1. Discrimination, Harassment and Bullying Reporting and Coaching Jj Jim Watson Margaret Mazzotta Rose Wilde Committee for Children

2. Harassment, Bullying and Discrimination Defined Any act that substantially interferes with a student’s educational benefits, opportunities or performance and that has the effect of: 1) physically harming a student or damaging a student’s property; or Jj

3. Harassment, Bullying and Discrimination Defined 2) knowingly placing a student in reasonable fear of physical harm to the student or damage to the student’s property; or 3) creating a hostile educational environment; or 4) harming the student through humiliation, exclusion, rumors, or verbal or non-verbal hostility. Jj

4. By law have a basis: Racial or sexual; disability; sexual orientation; age or religion; socioeconomic, marital or familial status; physical or linguistic characteristics Jm Harassment and Discrimination Bullying Has no obvious basis Involves a power difference - the person bullying is bigger, older, higher status, has more peer supporters, etc.

5. Mm Harassment, Bullying and Discrimination Responsibilities Staff must act on AND document any incident that is observed or reported which takes place on or immediately adjacent to school grounds, at any school sponsored activity, on any school provided transportation or at any official bus stop. See Harassment Law and Policy handout.

6. Harassment, Bullying and Discrimination Goals of this workshop Develop skills to: –Recognize these behaviors –Accept reports –Support students making reports –Develop safety plans –Intervene effectively –Follow through on options generated Mm

7. Recognizing/Reacting to Discrimination, Harassment and Bullying Mj Recognize Refuse Report

8. Dealing with Discrimination, Harassment and Bullying Jj Harassment, bullying and discrimination are handled differently than conflict! What skills do bystanders need to help? How do we teach them and support their use?

9. Accepting Reports - 4A #1 Jj the Child’s Feelings Examples: “You did the right thing!” “That must make you really mad!” Probably not time for open ended questions

10. Questions Examples: “Tell me what happened.” “It doesn’t sound like this is the first time it has happened. Has it happened before?” “What did you do? Did it help?” Accepting Reports - 4A #2 Jj

11. the child’s safety Examples: “What would you like to happen?” Are there other places you worry about? “When, where, and with whom do you feel safe?” Accepting Reports - 4A # 3 Jj

12. Set up a temporary safety plan with student Tell the child what will happen next Contact coach and adult supervisors Coaching should occur soon (within 72 hrs) Accepting Reports - 4A # 4 Jm

13. Coaching Meet with students separately Meet with student who may have been targeted first If appropriate, allow each student to play a part in generating options for the future Options can be generated without getting to the bottom of the incident Mj

14. Coaching the targeted student Blaming the victim is the equivalent of re-victimizing There is NO excuse for bullying or discrimination! Coaching of targeted students must be focused on the future - NOT WHAT THEY SHOULD HAVE DONE Aim for empowerment of the targeted student Stress the need for and process of reporting all future incidents Any teaching of skills or techniques to targeted students should be separated from reporting and coaching Jj

15. Coaching the targeted student Affirm the child’s feelings - more open ended - “How did you feel?” Assure them that they are not alone and it isn’t their fault. Ask questions Has anything worked in the past? Generate options for the future (as appropriate) safety plan, effective responses Document and Follow-up Jm

16. Mr Identify the problem and diffuse reporting responsibility (“I usually hear these things from many people”) Ask questions and gather information (with an open mind as to guilt - “This is how others see it. What shall we do?” “Think about what you might do if it did happen?”) Apply consequences (as required and helpful - we want to help!!!) Agree to actions to be taken Document and follow-up Coaching the Accused Student

17. What about abuse taking the form of harassment and bullying elsewhere? Help the student devise a safety plan It is possible for students who witness or experience abuse at home to learn that there are other ways to relate to people Womenspace can help 485-8232 : –Curricula –Curricula adaptations –Guest speakers –Consultation Rj Problems Outside of School