behaviors you want to see –Adult behavior –Student behavior Family involvement Data analysis –Qualitative –Quantitative Prevention education.state.mn.us 26

Discussion What stood out? What you want more information on? education.state.mn.us 27

Smile at students. Call them by name. School Safety Technical Assistance Center Craig Wethington Interim Director Nancy Riestenberg Restorative Practices Specialist Thanks! education.state.mn.us 28 Photo: John McCrae

Resources University of Minnesota Extension: teens/resources-professionals/teen-link/bullying/ teens/resources-professionals/teen-link/bullying/ PACER’s National Bullying Prevention Center: StopBullying.gov Minnesota Department of Education Safe SchoolsSafe Schools Violence Prevention Works Prevention Network of Canada