commit a9620b429db6901f8457eb5b0b05ceedc88c0c9c Author: Scott Williams Date: Tue Feb 25 13:18:16 2025 -0500 Initial commit. diff --git a/README.md b/README.md new file mode 100644 index 0000000..87ffe08 --- /dev/null +++ b/README.md @@ -0,0 +1,4 @@ +Stop Bullying +============= + +A dump of public data resources from [StopBullying.gov](https://www.stopbullying.gov). diff --git a/at-risk/effects b/at-risk/effects new file mode 100644 index 0000000..f1445bd --- /dev/null +++ b/at-risk/effects @@ -0,0 +1,1193 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Effects of Bullying | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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An official website of the United States government

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Effects of Bullying +

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Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying—or something else—is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, social, emotional, academic, and mental health issues. Kids who are bullied are more likely to experience:

  • Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.
  • Health complaints
  • Decreased academic achievement—GPA and standardized test scores—and school participation. They are more likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids who bully are more likely to:

  • Abuse alcohol and other drugs in adolescence and as adults
  • Get into fights, vandalize property, and drop out of school
  • Engage in early sexual activity
  • Have criminal convictions and traffic citations as adults 
  • Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

Kids who witness bullying are more likely to:

  • Have increased use of tobacco, alcohol, or other drugs
  • Have increased mental health problems, including depression and anxiety
  • Miss or skip school

The Relationship between Bullying and Suicide

Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors. 

Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse.

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An official website of the United States government

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Race, Ethnicity, National Origin & Religion +

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Schools and communities that respect diversity can help protect children against bullying behavior. However, when children are not in supportive environments, they may be at a higher risk of being bullied. Instances of bullying and harassment based on race, ethnicity, national origin, and religion may rise as a response to social, political, and world events. For example, Jewish, Israeli, Muslim, Arab, and Sikh students, as well as Asian American, Native Hawaiian, and Pacific Islander students have all reported increases in bullying and harassment in recent years.

Children of any religion or faith may be bullied because of faith-related practices, such as prayer, fasting, the avoidance of certain foods or activities, and wearing visible faith-related attire. For example, Muslim girls who wear hijabs (head scarves), Sikh boys who wear patka or dastaar (turbans), and Jewish boys who wear a kippah (yarmulke or skullcap) report being targeted because of these visible symbols of their religions. They could even be physically bullied by the forceful removal of these significant clothing items by others.

Children may also be bullied, harassed, or stereotyped based on racial, ethnic, or ancestral characteristics, such as skin color, cultural practices, and language spoken.

When bullying is sufficiently serious and based on race, ethnicity, national origin, or religion, it may be considered discriminatory harassment. Learn more about federal civil rights laws.

If you or someone you know has been bullied because of their race, ethnicity, national origin, or religion at school you can:

  • Notify a school leader or trusted adult.
  • Write down the details.
  • Ask for a language interpreter and translated documents and messages if you need help communicating with school staff in a language other than English.
  • Consider filing a complaint with the U.S. Department of Justice or the U.S. Department of Education. Both agencies can review complaints about schools.

In addition to the resources listed on this page, the federal government can provide help to students and their families, as well as school support staff, teachers, district and school administrators, personnel in institutions of higher education, and state administrators, to improve conditions for learning.” The National Center on Safe Supportive Learning Environments offers a variety of technical assistance.

Resources

Confronting Discrimination Based on National Origin and Immigration Status - PDF
العربي (Arabic) | 简体字 (Chinese – Simplified) | 簡體字 (Chinese – Traditional) | فارسی (Farsi) |Kreyòl ayisyen (Haitian Creole) | پښتو (Pashto) |Soomaali (Somali) | Español (Spanish) | Tiếng Việt (Vietnamese)

Combatting Discrimination Against Asian American, Native Hawaiian, Pacific Islander, and Muslim, Arab, Sikh, and South Asian Students - PDF
العربية (Arabic) |  বাঙালি/বাঙ্গালী (Bengali) | မြန်မာစကား (Burmese) |  ខ្មែរ (Cambodian) | 简体字 (Chinese – Simplified) | 簡體字 (Chinese – Traditional) | Hakha Chin | Hmoob (Hmong) |한국어 (Korean) | ਪੰਜਾਬੀ (Punjabi) | Soomaali (Somali) | Tagalog (Tagalog) | اُردُو (Urdu) | Tiếng Việt (Vietnamese)

Confronting Discrimination Based on Religion in Schools - PDF
العربية (Arabic)

Know Your Rights: Title VI and Religion - PDF

Protecting Students from Discrimination Based on Shared Ancestry or Ethnic Characteristics - PDF
Soomaali (Somali) | Español (Spanish)

Combatting Discrimination Against Asian American, Native Hawaiian, Pacific Islander, and Muslim, Arab, Sikh, and South Asian Students - PDF
العربية (Arabic) |  বাঙালি/বাঙ্গালী (Bengali) | မြန်မာစကား (Burmese) | ខ្មែរ (Cambodian) | 简体字 (Chinese - Simplified) | 簡體字 (Chinese - Traditional) | Hakha Chin | Hmoob (Hmong) | 한국어 (Korean) | ਪੰਜਾਬੀ (Punjabi) | Soomaali (Somali) | Tagalog (Tagalog) | اُردُو (Urdu) | Tiếng Việt (Vietnamese)

Understanding and Preventing Youth Hate Crimes and Identity Based Bullying Virtual Symposium (Day 1) | Office of Juvenile Justice and Delinquency Prevention (ojp.gov)

Understanding and Preventing Youth Hate Crimes and Identity-Based Bullying - PDF

Resources for Preventing and Addressing Islamophobia in Schools

Resources for Preventing and Addressing Antisemitism in Schools

Toolkit of Behavioral Health Resources Pertaining to the Israel-Hamas Conflict (SAMHSA.gov)

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An official website of the United States government

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Bullying and Youth with Disabilities and Special Health Needs +

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Children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments—may increase the risk. Research suggests that some children with disabilities may bully others as well.

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Kids with special health needs, such as epilepsy or food allergies, also may be at higher risk of being bullied. Bullying can include making fun of kids because of their allergies or exposing them to the things they are allergic to. In these cases, bullying is not just serious, it can mean life or death.

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Creating a Safe Environment for Youth with Disabilities

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Special considerations are needed when addressing bullying in youth with disabilities. There are resources to help kids with disabilities who are bullied or who bully others. Youth with disabilities often have Individualized Education Programs (IEPs) or Section 504 plans that can be useful in crafting specialized approaches for preventing and responding to bullying. These plans can provide additional services that may be necessary. Additionally, civil rights laws protect students with disabilities against harassment.

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Creating a Safe Environment for Youth with Special Health Needs

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Youth with special health needs—such as diabetes requiring insulin regulation, food allergies, or youth with epilepsy— may require accommodations at school. In these cases they do not require an Individualized Education Program or Section 504 plan. However, schools can protect students with special health needs from bullying and related dangers. If a child with special health needs has a medical reaction, teachers should address the medical situation first before responding to the bullying. Educating kids and teachers about students’ special health needs and the dangers associated with certain actions and exposures can help keep kids safe.

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Federal Civil Rights Laws and Youth with Disabilities

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When bullying is directed at a child because of his or her established disability and it creates a hostile environment at school, bullying behavior may cross the line and become “disability harassment.”  Under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, the school must address the harassment. Read more about federal civil rights laws.

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Bullying Prevention for Children with Special Health Care Needs

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Having special health care needs due to neurological, developmental, physical, and mental health conditions can add to the challenges children and young people face as they learn to navigate social situations in school and in life. While bullying and cyberbullying is an unfortunate reality for many young people, children with special healthcare needs are at greater risk for being targeted by their peers.

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One reason children and young adults with special health care needs might be at higher risk for bullying is lack of peer support. Having friends who are respected by peers can prevent and protect against bullying. Ninety-five percent of 6- to 21-year-old students with disabilities were served in public schools in 2017. However, children with special health care needs may have difficulty getting around the school, trouble communicating and navigating social interactions, or may show signs of vulnerability and emotional distress. These challenges can make them be perceived as different, and increase their risk of aggression from peers.

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Young people with special needs may benefit from, both individualized and class-wide approaches to address the specific effects of their condition and prevent them from becoming the target or perpetrator of bullying. Teachers, school staff, and other students need to understand the specific impairments of a child’s health condition, so that they can develop strategies and supports to help them participate and succeed in class and with their peers.

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Potential Perceived Differences

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Children and youth with special needs are impacted by their conditions in a variety of ways. Every child is unique, and so are the ways that their health condition affects them. Some impairments, such as brain injuries or neurological conditions, can impact a child’s understanding of social interactions and they may not even know when they are being bullied. Here are a few ways that disabilities may affect children:

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  • Children and youth with cerebral palsy, spina bifida, or other neurological or physical conditions can struggle with physical coordination and speech.
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  • Brain injuries can impair speech, movement, comprehension, and cognitive abilities or any combination of these. A child or youth with a brain injury may have trouble with body movements, or speaking in a way that others can understand. It could take them longer to understand what is being said or to respond.
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  • Children and young people with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Tourette’s Syndrome may have difficulties with social interactions, sensitivities, impulsivity, and self-regulating their behavior or effectively communicating.
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  • A child or young person who experiences anxiety or depression or who has a mental health condition may be withdrawn, quiet, fearful, anxious, or vulnerable. They may exhibit intense social awkwardness or have difficulty speaking.
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  • Children who have epilepsy or behavioral disorders may exhibit erratic or unusual behavior that makes them stand out among their peers.
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Supporting Special Needs and Preventing Bullying at School

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Strategies to address student’s special needs at school can also help to prevent bullying and have positive outcomes for all students, especially tactics that use a team approach, foster peer relationships, and help students develop empathy. Some strategies include:

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  • Engaging students in developing high-interest activities in which everyone has a role to play in designing, executing or participating in the activity.
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  • Providing general up-front information to peers about the kinds of support children with special needs require, and have adults facilitate peer support.
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  • Creating a buddy system for children with special needs.
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  • Involving students in adaptive strategies in the classroom so that they participate in assisting and understanding the needs of others.
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  • Conducting team-based learning activities and rotate student groupings.
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  • Implementing social-emotional learning activities.
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  • Rewarding positive, helpful, inclusive behavior.
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Peer Support Makes a Difference

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Here are a few examples of innovative strategies used by schools to promote peer-to-peer learning, foster relationships, and prevent bullying:

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  • One high school created a weekly lunch program where student’s with and without special healthcare needs sat and ate lunch together. Several senior students led the group, and invited their friends to join. All kinds of students participated. The students got to know each other through question and answer periods and discussions over lunch. They discovered things they had in common and formed friendships. A group of them went to the prom together.
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  • Youth at one school held a wheelchair soccer night. Students with special healthcare needs that used wheelchairs coached their peers in how to use and navigate the wheelchairs to play. The students helped another peer who used a wheelchair who was interested in photography by mounting a digital camera on her chair so she could be the game photographer.
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  • Another school created a club rule that required clubs to rotate leadership responsibilities in club meetings so that every member had a chance to run the group. This allowed students with special health care needs to take on leadership roles.
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Peer support is an important protective factor against bullying. By working together, teachers, parents and students can develop peer education, team-building, and leadership activities that foster friendships, build empathy, and prevent bullying to make schools safer and inclusive for all students, including children with special healthcare needs.

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An official website of the United States government

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Who Is at Risk +

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No single factor puts a child at risk of being bullied or bullying others. Bullying can happen anywhere—cities, suburbs, or rural towns. Depending on the environment, some groups—youth with disabilities and socially isolated youth—may be at an increased risk of being bullied. Stigma can also spread false and harmful information that can lead to increasing rates of bullying, harassment, and hate crimes against certain groups of people.

Children at Risk of Being Bullied

Generally, children who are bullied have one or more of the following risk factors:

  • Are perceived as different from their peers, such as being overweight or underweight, wearing glasses or different clothing, being new to a school, or being unable to afford what kids consider “cool”
  • Are perceived as weak or unable to defend themselves
  • Are depressed, anxious, or have low self esteem
  • Are less popular than others and have few friends
  • Do not get along well with others, seen as annoying or provoking, or antagonize others for attention

However, even if a child has these risk factors, it doesn’t mean that they will be bullied.

Children More Likely to Bully Others

There are two types of kids who are more likely to bully others:

  • Some are well-connected to their peers, have social power, are overly concerned about their popularity, and like to dominate or be in charge of others.
  • Others are more isolated from their peers and may be depressed or anxious, have low self esteem, be less involved in school, be easily pressured by peers, or not identify with the emotions or feelings of others.

Children who have these factors are also more likely to bully others;

  • Are aggressive or easily frustrated
  • Have less parental involvement or having issues at home
  • Think badly of others
  • Have difficulty following rules
  • View violence in a positive way
  • Have friends who bully others

Remember, those who bully others do not need to be stronger or bigger than those they bully. The power imbalance can come from a number of sources—popularity, strength, cognitive ability—and children who bully may have more than one of these characteristics.

Additional Resources

That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Warning Signs for Bullying +

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There are many warning signs that may indicate that someone is affected by bullying—either being bullied or bullying others. Recognizing the warning signs is an important first step in taking action against bullying. Not all children who are bullied or are bullying others ask for help.

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It is important to talk with children who show signs of being bullied or bullying others. These warning signs can also point to other issues or problems, such as depression or substance abuse. Talking to the child can help identify the root of the problem.

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Signs a Child Is Being Bullied

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Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs.

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Some signs that may point to a bullying problem are: 

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  • Unexplainable injuries
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  • Lost or destroyed clothing, books, electronics, or jewelry
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  • Frequent headaches or stomach aches, feeling sick or faking illness
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  • Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch.
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  • Difficulty sleeping or frequent nightmares
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  • Declining grades, loss of interest in schoolwork, or not wanting to go to school
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  • Sudden loss of friends or avoidance of social situations
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  • Feelings of helplessness or decreased self esteem
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  • Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide
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If you know someone in serious distress or danger, don’t ignore the problem. Get help right away.

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Signs a Child is Bullying Others

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Kids may be bullying others if they:   

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  • Get into physical or verbal fights
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  • Have friends who bully others
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  • Are increasingly aggressive
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  • Get sent to the principal’s office or to detention frequently
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  • Have unexplained extra money or new belongings
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  • Blame others for their problems
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  • Don’t accept responsibility for their actions
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  • Are competitive and worry about their reputation or popularity
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Why don't kids ask for help?

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Statistics from the 2018 Indicators of School Crime and Safety - PDF show that only 20% of school bullying incidents were reported. Kids don’t tell adults for many reasons:

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  • Bullying can make a child feel helpless. Kids may want to handle it on their own to feel in control again. They may fear being seen as weak or a tattletale.
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  • Kids may fear backlash from the kid who bullied them.
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  • Bullying can be a humiliating experience. Kids may not want adults to know what is being said about them, whether true or false. They may also fear that adults will judge them or punish them for being weak.
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  • Kids who are bullied may already feel socially isolated. They may feel like no one cares or could understand.
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  • Kids may fear being rejected by their peers. Friends can help protect kids from bullying, and kids can fear losing this support.
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Coming to you Live from Washington, D.C…the Bullying Prevention Summit!

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+ Aug 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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The Summit is hosted by the Department of Education and will bring these groups and individuals together to discuss the successes and challenges of addressing bullying, and what needs to be done in the year to come. We’ve come a long way in the past year, but there is much to learn from the people who address bullying in the work they do day to day. It’s important for us to hear the voices of those impacted by bullying from around the country and to share the knowledge we’ve gained to stop bullying. So for the first time this year, we will be livestreaming the entire Summit and engaging the at-home audience through Twitter and Facebook.

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Since we hosted the first Summit in August, 2010, attention and efforts around bullying have taken on new importance and urgency. We are starting to turn a corner from thinking of bullying as “kids being kids,” to understanding the real and serious consequences bullying may have. Although there have been many advances over the past three years, there is still much to be done. We must come together to make sure our efforts are informed by the best available research and work to protect all youth. This year, the summit will focus on three important issues:

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Keynote speeches by the White House’s Roberto Rodriguez, Secretary of Education Arne Duncan, Health and Human Services Secretary Kathleen Sebelius, and Acting Associate Attorney General Tony West will highlight and reinforce the Administration’s commitment to bullying. Remarks by Maryland’s First Lady Katie O’Malley and U.S. Congressman Mike Honda (D, CA-15) as well as a special conversation between Valerie Jarrett, Senior Advisor to the President, and Cynthia Germonotta, President of the Born this Way Foundation will highlight some of the key activities being taken in the Congressional, State, and Foundation arenas.

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It is up to all of us, whatever role we play in kids’ lives, to take action against bullying. As we begin the important discussions for this year’s Summit, I hope you will join us in taking a stand against bullying.

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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When I helped close the third annual Federal Partners in Bullying Prevention Summit on Tuesday, my colleagues and I gave attendees a simple charge: what are you going to do to further bullying prevention in the next year?

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At the summit we heard about the diverse and expansive efforts of many different organizations – from Lady Gaga’s Born This Way Foundation to previewing the AD Council’s new campaign targeted at parents. We also heard about the continued commitment of the federal partners to find solutions to bullying through keynotes by Secretary of Health and Human Services, Kathleen Sebelius, Secretary of Education Arne Duncan, and Associate Attorney General, Tony West.

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In each of the keynotes, panels and discussions over the course of the two-day summit, one key theme emerged: We all have a role to play to prevent bullying, but we must make sure we base our efforts on the best available knowledge, work together so we advance the field rather than reinvent the wheel, and make sure we engage youth.

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Our words and messaging around bullying matter. We must work to combat indifference that sometimes leads to inaction. Even though we all want “zero-tolerance” towards bullying, we need to recognize bullying’s impact on all students in a school, including those who bully. And we must consider whether exclusionary disciplinary policies could make things worse. We must work to find alternative strategies to make sure we hold those who bully accountable, that also allow those students to learn, grow and succeed.

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We must also strive to recognize the many other factors, beyond bullying, that contribute to youth’s suicidal ideation and behaviors. Speakers at the summit reminded us that recognizing the other factors that may be involved in youth suicide, and being careful how we talk about it, allows us to better help youth who may be considering it.

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Through all of our efforts, we must make sure we ask the youth involved. Over 30 student leaders attended the summit and let us all know, they have ideas and they want to be heard. That is one of the reasons the Federal Partners in Bullying Prevention announced the launch of their “Stop Bullying Video Challenge” allowing teens13-18 years-old to submit PSAs on how their peers can be “more than a bystander.”

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Ultimately, it is up to all of us to combat bullying and I truly hope this year’s summit has inspired us all to take action.

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Ready to Make a Difference? A New Training Resource Can Show You How

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+ Aug 14, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Across the country, local leaders are stepping up to address bullying in their communities. Now that more and more people are taking a stand, many have asked for resources to help them become more effective. In response, StopBullying.gov pulled together research-based recommendations to provide some guidance. We know that every child, family, school and community is unique. So the real question is, “How can we connect the dots to find out what works for youth in my town?”

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The Health Resources and Services Administration, an agency that is part of the US Department of Health and Human Services, has developed the Bullying Prevention Training Module and Community Action Toolkit - PDF. Included in this resource:

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    • Key Findings about Bullying
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    • Template agenda for a community event – to help you organize a local gathering, like a town hall
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    • Tips for mobilizing stakeholders around bullying prevention – ideas for how to bring new, valuable partners to the table
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These resources are designed for community members of all different backgrounds: elected officials, faith leaders, youth leaders, and professionals in education, health and safety, law enforcement, child care and out-of-school care, mental health and social services, local recreation offices, as well as leaders of the local business community. The Training Module itself can be delivered at conferences, trainings, community events, or even just downloaded for self-paced study at a home or office computer.

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We know that so much hard work is already happening all across the United States. Our vision is that the Bullying Prevention Training Module and Community Action Toolkit will help this movement by sparking new, creative and effective solutions based upon the latest in research. Together, we can reduce bullying and its impact on our country’s youth!

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Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention
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Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention

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+ Aug 16, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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When federal leaders began a major effort to raise awareness about bullying prevention, it seemed that for every parent, teacher and community advocate who supported our mission, there was another to insist that bullying was either a normal part of growing up or “kids just being kids.”

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Eleven years later, a lot has changed.

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At the Health Resources and Services Administration (HRSA), we’ve done our part by connecting leaders on the ground with the resources they need to educate the public about the effects of bullying behavior and how to prevent it in schools and communities.

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This summer, we continue our work.

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Through a partnership with the American Camp Association (ACA), we are supplying free bullying prevention materials to more than 100 of ACA’s Explore 30 Camps. Explore 30 is a new ACA program designed to address the threat that children who are not engaged in challenging, interesting, and fun activities in the summertime will return to school in the fall having forgotten much of what they learned in the previous academic year.

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To support the program’s mission of providing youth with at least 30 minutes of reading time per day, we are sending activity guides and comic books to campers in more than 35 states. Our goal is to prepare a new generation of leaders with the information and resources they need to stand up and speak out against bullying, when and where they see it.

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We are already seeing signs of success.

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For example, nine miles north of Santa Cruz, California, more than 1,000 kids at Camp Redwood Glen are spending part of their summer months using the materials to discuss how the camp’s emphasis on life skills and self-reliance relate to the issues of bullying and bullying prevention.

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Across the country, in Antioch, Tennessee, campers at the YMCA’s Camp Widjiwagan are using the materials to engage in a similar conversation about how to connect these issues with personal growth and service opportunities.

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Farther north, in Dingmans Ferry, Pennsylvania, children at Camp Speers and Camp Eljabar will use them as a springboard for learning ways they can foster positive personal development by standing up for children who are bullied and being more than a bystander.

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To order free bullying prevention materials for your camp, school or community, please call our Information Center at 1-888-ASK-HRSA.

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Brandon Greene: Creating A Better Community

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+ Aug 20, 2012 + By: Kaitlin Barnes, U.S. Department of Education + + +
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What would happen if students took it upon themselves to improve their schools and communities? That’s the question that Brandon Greene, currently a rising sophomore at Burrillville High School in Rhode Island, asked himself a few years ago.

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As part of a 6th grade school project, Greene created a small committee to give back to his school and community and spread an anti-bullying message. This committee, that eventually became A Better Community (ABC), works to create a positive school environment and encourage students to step up and stop bullying when they witness it. One of their first projects was passing out “Bully Free” buttons, but ABC has also expanded its mission to promoting good deeds. Last winter, the committee held a coat drive and collected 114 coats in the eight days before Christmas. The group distributed coats to each and every person on the Burrillville waiting list.

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It’s pretty amazing that what started out as a school project years earlier would land Greene in the Oval Office! Greene’s actions against bullying were honored at last March’s White House Conference on Bullying Prevention, where he had a chance to share his story with President Obama and the First Lady. For Greene, meeting the President was the highlight of the conference: “The fact that I was sitting in the Oval Office talking with the highest authority in the United States was just unbelievable,” said Greene. “I will never forget that for the rest of my life.”

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Today, Greene is continuing his work with ABC by helping the committee’s new leaders learn the ropes and increase ABC’s impact. When asked what advice he would give students looking to help others being bullied, Greene had this to offer: “Find a school teacher to help get something started in their school. If they have ideas, try to put them to work and see where it goes. Any little bit helps people who are being bullied and leading a group or project could be fun and a good learning experience too. Who knows, maybe they could meet the President someday!”

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All images in this post are provided by THE WHITE HOUSE as a courtesy and may be printed by the subject(s) in the photograph for personal use only. The photograph may not be manipulated in any way and may not otherwise be reproduced, disseminated or broadcast, without the written permission of the White House Photo Office. This photograph may not be used in any commercial or political materials, advertisements, emails, products, promotions that in any way suggests approval or endorsement of the President, the First Family, or the White House.

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Effective Bullying Solutions: No One-Size-Fits-All Answer +

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+ Aug 27, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Throughout the bullying prevention world, the phrase, “I have the solution to bullying!” is all too common. As attention to bullying has grown, so have the number of products and tools claiming to reduce or eliminate bullying in schools and communities. But do they work? This question may seem simple, but there are a lot of factors to consider, including the specific situation and context. The same strategies that may see tremendous success in one school might have no effect in another. So how can you identify what will work for you?

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The first thing to keep in mind is whether there is evidence that the program or strategy works. Evidence usually means that the program or strategy has been tested or evaluated and has demonstrated results, such as, the program reduces bullying. But not all evidence is equal. Typically, for a program to be considered evidence-based, and appear in an evidence-based program directory, it must have been tested using rigorous, scientific methods and show consistent results, and usually the results of such tests are published in peer reviewed journals. Usually, this means that programs need to be tested measuring an outcome, such as bullying, before the program and after, and comparing a group that received a program to a similar, control group to account for other things that might be going on that may contribute to the outcome.

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Many bullying prevention or anti-bullying tools have not been tested or they do not have strong enough evidence to appear in such directories. This does not mean that they don’t work or that they may be harmful, but at the same time, the opposite is also true. Without evidence we can’t say whether a program will work and it may actually have the opposite effect than intended, such as increase bullying.

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What if the program you are using is not on the lists or appears on some but not others? Some of the reasons programs may not appear in a list or a directory:

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  • Programs that appear on some lists but not others may be more mixed in their findings, which may be something to keep in mind when selecting programs.
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  • Sometimes programs have been tested, but have either too little or inconsistent evidence to know whether they do in fact work. Some program registries, like CrimeSolutions.gov, maintain a list of programs that have insufficient evidence.
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  • Finally, some programs do not appear on registries because they simply have not yet been reviewed by those directories.
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It’s important to know that these lists do change over time as new evidence is reviewed; programs may be added or reclassified.

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Evidence based program directories are only a tool in finding programs that have evidence, but they do not answer the other two important considerations – how well will this program fit in specific contexts and how feasible it will be to implement as intended by the developers. Just because something is an evidence-based program does not mean that it will automatically work in every context. Tools like this worksheet -PDF from Pennsylvania State University’s EPIS Center may help balance evidence, fit and feasibility.

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There is no magic solution for bullying, but closely considering available programs and strategies might help you find the right solution for your school or community.

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For a more in-depth look at this topic, please view an archived webinar from the Safe and Supportive Schools Technical Assistance Center and the Federal Partners in Bullying Prevention.

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No Bull Guys – Taking a Stand Against Bullying

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+ Sep 04, 2012 + By: Katrina Lowe, U.S. Department of Agriculture + + +
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Scott Hannah, 17, and Tyler Gregory, 18, know all too well the impact that bullying can have. As a result, they are both taking a stand against bullying in their community. Originally intending to simply raise awareness about bullying at their local South Charleston high school in Ohio, Scott and Tyler ended up leaving a much more significant impact on their community. After their local campaign at their high school peaked in success, the teens were inspired to expand their involvement with the anti-bullying movement and participate in the “Great American No BULL challenge,” an amateur video competition in which over 1000 youth participants produce and edit their own short videos on anti-cyberbullying. Though they had virtually no prior film experience, the pair’s film, titled “Don’t Lose Hope, Stand Up to Bullying!” made it to the top 15 lineup, earning the “No Bull Guys,” as they like to call themselves—a healthy taste of local fame.

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As a result of their heightened recognition, the pair has been invited to speak at numerous schools in Ohio, and have been afforded the opportunity to meet several other youth who they have called “amazing and inspiring,” as well as organization leaders who are doing remarkable things to end bullying. They credit their involvement with 4-H, one of the largest youth development programs in the world, for granting them “an experience of a lifetime.”

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The No Bull Guys have quite the lineup for 2013, with plans to host even more speaking engagements across the country, linking up with Wright State University and the Family, Career and Community Leaders of America, and hosting festivals with thousands of attendees. Despite what appears to be a jam-packed schedule, the pair says that they are excited for it all.

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If you would like to reach the No Bull Guys, you can connect with them on their Facebook page, “The No Bull Guys.”

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PODCAST: the Effects of Being Bullied

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+ Sep 14, 2012 + By: Dr. Marci Hertz, U.S. Centers for Disease Control and Prevention (CDC) + + +
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Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It’s important to talk to kids to determine whether bullying—or something else—is a concern. Kids who are bullied can experience negative physical health, school, and mental health issues. Marci Hertz is at the Centers for Disease Control and Prevention in the Prevention Practice and Translation Branch of the Division of Violence Prevention. Marci oversees CDC’s efforts related to youth violence prevention, including the STRYVE initiative (Striving to Reduce Youth Violence Everywhere).

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TRANSCRIPT:

+ + +The Effects of Being Bullied + +“They’re more likely than other kids to complain of things like headaches, and stomach aches, and have sleep problems.” + +Marci Hertz is a health scientist with the Centers for Disease Control and Prevention. + +“They’re also more likely to have decreased academic achievement, when compared with other kids who aren’t bullied, in terms of their grade point average, and standardized test scores.” + +They’re also at increased risk of being depressed or anxious. + +“And they’re also more likely than kids who are not bullied to miss school or to drop out of school.” + +You can learn how to take action against bullying and prevent it from happening at stopbullying.gov. + +Stay connected with stopbullying.gov on Twitter and Facebook. + +A product of the US Department of Health and Human Services. + +

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Stand Up to Bullying YouTube video

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Today’s kids use technology more than ever. While technology can be a great tool to communicate, learn, and socialize, it can also be used in harmful ways, and allow some kids to take bullying from school hallways into cyberspace. Cyberbullying happens when kids bully each other through electronic technology, including sending mean text messages, posting embarrassing photos on social networking sites, or creating fake profiles of another individual. Parents can help reduce these risks by talking to kids about how to be good online citizens and how to make safe, responsible decisions when using technology.

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The federal government has a website, OnGuardOnline.gov, to help you be safe online. Created by the Federal Trade Commission, the site’s purpose is to address issues that may arise when using technology and prevent them before they start. The site includes information for parents, educators, and others to help youth prevent cyberbullying and other issues that happen through technology. These resources are available both as downloads and many can also be ordered as hard-copies through FTC’s bulk order site.Specific to cyberbullying, resources include:

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  • Stand Up to Cyberbullying, a short video for kids that explains what cyberbullying is, what to know about it, and what kids can do to stop the harassment. This is just one of the many videos available on the site on how to be safe and responsible online.
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  • The Net Cetera Community Outreach toolkit gives tools and materials to plan community events around kids’ online safety. It covers topics such as cyberbullying, sexting, consequences of online actions, good online and cell phone etiquette, and protecting your computer. Specifically, the kit includes: +
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    • Heads Up — a guide to help kids protect themselves and their reputations when they’re socializing online
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Another popular resource to share with kids is Living Life Online. This magazine-style booklet is designed to help tweens sharpen their critical thinking skills, be better digital citizens, and understand the advertising they see around them.

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The key to preventing cyberbullying is education and we hope these resources will be useful to helping kids be safe online. OnGuardOnline is continually being updated with new resources.

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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The Federal Partners in Bullying Prevention are looking for informative and entertaining videos that send a positive message to youth about the importance of being “more than a bystander” to bullying in their schools and communities.

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In August, U.S. Department of Education Secretary Arne Duncan, called on America’s youth to take the Stop Bullying Video Challenge. This contest gives young people another way to create a more positive and healthy environment in their schools and communities. Students are asked to submit videos answering the question: “How have you been more than a bystander?”

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Encourage the youth in your life to submit original PSAs, 30 to 60 seconds in length, that show ways they are taking action against bullying and promoting a culture of kindness and respect in their communities. The deadline for submissions is October 14, 2012 at 11 PM EST. Youth between 13 and 18 years old are eligible to participate. Youth under 18 years of age must have written permission from a parent or guardian.

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An expert panel of judges will help narrow the field, and then the public will choose their favorite video. Once the top three finalists have been selected, the contest winner will receive a grand prize of $2,000, and the two runner-ups will receive $500 each.

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Here’s how you can take action:

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  • Watch Secretary Duncan’s video
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  • Work with youth to enter the challenge
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Full details about the contest, including additional submission guidelines and rules for eligibility are available at stopbullying.challenge.gov.

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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This month, groups across the country committed to stop bullying will release new resources, campaigns, and efforts aimed at bringing awareness to this important issue facing our youth.

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Bullying Prevention Month is not new. In fact, it has been around for several years. What started as an awareness week initiated by PACER’s National Bullying Prevention Center in October 2006, the event has evolved into a month’s worth of events and activities to raise awareness and provide the latest resources to those who need it. National partners in 2006 included the National Education Association, National PTA, American Federation for Teachers, and National Coalition for Parent Involvement in Education. PACER recognized that students, parents, and people throughout the country needed to become more aware of the serious consequences of bullying. The point of National Bullying Prevention Month was to transform a society that accepts bullying into a society that recognizes that bullying must – and can – be addressed through education and support.

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Over the past several years, the event has grown in awareness and reach. “It has grown beyond our expectations,” says Paula F. Goldberg, PACER’s executive director. “It has become a major event.” National Bullying Prevention Month is now recognized in communities across the United States, with hundreds of schools and organizations signing on as partners with PACER.

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Unity Day, on October 10, is a time when people across the country will wear orange as a show of support for students who have been bullied. Ellen DeGeneres wore orange on her TV show during last year’s Unity Day. In addition, the Run, Walk, Roll Against Bullying event on October 6, encourages communities to stage events to show support against bullying. This year, organizations from Las Vegas, Nevada to Punxsutawney, Pennsylvania, and from Jonesboro, Arkansas to San Diego, California are staging these events to raise awareness in their communities.

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This year, Bullying Prevention Month features many new initiatives. For example, PACER is releasing several new toolkits and public service announcements at PACER.org/Bullying.. Other organizations, such as the NEA, DoSomething.org, the Bully Project, Stomp Out Bullying, and Hey U.G.L.Y. will all hold events or make announcements this month. And, our “Be More Than a Bystander” campaign with the Ad Council will officially launch.

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With all of these new resources and attention, it is a great time to consider how you can help raise awareness about bullying and take action to stop it. Tell us what you are going to do by engaging on Facebook and Twitter.

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Giving Teachers Tools to Stop Bullying: Free Training Toolkit Now Available

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+ Oct 05, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Over the past three years, at our annual Federal Partners in Bullying Prevention Summits, we have heard the same call by educators-– teachers want to help stop bullying, but they don’t know how. Most try to help, but few receive training on how to do so. There are bullying prevention trainings available for teachers, but many are very expensive or not based on the best available research.

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That is why the Department of Education and its Safe and Supportive Technical Assistance Center, set out to create a free, state-of-the-art training for classroom teachers on bullying. The two-part training aims to help teachers know the best practices to stop bullying on the spot and how to stop it before it starts. The training toolkit consists of PowerPoints, trainer guides, handouts, and feedback forms that school districts, schools, and teachers can use free of charge. Both the National Education Association and the American Federation of Teachers gave feedback on the modules and made suggestions on what teachers would find most useful.

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The research-based training gives teachers practical steps to take to respond to bullying. These skills include how to deescalate a situation, find out what happened, and support all of the students involved. The training also shows the importance of building strong relationships in the classroom, as well as creating an environment respectful of diversity, in order to prevent bullying.

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The classroom teacher toolkit is based in part on a toolkit specific to bus drivers, released in June 2011. Many states and school districts have used that toolkit; it has been used to train over 100,000 of the nation’s estimated 550,000 school bus drivers in the past year. Trainees have reported feeling better equipped to address bullying on their school buses following the training.

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We hope that the districts, schools, and teachers will use this toolkit as a resource. When more people know how to stop bullying, the more likely we will be to ensure that all students are able to learn in a safe and supportive school.

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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October is National Bullying Prevention Month, and it’s important to remember that bullying can threaten students’ physical and emotional safety at school, and can adversely impact their ability to learn. The best way to address bullying is to stop it before it starts.

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On October 24th, the Federal Partners in Bullying Prevention will host “School-Based Health Professionals Respond to Bullying” a webinar focused on bullying in school settings. This webinar, developed in collaboration with the National Association of School Nurses and the National Assembly of School-Based Health Care, will showcase on-the-ground perspectives from clinicians and students along with best practices for bullying prevention and response.

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There are a number of things school-based networks can do to make schools safer and prevent bullying. School-based health centers and school nurses know that healthy students learn better. Their goal is to enhance students’ health, academic outcomes, and overall well-being. Kids who are bullied can experience negative physical health, school, and mental health issues. A safe and supportive school climate can help prevent bullying, and provide a safe environment for learning and mental development.

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During this webinar, participants will learn about the role of school nurses and school-based health care staff in preventing and responding to incidents of bullying. Participants will hear both a clinic and youth’s perspective on working with bullying issues, including:

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  • Model ways of assisting bystanders who witness bullying and want to help;
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Panelists include:

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  • Dynasty Winters, a student from Southeast Raleigh High School, who will be discussing her experiences with bullying prevention, and will provide recommendations on ways to address bystanders and cyber-bullying.
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  • Rebecca Collett, a Program Coordinator for Washington County Commission on Children and Families, who will provide a school-based clinic’s perspective on implementing an anti-bullying campaign and lessons learned.
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Our panel speakers will discuss ideas for preparing for an approach when they see bullying take place, as well as discussing ways that bullying may be prevented. This webinar occurred on October 24, 2013 at 2:00 p.m. EDT. 

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PODCAST: The Signs of Bullying +

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+ Oct 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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There are many warning signs that may indicate that someone is either being bullied or bullying others. Recognizing the warning signs is an important first step in taking action against bullying. Not all children who are bullied or are bullying others ask for help..

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Deborah Temkin is the bullying prevention coordinator at the U.S. Department of Education (ED). In that role, she works to ensure that efforts at ED and throughout the Federal Partners in Bullying Prevention are based on the best available research and practice, and responsive to the needs of the bullying prevention field.

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TRANSCRIPT:

+ + +“You’ll see changes in their behavior.” + +Deborah Temkin is at the U.S. Department of Education. + +“Look for behavioral changes in your kids and talk to them about what’s going on, because it may be either they’re being bullied or they’re bullying others. And sometimes they’re involved in both, so we need to be very aware of any sort of change we see in our kids.” + +Those who are bullied may have changes in eating habits, loss of interest in schoolwork, sudden loss of friends, or feelings of helplessness. + +Those who bully may be increasingly aggressive, blame others for their problems, or have friends who bully others. + +You can learn how to take action against bullying and prevent it from happening at stopbullying.gov. + +Stay connected with stopbullying.gov on Twitter and Facebook. + +A product of the US Department of Health and Human Services.
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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents
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Stop the Bull – Bring Joy into the World

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+ Oct 23, 2012 + By: Katrina Lowe, U.S. Department of Agriculture + + +
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At just 14 years old, Georgia teen Allison Waters Albert has become an ambassador for anti-bullying within her community. Earning respect and admiration from peers for her willingness to share her own story, Allison has inspired several teens across her school district to take a stand against bullying. Through extensive work with 4-H, one of the largest youth development programs in the world, and numerous speaking engagements at area schools, Allison’s efforts have spearheaded the campaign for bullying prevention in her Georgia hometown.

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Once a victim of bullying herself, Allison says she became involved with anti-bullying efforts through her 4-H membership. 4-H has been very committed to educating youth on all facets of bullying, helping to empower those who have suffered as victims and inspiring those who feel apathetic about bullying to become actively engaged. After attending several club meetings centered on bullying, Allison says she felt inspired to share her own story.

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“Through research I discovered how bullying affects everyone. I knew that my story could reach more people if [it] became my 4-H project,” she said. “I wanted to change and help others at the same time.”

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After receiving the go-ahead from her 4-H coordinator, Allison set off to complete her 4-H project on bullying prevention, later competing in 4-H’s Junior Project Achievement competition. Allison placed first among eighth graders within her district for her demonstration. Following her success in the competition, Allison became a frequent feature in area schools, speaking to countless youth about bullying and mentoring others to overcome the hurt of being bullied.

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Ultimately, Allison desires to simply “help others and bring joy into the world.” Allison hasn’t slowed down her efforts and is currently busy at work on a bullying prevention video for a national competition and coordinating a “Stop the Bull!” project club to help both victims and participants of bullying.

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PODCAST: The Signs of Bullying
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Research Brief: Children with Autism at Risk for Bullying
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Research Brief: Children with Autism at Risk for Bullying

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+ Oct 30, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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From a very early age, we pick up on important social cues that benefit us throughout school, and even into our working lives. These cues include standing at an appropriate distance, not touching the person in front of you, and even using the right volume when speaking. These basic skills are essential for functioning socially. Children with autism often do not pick up on the same cues as other children can, which can make them vulnerable to bullying.

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Recently, children with autism have caught national attention because of the bullying that happens to them. A 2012 study by Sterzing, Shattuck, and Narendorf in the Archives of Pediatric and Adolescent Medicine found that about 46% of children with autism in middle and high school told their parents they were victimized at school within the previous year, compared with just over 10% of children in the general population. Needless to say, this is a huge problem.

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Can’t We Just Get Along?

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All children deserve to be safe in their school environment. Achieving that safety is a challenge, but not impossible, according to the same 2012 study. The researchers suggest integrating these students into protective peer groups to increase the empathy and social skills of typically developing students toward their peers with autism. Attention also needs to be brought to the victimization that happens in schools, especially towards students with autism. Developing the social skills and modifying the conversational language of children with autism are tools against bullying. Just because children with autism may not pick up these cues implicitly, does not mean they can’t pick them up if they are taught how. For their peers, this research suggests challenging stereotypes, raising expectations, and promoting peer understanding to stop bullying.

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By focusing directly on children with autism, and raising the empathy and awareness of their peers, we can get that much closer to stopping bullying!

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Stop the Bull – Bring Joy into the World
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Indian Health Service Works to Address Bullying in Tribal Communities
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Indian Health Service Works to Address Bullying in Tribal Communities

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+ Nov 06, 2012 + By: Jackie Mazeikas, Southeast Alaska Regional Health Consortium + + +
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November is Native American Heritage Month. Across the country native communities are celebrating their heritage. I’d like to tell you about a project that I work with that is addressing the issue of bullying and is making a lasting impact on one community.

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The Southeast Alaska Regional Health Consortium Domestic Violence Prevention Program is a project funded by the Indian Health Service (IHS) Domestic Violence Prevention Initiative (DVPI).

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As a health educator for the project, I see bullying, and other aggressive behaviors, in our schools, playgrounds, workplace and homes. It affects everyone in the community. Through education and raising awareness, we are engaging our communities to prevent bullying and other types of abuse.

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Our surrounding communities include the Alaska Native Tlingit Village in Klukwan, Skagway Traditional Council and Chilkoot Indian Association. We participate in monthly radio interviews and talk to our communities about:

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  • Cyberbullying;
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  • How to recognize the signs and symptoms of bullying;
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  • Actions to take if you see bullying, abuse, domestic violence, or sexual assault; and
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  • Other aggressive behaviors
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As part of the project, we write educational articles for the newspaper each month, participate in school presentations, host display tables at community events, and put up displays at the library to help engage the whole community. We also hold monthly talking circle meetings and have recently created a Facebook page to reach our younger audience.

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We have joined with Alaska Governor Sean Parnell’s initiative, “Standing Up and Speaking Out,” to share what to do when we see abuse. We have held yearly “Choose Respect” marches, where we drum sing, march and share meals together.

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The great news is that we are seeing change. The silence is being broken. During our last celebration of “The Healing Pole,” 100 people attended to take a stand against abuse of all forms, including bullying and other aggressive behaviors! As a community, through education and awareness, we are making a difference.

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Previous Post
Research Brief: Children with Autism at Risk for Bullying
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PODCAST: Bullying, Depression, and Suicide
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PODCAST: Bullying, Depression, and Suicide

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+ Nov 09, 2012 + By: James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + + +
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Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, some of which include depression, substance abuse, problems at home, and trauma history. James Wright is at the Substance Abuse and Mental Health Services Administration in the Suicide Prevention Branch. Mr. Wright is the project officer for the National Suicide Prevention Lifeline and works with states receiving funding for youth suicide prevention through the Garrett Lee Smith Memorial Act.

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TRANSCRIPT:

+ + +“It is true that individuals that are bullied, and those that bully, have a higher risk of depression and mental health problems.” + +James Wright is at the Substance Abuse and Mental Health Services Administration. + +Kids who bully, and kids who get bullied, may internalize their problems, have low self-esteem, and aggression. + +“And these characteristics also further raise the risk for suicide.” + +If you or someone you know is in emotional crisis: + +“Contact the National Suicide Prevention Lifeline, at 1-800-273-TALK. This number is active 24/7. It’s supported by SAMHSA, and is a network of community centers nationwide.” + +You can learn how to take action against bullying and prevent it from happening at stopbullying.gov. + +Stay connected with stopbullying.gov on Twitter and Facebook. + +A product of the U.S. Department of Health and Human Services.
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Defending Childhood: Challenging Our Perceptions on Bullying
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Defending Childhood: Challenging Our Perceptions on Bullying +

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence. He hopes to change our perceptions of violence and abuse, make the topic an issue on the national level, and address how abuse and violence affect children. He understands that violence can follow and wound children throughout their lives. We need to address abuse and violence and break the cycle as early as possible.

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Early intervention is especially important with bullying. The National Survey of Children’s Exposure to Violence findings show that:

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  • 13.2% of children report being physically bullied within the past year;
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  • 21.5% of children age six to nine said they were bullied in the past year;
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  • 28% of children age six to nine said they were bullied at some time in their lives;
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  • Almost 30% of children said they were teased or emotionally bullied in their lifetimes.
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Although many children are remarkably resilient, they react to violence in different ways. When exposed to violence, including physical bullying, children may experience lasting physical, mental, and emotional effects, including:

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Such children may also be at increased risk of dating violence, further victimization, drug and alcohol abuse, poor academic performance, and trouble with the law.

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To decrease violence in communities, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) supports Defending Childhood demonstration sites that implement best practices in violence reduction. OJJDP currently supports eight sites, six of which incorporate a bullying component in their programs. Anti-bullying efforts include:

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  • Advocating for comprehensive, state-wide school bullying intervention and prevention legislation;
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  • Reviewing policies and practices for bullying and school discipline;
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  • Promoting healthy relationships;
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  • Implementing evidence-based bully prevention programs in schools ;
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  • Implementing mentoring programs for youth who bully; and
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  • Teaching teachers and other school staff ways to create a safe atmosphere for students and refer them to services when needed.
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For too long we have accepted bullying, and the violence that it includes, as part of growing up. Through the Defending Childhood initiative, the U.S. Department of Justice is asking communities to change that perception and implement solutions to the problem.

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We know that early intervention works to counter the effects of violence and bullying. The help we offer children can be critical to the course their lives will take. Our goal is a safe environment for our children so that they have the opportunity to develop into healthy adults.

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PODCAST: Bullying, Depression, and Suicide
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SPIRIT: Maintaining a “Cooler Classroom” Climate
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SPIRIT: Maintaining a “Cooler Classroom” Climate

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+ Nov 27, 2012 + By: Kathleen O’Quinn, U.S. Department of Justice Community Relations Service + + +
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Bullying takes many forms. It happens in many contexts. Because bullying is complex, there is no one-size-fits-all solution for it.

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“Student Problem Identification and Resolution of Issues Together” (SPIRIT ) is a service program that CRS delivers to schools across the nation. The program helps schools prevent bullying by focusing on the social tension and conflict that can lead to it, including:

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The Community Relations Services (CRS), part of the Department of Justice, serves as “America’s Peacemaker.” They are working with communities to build understanding and trust through conversation.

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CRS has offices across the country. These offices employ “Conciliation Specialists”—conflict resolution experts who lead problem-solving discussions in emotionally charged situations. They develop collaborative strategies to reduce tensions, fears, and anxieties within communities by working with:

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CRS has worked with schools across the nation for more than 45 years. They help faculty and students work through discrimination-based conflicts as mandated by the Civil Rights Act of 1964 and the Shepard-Byrd Hate Crimes Prevention Act of 2009. They have helped schools build strategies to:

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SPIRIT helps school communities address school climate issues. SPIRIT consists of two half-day interactive sessions that identify school strengths, concerns, and solutions from formal and informal student leader’s perspectives. SPIRIT also engages community members—school administrators, teachers, school resource officers, local officials, community leaders, and parents—in identifying and responding to issues that cause conflicts in schools. As a federal program, SPIRIT is available to communities concerned with discrimination-based conflicts free of charge.

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Learn more about Community Relations Service and SPIRIT at www.usdoj.gov/crs.

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Defending Childhood: Challenging Our Perceptions on Bullying
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Vote in the StopBullying.gov Video Challenge! +

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Youth from around the country and those overseas in U.S. Department of Defense schools, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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The Federal Partners in Bullying Prevention have worked our way through all the creative videos and screened them for eligibility based on the challenge rules. We ranked each of the eligible videos according to the published criteria, and considered feedback from our technical advisors:

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  • Filmmaker Lee Hirsch;
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  • Alice Cahn from Cartoon Network’s Stop Bullying, Speak Up! Campaign;
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  • Deborah Leiter from the Ad Council; and
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  • Scott Hannah and Tyler Gregory, previous finalists of The Great American NO BULL Challenge.
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We are ready to share the SEVEN finalists for YOU to vote on!

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The theme of this year’s contest is “how youth can be more than a bystander and help kids who are involved in bullying.” Contestants were asked to integrate this idea into their entries and show how they are making a difference in their communities by taking action against bullying.

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The goal of the contest is to create an impact through accepting videos that demonstrate:

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These youth are competing for big cash prizes — $2,000 will be awarded to the winning video and $500 for each of the two runners up. Voting will continue until December 10th.

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We encourage you to look over the entries and vote for the video that does the best job of showing how youth can be more than a bystander and truly make a difference in their communities by standing up against bullying.

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  • Vote in the video contest!
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When you’re done, you can jump over to Twitter or Facebook and tell your friends to vote, too.

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives
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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others. Nikki, currently 23 years old, experienced bullying in middle school and is now an advocate and leader for the Anti-Defamation League (ADL), a non-profit organization working to reduce biased-based bullying in schools.

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Nikki’s story begins in middle school, where she said that her peers lacked an understanding about her Jewish heritage. When she asked for a day off from school for religious reasons, kids made fun of her for being Jewish both in person and through instant messenger. When the bullying got worse, she tried to avoid school but eventually told her parents about what was going on. Her parents gave her the support that she needed to get through the year, but the bullying continued. She notes that her parents’ support was critical for her to be strong enough to get through the school year. Her family moved to a new area following a change in her dad’s job. At her new school, the teachers, children and community were accepting of her Jewish heritage, but her experiences at her previous school continued to affect her.

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At one point, her new school brought in the ADL for anti-bullying activities. After learning about how organizations were working toward ending the very bullying she faced, Nikki became committed to working toward making sure other students did not experience what she had.

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Nikki now lives and works in the Columbia Heights area of Washington, DC. She teaches at Brainfood, a youth development after-school program for DC teens. Using food, cooking and urban gardening as a tool, Brainfood promotes healthy lifestyle choices while providing students with tangible skills and leadership development. She says that she enjoys working with DC youth of all ages, specifically in the non-traditional classroom setting.

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When asked what advice she’d give to kids involved in bullying, Nikki suggests that kids, “use [their] resources.” When Nikki was growing up, she didn’t have as many resources as kids have today. She says, “Now that bullying has received so much attention, kids shouldn’t feel ashamed about being bullied, and should feel comfortable, or at least more comfortable than before about sharing their experiences with adults.” She encourages youth to reach out to different outlets for help. Nikki points out that it’s not only those who experience bullying who need support, but also those who bully.

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Additionally, Nikki suggests more education across the board needs to happen in order to stop bullying. “Every school culture requires something different,” she said. Supportive teachers and staff is something all schools need. Nikki feels that the most important thing is for everyone in the school community to understand what bullying is, and how to react to it. She refers to the ED teacher training on how to stop bullying as a way to educate teachers about the topic, and to let them know of steps they can take to stop bullying.

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Nikki is truly an example of how students can utilize their own experiences to change those of others. Hopefully her story will inspire others to help take a stand to stop bullying.

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Research Brief: All It Takes Is One – Standing up Is Important to Get Others to Stand Up

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+ Dec 20, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Our recent Stop Bullying Video Challenge and our ongoing Ad Council “Be More than a Bystander” campaign are helping to promote the message that it is up to all of us to stand up against bullying, even if we are not personally involved.

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Newly published research in Children and Youth Services Review shows just how important being the one who stands up is in encouraging others to do the same.

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Authors Wernick, Kulick, and Inglehart surveyed over 1,000 high school students about their experiences with hearing hate language targeted at LGBT students. This included phrases like “that’s so gay.”

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The majority of those surveyed reported hearing hate language often. The frequency of hearing hate language was not related to a respondent’s age, race, sex, or sexual orientation. This indicates that hate language is pervasive.

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The authors also asked whether students would intervene if they heard hate language being used, and whether they had seen others intervene. If a respondent reported having seen teachers or other students intervene, the respondent was more likely to report being willing to intervene themselves.

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This relationship only explains a small part of why an individual might or might not intervene. Still, it’s clear that being the one to stand up may encourage others to do so, too. When more bystanders stand up to bullying, the culture around bullying can change. Remember, it can only take one person to make a difference.

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Parents, school staff, and other adults in the community can help kids prevent bullying by talking about it, building a safe school environment, and creating a community-wide bullying prevention strategy.

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Research tells us that children really do look to parents and caregivers for advice and help on tough decisions. Sometimes spending 15 minutes a day talking can reassure kids that they can talk to their parents if they have a problem. Keeping those lines of communication is critical and can help prevent bullying.

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Erin Reiney is the Director of Injury and Violence Prevention at the Health Resources and Service’s Administration (HRSA) Maternal and Child Health Bureau (MCHB). She leads HRSA’s Bullying Prevention efforts, and serves as project officer for the MCHB Sudden Unexpected Infant Death (SUID) Resource Center Consortium and the Children’s Safety Network National Resource Center.

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TRANSCRIPT:

+ + +“First, we can help kids understand bullying – talking about it, learning how to stand up to it safely. It’s important to keep the lines of communication open.” + +Erin Reiney is a public health specialist at the Health Resources and Services Administration. + +“If a youth is being bullied, we really encourage them to talk to an adult they can trust and to not keep their feelings inside.” + +“It’s important to tell somebody so that you can feel less alone.” + +“We also encourage them to go to the website, go to the Kids section, and through watching our webisodes, they can learn more strategies about what to do.” + +You can learn how to take action against bullying and prevent it from happening at stopbullying.gov. + +Stay connected with stopbullying.gov on Twitter and Facebook. + +A product of the U.S. Department of Health and Human Services.
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Teaching Social Skills to Prevent Bullying in Young Children

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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Bullying among young children is not uncommon. When young children–who often differ in physical size, skill level, and family experience–get together, patterns of hurtful behavior often emerge.

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Children may be mean to each other by making mean faces, saying threatening things, grabbing objects, pushing others aside, or refusing to play with others. Some young children may engage in actual bullying behaviors by deliberately and repeatedly dominating a vulnerable child by name-calling, physical attacks, and excluding others from playing with them.

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To prevent bullying from escalating, caregivers can prepare effective strategies to deal with bullying incidents—before, during, and after they occur. They can also take steps to create an environment that supports respect, where bullying is not accepted or tolerated.

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Caregivers can also help children learn the social skills they need to deal with bullying when it occurs. To gain and maintain friends, and avoid becoming involved in bullying, young children need to develop three types of social skills.

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1. Social problem-solving skills:

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  • Find concrete ways to teach children the skills they need to solve problems.
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  • Teach social problem-solving skills directly related to various forms of bullying—verbal, physical, and indirect.
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  • Help children understand and deal with their feelings.
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  • Encourage impulse control and self-calming.
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  • Help children understand that everyone is different and that this is something to be respected, not made fun of or simply tolerated.
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2. Empathy skills:

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  • Encourage children to label their own feelings and tell each other how they feel about bullying.
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  • Discuss how children who are bullied might feel.
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  • Explain that despite differences between people, everyone experiences certain basic feelings.
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  • Remind children how they felt in situations like those faced by others in distress.
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  • Model empathy by talking about how you identify another’s distress and think of ways to help.
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3. Assertiveness skills

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    • Ask for and offer things to each other in a polite and open-ended way.
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    • Use assertiveness skills to avoid submitting to bullying tactics, bossiness, or discriminatory acts.
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    • Ignore routine provocative peer behaviors.
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    • Use assertiveness skills to meet their goals. Teach these skills to both boys and girls.
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Learn more about early childhood and behavior.

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Mentoring Programs Teach Teens Important Skills

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+ Jan 08, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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January is National Mentoring Month. Research has shown that mentoring programs can be an effective tool for enhancing the positive development of youth in the foster care system.

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Over the past three decades, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) has supported a variety of mentoring programs to meet the needs of at-risk and troubled youth. The office works on traditional one-on-one relationships, group mentoring, e-mentoring and other innovative approaches to reach teens.

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One of the ways the office mentors youth is through Forget Me Not Children’s Services in California. The organization provides animal-assisted and horticultural therapeutic programs for youth in foster care in California communities.

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The Forget Me Not Farm, in Northern California, runs a program that benefits 14-18 year-olds in foster care, and the animals they work with. The farm works with Big Brothers and Big Sisters of North Bay to match each teen with an adult. The teens are then trained as animal welfare apprentices for six weeks at the Human Society and the farm.

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The program helps teens:

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  • Stay out of trouble
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Mentors and mentees meet after school each week. The teens learn new skills such as feeding and grooming farm animals, and tending a garden.

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These activities teach the youth a variety of skills including how to:

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  • Focus
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  • Improve self control
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Everyone in the program experiences safe and gentle interactions with animals. Mentors demonstrate appropriate behavior, help the youth with goal-setting and decision-making, and have fun with their mentees. Youth also learn to be empathetic and compassionate by working with the animals.

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Mentoring is a great resource for kids in need of care, guidance, and a positive role model. Mentors help their youth navigate issues that come up while growing up, including bullying, the development of healthy relationships, and coping with loss. For more information on mentoring, visit www.ojjdp.gov.

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her? Two weeks earlier, my 15-year-old son had broken down in tears over the harassment he was receiving at school. What I did not know, but learned from the mother who contacted me, was that my son had come very close to attempting suicide the night before.

+ +

The actions of friends may indeed have saved my son’s life. My husband and I knew “Jake” was hurting inside. We had started him in counseling. We had talked to his coach, school counselor and several teachers. And yet we did not know just how dark his thoughts had become.

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The following day, Jake went to see our family physician. In our town, it can take months to get in to see a quality psychiatrist. We knew we could not wait for an opening to get help. The doctor diagnosed Jake with moderate to severe depression and started him immediately on a medication.

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We removed everything possible from our home that Jake might use to harm himself. We made a plan to ensure that Jake is never home alone (at least for now).

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And then I began to research the connection between bullying and suicide. I don’t know if Jake was depressed and then bullied, or bullied and then depressed. I am not sure that it matters. What I learned was that when a child has an undiagnosed and untreated mental health issue, and is bullied, the risk for suicide increases.

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Some children are able to cope with severe issues of being bullied. But when a child has an untreated mental health issue, such as depression, their coping abilities are severely compromised. They are unable to process what is happening in a healthy way. The bullying is far more significant for that particular child at that particular time.

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In Jake’s case, I talked to his coach about the bullying that was happening with the team. The coach saw it as “normal” boy bantering that happened the previous year without Jake complaining. Several of the teachers said that while they saw what was happening, it didn’t seem “all that bad.” But when Jake was severely depressed, HE felt overwhelmed by the bullying.

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We are still walking through this battle. Jake has been on medications for one month and is continuing his counseling. His depression is considered to be far less serious than before, but it is not in remission at this time.

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One of the biggest changes that has occurred so far is that Jake’s coping skills are beginning to return. While I am not giving up on a bully-free world, I know that “hating on others” is a trend for now.

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This has taught me to look comprehensively at our bullying situation. Not only did Jake have traits that led to him being picked on, but also he had mental health needs that we did not recognize. If you are going through this with your child, ask the hard questions. “Are you thinking about harming yourself?” Don’t just think that the “bully” and the school have a problem.

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I am grateful to the mother who called me and told me my child had a serious issue. I pray that my son will come through this with renewed health like so many others are able to do. I also pray that this information will help other mothers to find hope and health for their children.

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If you or someone you know needs help, contact the National Suicide Prevention Lifeline online or at 1-800-273-TALK (8255). The toll-free call goes to the nearest crisis center in our national network. These centers provide 24-hour crisis counseling and mental health referrals.

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HRSA and GLSEN Work Together in Support of No Name Calling Week +

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN) and other student groups to promote healthy kids and safe schools. These partnerships are a great chance for HRSA to reach youth in their schools and community to prevent bullying. Over the years, HRSA and GLSEN have shared resources and spoken at events. This year, we are continuing that work on social media for GLSEN’s No Name Calling Week.

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From the schoolhouse to the soccer field, everyone has a role in preventing bullying. That’s what No Name Calling Week is all about. HRSA offers free resources that go beyond the classroom to help parents, teachers, business leaders and any member of the community ensure their children grow up in a safe place. Whatever your role, check out our resources - PDF before hosting your next community event:

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  • Training PowerPoint with Speaker Notes: a presentation with the latest research and talking points.
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  • Training PowerPoint: a slide-by-slide presentation to use at a community event, workshop or town hall meeting.
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  • Community Action Toolkit: a packet that includes tip sheets, sample agenda, action planning guide and feedback forms.
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  • Misdirections Video Packet: a six-minute video that talks about the Do’s and Don’ts in bullying prevention and response.
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So whether you’ve been involved in bullying prevention for five years or five minutes: StopBullying.gov has all the materials you need to host a community event. Check out our Training Center.

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What Do Bullying and Youth Substance Use Have in Common? More Than You Might Think +

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+ Jan 29, 2013 + By: Frances M. Harding, Director, Center for Substance Abuse Prevention at SAMHSA + + +
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On the surface, bullying and youth substance use may seem like separate problems.  However, from research, we know that kids who use drugs or alcohol are at risk for other problem behaviors during their teen years. Recent findings confirm previous studies that found links between bullying and substance use. In a recent article, researchers found that middle and high school students who bully their peers or are bully-victims (bully others and are also bullied) are more likely than students who aren’t involved in bullying to use alcohol, cigarettes, and marijuana.

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Bullying and substance use among kids have shared risk and protective factors. Prevention efforts can lessen these risk factors and strengthen protective factors in a child’s life. If a problem has already surfaced, learn to recognize the warning signs of bullying and being bullied, underage alcohol use, and drug use to intervene before the problem becomes worse.

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But let’s rewind: how do you know which risk and protective factors to focus on? Read on!

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Family

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Close parent-child relationships are vital for a child’s well-being. When families can talk openly, kids can talk about their problems more easily. Additionally, clear, consistent discipline—without being too extreme or physical—helps kids understand that certain behaviors, like bullying and substance use, are unacceptable and that there are consequences for those actions. Finally, showing empathy and helping kids form positive values helps keep them from bullying others and using drugs or alcohol. Children whose parents use drugs and alcohol are also at risk.

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Peers

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Peers and friends are important for social and personal growth. However, kids who spend time with other kids who bully or use alcohol and drugs are more likely to engage in those activities. The same goes for children who have trouble interacting with their peers.

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Parent supervision and involvement, such as getting to know your child’s friends, can help a young person avoid behavioral problems by making wise decisions about the company he or she keeps.

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Academic performance

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Doing well in school and being enthusiastic about learning are protective factors for youth substance use and bullying. Poor grades and disinterest in school are just the opposite—they put a child at risk for those same behaviors.

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Individual characteristics

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Parents and teachers should be on the lookout for aggressive behavior, especially if they see it at an early age, because it’s an indicator that a child could become involved in drugs, alcohol, and/or bullying. Teachers and families should also seek opportunities to recognize and reinforce children’s abilities and accomplishments—self-esteem, competencies, and skills are characteristics that “protect” a child.

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Environmental characteristics

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Our environments play an important part in shaping who we become. Young people who are surrounded by substance use, crime, poverty, and violence at home or in their neighborhoods are more likely to turn to bullying and drug or alcohol use. Community and policy initiatives are essential to remove and prevent environmental risk factors that affect youth. Explore prevention resources and tools, and take the first step toward tackling these issues in your community.

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Research Brief: Suicide and Bullying

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+ Feb 27, 2013 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Susan P. Limber, Ph.D., Clemson University + +
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Recent media publicity around suicides by youth who were bullied by their peers has led many to assume that bullying often leads directly to suicide. Although youth who are involved in bullying are more likely to have suicidal thoughts and attempt suicide than those who are not involved in bullying, research indicates that other risk factors play a larger role in suicidal behavior.

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What do we know about suicide and its causes?

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Suicide has a devastating impact on youth and young adults.  According to the Centers for Disease Control (CDC) and Prevention:

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  • Suicide is the third leading cause of death among 15- to 24-year-olds. 
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Suicide is a complex issue. According to the CDC, a combination of individual, relational, community, and societal factors contribute to the risk of suicide.” This can include:

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Is bullying related to suicide?

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Researchers who have investigated possible links between bullying and suicide among children and youth have found that: 

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  • Children and youth who are involved in bullying are more likely than those who aren’t involved in bullying to be depressed, have high levels of suicidal thoughts, and have attempted suicide. 
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  • Children who bully and who also are bullied by their peers (often referred to as “bully-victims”) are at the greatest risk for suicidal thoughts and behavior.
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  • Most studies have looked at the correlation between bullying and suicide at only one point in time.  Very few have followed children and youth over time.  So, although involvement in bullying is related to a greater likelihood of suicidal thoughts and behavior, it is wrong to conclude from these studies that experiences with bullying causes suicidal thoughts and behavior. 
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  • A number of researchers note that there are other risk factors, such as mental health problems, that appear to play a much larger role than bullying in predicting suicidal thoughts and behavior.
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These findings show that there are many factors that may increase a youth’s risk of suicide.  They caution us not to make unwarranted assumptions about “simple” causes or explanations for suicidal thoughts or behavior when there are many factors at play.  More information about links between bullying and suicide and implications of these findings may be found in the Bullying and Suicide section of the Community Action Toolkit.

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Pueblo City Schools, Pueblo, Colorado Safe Haven: Building Community Support

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+ Mar 05, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Kim Storey, EdD, National Center for Mental Health Promotion and Youth Violence Prevention + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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After a survey found that students didn’t feel safe in their Pueblo, Colorado community, the Safe Haven for Pueblo Bullying Victims Project stepped in to make a difference.

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The Safe Schools/Healthy Students group got help from more than 700 students to design posters denouncing bullying. They then reached out to business owners to hang the posters in their windows, to show their community support for the project. The posters alert students that these businesses will provide a refuge for them if they are being bullied or feel unsafe. The business owners agreed to help youth arrange for someone to pick up any students who are being bullied and to let them wait there until a safe ride arrives. The owners are also educating their staff members about bullying and how to help youth involved.

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To help spread the word, the group enlisted its community partners as project sponsors and then pounded the pavement to engage new businesses through local TV, radio and print media.

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The response from business owners has been overwhelmingly positive. Approximately 200 businesses in the Pueblo City Schools area, as well as in the neighboring Pueblo District 70, have joined the project. Program and Curriculum Specialist Maria Fieth remarked, “Kids want to feel safe. And somehow those posters all over town have destabilized the idea that bullying is the norm. Kids feel empowered.”

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The team produced a four-minute video that describes the project and how to use the Safe Haven resources. The video has been viewed by more than 23,000 students.

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Over the first three years of the program, the number of students who reported bullying another student two to three times per month or more in the past couple of months decreased by 34% in the elementary schools, 18% in the middle schools, and 10% in the high schools. In addition, the number of students who reported that they “try to help the bullied student” when asked how do they usually react, increased by 21% in the elementary schools, 42% in the middle schools, and 21% in the high schools.

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Students have a right to be safe at school and in their community, and if students do not feel safe at school, learning is affected,” said Fieth. “We consider it our duty to help students, staff, families, and the community understand the impact of bullying behavior and violence in schools.”

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Read the report: Bullying Prevention and Intervention: Snapshots from Safe Schools/Healthy Students Initiatives

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Reaching Teens Through Social Media

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+ Apr 09, 2013 + By: Katie Gorscak, U.S. Department of Health and Human Services + + +
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Bullying stops teens from being who they want to be, prevents them from expressing themselves freely, and might even make them feel unsafe. Bullying can happen anywhere, both in person and online. In this age of constant connectivity, and understanding the value teens place on their social networks, it’s only fitting to try and better reach them digitally.

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It’s no surprise that teens are highly visual, socially oriented, and always “connected.” They’re constantly on their phones and social networks sharing photos, providing encouragement to their friends, and communicating in a variety of ways. We saw this as an area where StopBullying.gov could grow and help reach teens where they are.

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We are excited to announce the launch of our new Tumblr page for StopBullying.gov. This site will be used as a way to engage youth from across the country to take a stand against bullying in their schools. In bringing StopBullying.gov to Tumblr, we hope to start a conversation and encourage teens to be more than a bystander.

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The Tumblr page will feature messages of empowerment, encouraging teens to engage with each other in a positive way, all in an effort to stop bullying. Messages will focus on:

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  • Being a good friend
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  • Recognizing that you’re not alone. Ever.
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As the site evolves, we will include user-generated content to tap into the creativity of teens across the country. This will be a great tool to solicit ideas from teens and  make them a part of this national conversation on bullying.

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We hope you “stumble” upon our Tumblr page and share not only with your social networks, but with the teen in your life.

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G.R.E.A.T Program Aims to Prevent Bullying and Delinquent Behaviors

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+ Apr 24, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Nels Ericson, U.S. Department of Justice + +
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Bullying prevention is a community endeavor. The more resources a community can use to address the problem, the better the chances of having a real impact. Most communities focus their bullying reduction efforts on addressing the problem in their schools.
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G.R.E.A.T. (Gang Resistance Education And Training) is an evidence-based gang and violence prevention program. Taught by law enforcement officers, G.R.E.A.T. teaches students skills to avoid delinquency, youth violence, and gang membership. G.R.E.A.T works with students before they are most at risk for these behaviors. The program is effective at addressing some of the behaviors that are also associated with bullying perpetration.

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Through role-playing and structured activities, G.R.E.A.T. teaches children about:

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G.R.E.A.T. offers:

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  • A six-lesson elementary school program
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The program is available throughout the United States, Canada, and Central America.

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G.R.E.A.T. recently enhanced and re-evaluated the program using a randomized field trial. As a result of the study, G.R.E.A.T. rewrote the curriculum using a strengths-based approach and interactive teaching techniques focused on skills building.

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From May 2006 through May 2007, 33 officers taught the G.R.E.A.T. program to approximately 4000 students in seven cities. Based on those sessions, evaluators looked at 28 attitudinal or perceptual measures that address potential outcomes of this program and five behavioral outcomes. After one year, data showed that treatment groups had:

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  • Significantly lower chances of belonging to a gang
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  • Less anger
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There was no change, however, regarding attitudes towards risk seeking, empathy, or conflict resolution.

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G.R.E.A.T. is currently testing a new module for elementary and middle school classrooms to specifically address bullying. “How You Can Stop Bullying and Delinquent Behaviors,” allows instructors to share what they see in the school. The module has three components:

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This program helps communities break the cycle of accepting bullying as a way of life. Learn more about the G.R.E.A.T. program.

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National 4-H Conference Teens Tackle Bullying Issue

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+ May 08, 2013 + By: Katie Gorscak, U.S. Department of Health and Human Services + + +
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During the 4-H Conference, one working group brainstormed ideas on how to better reach teens through social media.[/caption]

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The National 4-H Conference is the premier 4-H civic engagement experience for youth across the country. The conference provides an opportunity for 4-H members to increase knowledge, resources, and skills that will empower them to make an impact on their community in a meaningful and genuine way.

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In early April, more than 200 teens from across the country as well as Canada and Puerto Rico, met in Washington, DC for the National 4-H Conference. As part of the event, teens teamed up to work on projects related to important issues affecting young people—including bullying.

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The topic of bullying received a lot of interest last year, leading to two bullying prevention working groups for this year’s conference. The working groups were tasked with addressing two areas:

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  • Evaluating a Training Module for Teens
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  • Reaching Teens through Social Media and Tumblr
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Each group spent several days developing their perspectives on these two topics. Towards the end of the conference, the youth provided a briefing presentation for HHS leaders working on bullying prevention.

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The Training Module team provided feedback on the Bullying Prevention Training Module - PDF and how it could be effectively used to teach teens. The group found that the materials could potentially be adapted into an anti-bullying event which would serve to raise awareness and launch additional, longer-term initiatives.

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“It took a lot of hard work and dedication, but the group overcame their struggles and worked together beautifully as a team,” said Jennifer Gibson, the module group facilitator. “I am very proud of the things that they accomplished and I am confident that this conference had a positive impact on each and every one of them.”

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The Social Media/Tumblr team worked diligently to not only think of creative ideas for StopBullying.gov’s new Tumblr page and provide feedback on content, but actually create the pieces they had envisioned. These included clever takes on popular memes, as well as thoughtful images that reminded teens that everyone deserves to be loved.

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“In a beautiful moment where everyone used their own skills and resources to their fullest potential, the team pulled together and truly wowed the Federal Partners,” said Logan Oates, the social media team’s facilitator. “This was truly an experience for these young people they won’t soon forget.”

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Their interest in the topic won’t stop after the conference ends, many delegates plan to stay engaged and involved in their communities—and online.

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Visit our Tumblr page to see more photos from this event.

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.  A lot of research attention has been given to the overlap between bullying and other forms of youth violence, including gang related, as well as behavioral health risks, such as substance use. Bullying can be a big issue for schools since it not only creates a poor school environment for students but also impacts school staff.

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A recent article in the Journal of Youth and Adolescence looks at the link between bullying involvement and other forms of youth violence and substance use. The study builds on prior research on the risks associated with bullying, especially among kids involved as primarily bullies as well as bully/victims. It broadens previous research by looking at more serious forms of violence, such as gang membership and weapon carrying, and looks at the potential impacts of student ethnicity and community. Highlights of the study’s report include:

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  • The risks present among high school youth (grades 9–12), an age when the risk for more serious types of substance use, violence, and school failure is much higher than in elementary and middle school.
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  • While the study suggests a great need for bullying prevention programming at the high school level, virtually no bullying prevention programs have been thoroughly tested or been shown to be highly effective among high school students.
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  • Few models have been tested in U.S. urban settings, or with large populations of African American students.
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  • The study highlights the need for more specific programming aimed at adolescents already involved in bullying, especially the bully/victim.
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  • Because bullying and other health-risk behaviors can happen together, it seems that more programming needs to address the broad range of youth problems. This could include promoting core skills that will impact multiple outcomes, rather than narrowly on a particular behavior, such as bullying.
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The lead author of this article, Catherine Bradshaw, will conduct a live webinar on the results of this study on Wednesday, May 22 from 4:00 - 5:30 PM EDT and Thursday, May 23 from 11:00 AM – 12:30 PM EDT. The webinar is hosted by the National Center on Safe Supportive Learning Environments. Additional details on the webinar, including registration details are available through the link provided below.

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Register for the webinar.

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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In Howard County, Maryland, we knew we needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our community. We examined current laws and discussed whether to push for new state legislation. We looked at how our public schools collect reports of bullying and later, how they handle them.

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After much study and discussion, we decided on a multi-faceted approach that brings together a variety of community partners and offers a comprehensive way forward.  We announced our plan on May 1 and now, are looking forward to seeing the results.

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The plan involves three parts:

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  • First, we want to change what people think and feel about bullying. We will develop a social marketing campaign to make sure adults and children know about the severe effects of bullying and what to do when it occurs. Fortunately, we’ve got a good model. In Howard County, our library system took the lead in creating a campaign known as “Choose Civility,” which has become incredibly popular for pushing positive messages about how we should treat each other We will use the lessons from that work to develop a similar message around bullying.
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  • Second, we will provide a new tool to give children and adults a way to report bullying where it happens, in real time. We have customized a web-based reporting application called Sprigeo for use throughout the county. The system has been used in school systems across the U.S., but this will be the first time that a person can anonymously report bullying that happens in schools, at a park or library, or elsewhere in the community.
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  • Third, we will develop materials and training programs for those who work with kids to make sure they have the skills and knowledge needed to address bullying appropriately. We will incorporate resources like StopBullying.gov’s Bullying Prevention Training Module and make sure they are widely available in a new online library.
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In addition to federal partners at the Health Resources and Services Administration (HRSA), we are pleased that so many local leaders are joining our effort, including youth sports leagues and the YMCA of Central Maryland. We have a lot of work to do before this program “goes live” at the start of the next school year and in some cases, we are entering uncharted waters, but by pulling so many members of the community together, we know we can make a difference.

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Bullying and Body Image

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+ Jul 01, 2013 + By: Chelsea Perugini, U.S. Department of Health and Human Services + + +
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Although bullying can occur among individuals of any weight, overweight and underweight children tend to be at higher risk for bullying. Targets of verbal bullying based on weight, sometimes referred to as  “weight teasing,” can experience a number of negative consequences, including a change in body perception.

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Weight teasing by both family and peers has been associated with high levels of anxiety and low self-esteem among adolescents. Having low self-esteem because of peer criticism can change an individual’s body image. Body image is the positive or negative feelings you have about the way you look.

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A study in the Journal of Pediatric Psychology found that adolescents teased about weight tended to have a body image that was more negative than those not teased because of weight. Victims of weight teasing who have a negative body image may be at a higher risk for developing unhealthy eating and exercising habits. This could lead to disorders such as anorexia, bulimia, or binge eating.

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How can I encourage a healthy body image among adolescents?

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  • Promote healthy eating and exercise habits.
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  • Set a good example by not criticizing your own body or the bodies of others.
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  • Help victims of bullying boost self-esteem by focusing on their positive attributes.
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  • Encourage them to do the things they love. This boosts confidence and builds healthy friendships.
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Resources for individuals, schools, and families on how to deal with similar issues are available on .

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Georgia Teen Making a Difference in Bullying Prevention

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+ Jul 17, 2013 + By: Anna Holcombe, + + and Sharon Burton, U.S. Department of Education + +
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Hello, I am Anna Holcombe, a “4-Her” from Canon, Ga. I am 15 years old. 4-H is one of the largest youth development programs in the world and it is committed to educating youth on all aspects of bullying. One day at my county 4-H, I was assigned to make a tri-fold on bullying. After a few hours of research, I found myself in awe of all the things I was unaware of before beginning my study. Automatically, I felt the need to stand up for these children and teens.

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Last year, the opportunity was presented to me to teach a group of Georgia Cyber Academy children a bullying prevention game. It worked so well that I taught it again to a group of “4-Hers” at a Statewide event last fall. Over the past two years, I have taught many classes about bullying to 4-H groups of all ages.

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Last summer, I was asked to speak on a youth panel at the 2012 Federal Partners in Bullying Prevention Summit Washington, D.C. about my experience with bullying. It was such an honor to not only attend but to speak at this summit. Meeting people there who share the same goals as I do about bullying was astonishing. While I was attending the summit I was interviewed by Fox 5 news, and various other people about my bullying experience. It was such an honor to be a part of such a great event. I am also a member of the NO BULL youth advisory council for the Great American No Bull Challenge. I continue to teach bullying classes throughout the year to youth of all different ages and backgrounds and share my experiences and knowledge with others.

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We tend to shy away from confrontation. I have learned that leadership starts with me taking the first step. Many others will join your efforts once a movement has begun. This would be my hope for this challenge to end bullying. I may not be able to stand up against millions of people alone to protest bullying but when joined together with other passionate individuals, we can stop bullying and make the world, and millions of victim’s lives, better.

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Learn more about how teens can make a difference.

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Its summertime! School’s out and there is a good chance that your kids will be spending some time at summer camp.  Whether its sports camp, adventure camp, music camp, or any of the other amazing arrays of camps available to kids these days, most camps are equipped to understand and address bullying.  As parents and caretakers, here are some tips to help have a conversation with your child and with camp staff if you suspect bullying may be taking place.

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Find out about camp policies on bullying:

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  • Ask the camp director and counselors about the procedures that are in place and how parents are informed.
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Talk to your kids:

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In addition to honing those sports skills and learning how to navigate nature, camp can be a wonderful time for your child to develop and practice important social skills such as self confidence, and making friends.  Want to know if your camp is accredited?  Visit the American Camp Association website.

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To learn more tips about understanding bullying at camp, read our tip sheet - PDF.

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2012-2013 Webinar Series in Review

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In the past year, the Federal Partners in Bullying Prevention has hosted several free webinars to bring attention to a variety of topic areas in bullying prevention and response. These webinars attracted parents, educators, as well as many other community members.

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These webinar materials are still available for your use.

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Keep up to date with the latest webinar information from the Federal Partners in Bullying Prevention by signing up for e-mail updates

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence, and bullying. Bullying not only threatens a student’s physical and emotional safety at school, but fosters a climate of fear and disrespect, creating conditions that negatively impact learning—undermining students’ ability to achieve to their full potential. Unfortunately, we know that children with disabilities are disproportionately affected by bullying.

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Factors such as physical vulnerability, social skills challenges, or intolerant environments may increase the risk of bullying. Students who are targets of bullying are more likely to experience lower academic achievement, higher truancy rates, feelings of alienation, poor peer relationships, loneliness, and depression. We must do everything we can to ensure that our schools are safe and positive learning  environments—where all students can learn.

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To that end, on Tuesday, August 20, 2013, ED’s Office of Special Education and Rehabilitative Services (OSERS) issued guidance to educators and stakeholders on the matter of bullying of students with disabilities. This guidance provides an overview of school districts’ responsibilities to ensure that students with disabilities who are subject to bullying continue to receive free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). Under IDEA, States and school districts are obligated to ensure that students with disabilities receive FAPE in the least restrictive environment (LRE). This guidance explains that any bullying of a student with disabilities which results in the student not receiving meaningful educational benefit is considered a denial of FAPE. Furthermore, this letter notes that certain changes to an educational program of a student with a disability (e.g., placement in a more restricted “protected” setting to avoid bullying behavior) may constitute a denial of FAPE in the LRE.

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Schools have an obligation to ensure that a student with disabilities who is bullied, continues to receive FAPE as outlined in his or her individualized education program (IEP). IEPs, as well as 504 plans, can be useful in outlining specialized approaches for preventing and responding to bullying, as well as providing additional supports and services to students with disabilities. This guidance also offers effective evidence-based practices for preventing and addressing bullying.

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“This guidance is a significant step forward for students facing bullying,” said Ari Ne’eman, President of the Autistic Self Advocacy Network, a leading national advocacy organization. “We applaud and commend the Department for reinforcing that when a child is being bullied, it is inappropriate to ‘blame the victim’ and remove them from the general education classroom. School districts have an obligation to address the source of the problem –the stigma and prejudice that drives bullying behavior.”

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Bullying of any student simply cannot be tolerated in our schools. A school where children don’t feel safe is a school where children struggle to learn. Every student deserves to thrive in a safe school and classroom free from bullying.

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Please see the Dear Colleague Letter on bullying and its accompanying enclosure below or on this OSERS policy letters page.

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For additional information on preventing bullying, please visit StopBullying.gov and view ED’s “It Gets Better” video.

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities +

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Tyler Pascavis wants us to talk about bullying. Tyler, 18, is a native of Illinois, a lifetime member of the 4-H, and an anti-bullying advocate who believes that the only way we can put a stop to bullying is to bring it out in the open. At the school Tyler attended most of his life, Tyler found that the administration was not willing to admit there was a problem with bullying.  A high-level school administrator once stated that bullying was not a problem at the school, so students who experienced bullying were left to suffer in silence. As someone who was bullied when he was young, and eventually someone who engaged in bullying himself, Tyler saw firsthand how staying silent on bullying could be as harmful as the bullying itself.

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Last April, Tyler had the opportunity to travel to Washington, DC for the 4-H National Conference. There, more than 200 teens from across the U.S., Canada and Puerto Rico, came together to address multiple issues that affect young people.  Tyler was placed in a group whose focus was on bullying. Tyler found this experience to be transformational, and he returned home to Illinois with new resources, new friends, and a desire to start a conversation in his school on bullying.

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When Tyler was required to write a senior synthesis paper to present to the school board of directors on any topic, Tyler chose to focus his on bullying, writing about why it was his school’s responsibility to address bullying, and making recommendations for specific actions the administration should take. He felt that “no matter who you are, you need to accept people for who they are, and you need to love them, even if it’s difficult, and even if they don’t hold the same views.”

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In particular, Tyler wants there to be a stronger focus on not just victims of bullying, but the people who bully too. He believes that schools must work with students and teachers to build a community where everyone is accepted. “When someone bullies, it’s because he or she is looking for acceptance, and without that acceptance, he tries to find his worth in causing pain to others. We need to help these students also see they are loved.”

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Some members of the board listened, some were upset, but overall Tyler feels that the presentation had a positive impact. He feels that people at his school are finally empowered to talk about bullying—“the most important thing is to get the students and teachers talking about it, because that’s how change will happen.”

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Now Tyler is looking to the future and how he can be a positive role model to other youth who are might face bullying.  As a freshman at Illinois State University, Tyler has received a Presidential Scholarship which includes a requirement that he complete community service hours in a local non-profit organization. Because of the important role 4-H played in his own life, Tyler will use his community service hour to volunteer as a youth leader in the local 4-H clubs and the 4-H after school program. “There are so many opportunities in 4-H, and there is always a place for a student to fit in, and find a place where he or she can belong.”

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Learn more about what teens can do to help prevent bullying.

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A Personal Perspective on Cyberbullying

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+ Sep 17, 2013 + By: Michelle Lynn Nelson, Intern, U.S. Department of Education + + +
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Back when MySpace was popular, almost every student at my high school had a profile. For us MySpace was an online-place where we could thoroughly express ourselves. We would post pictures from our latest and greatest adventures, update our status to our current mood, and choose backgrounds and music that represented who we were as a person. However, at one point during my high school MySpace became less of a space for self-expression and more a place of cyberbullying.

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Tina Fey’s Mean Girls made popular the “Burn Book,” where a group of popular girls, known as “the Plastics” would write rumors, secrets, truths and lies about their fellow students and teachers. My high school’s “Burn Book” took the form of several online MySpace pages, spreading rumors about students across the campus including some of my friends. Many of my friends who were talked about on the page denied the rumors and were upset by the false information that was being spread around the campus. Most of the students saw the “Burn Book” and the rumors about them spread even further. The rumors became additional fuel for those who bullied to make fun of students. Students were now being cyberbullied in the comfort of their home on a site that was once a method of self-expression. 

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The student body knew very little about what the administration was doing to address the situation. Students did not see or hear about students being punished or facing any negative consequences for creating the “Burn Book.” The administration failed to reinforce policies designed to create a safe school climate. It left students feeling unprotected from unacceptable behavior. The MySpace “Burn Book” profiles stayed up throughout most of the year. As the school year moved on the profiles were talked about less, but continued to have negative effects on the student body.

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During my sophomore year at the University of California-Berkeley, I was given the opportunity to participate in UCDC- Washington Program and write a 30-page research paper on a topic of interest to me. I chose to research cyberbullying due to both my high school experience and the increasing interest surrounding cyberbullying over the last few years. Cyberbullying is a growing problem due to the increased use of technology, especially among younger teens. Thus my research will be focusing on states’ implementation of cyberbullying policy and how this has affected students and rates of cyberbullying. The U.S. Department of Education, Office of Safe and Healthy Students’ interest in bullying provides me not only with a vast array of research on cyberbullying that has helped me in conducting my research but also allows me to help make an impact in the field through other projects. 

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Learn more about cyberbullying. 

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A Month of Learning for Bullying Prevention Awareness Month +

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+ Sep 30, 2013 + By: Katie Gorscak, U.S. Department of Health and Human Services + + +
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This month, groups across the country committed to stop bullying will release new resources, campaigns, and efforts aimed at bringing awareness to this important issue facing our youth.  This month serves as a reminder that bullying prevention must be addressed, and one way to accomplish this is through educating ourselves, our communities and the youth in our lives.

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In the spirit of lifelong learning on this issue, the Federal Partners in Bullying Prevention are launching several initiatives and resources this month through StopBullying.gov. These efforts are highly important for reaching out not only to parents, teachers, and the youth themselves, but also to the media who play an important role in telling the stories we hear about bullying.

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Here are just some of the great efforts in store during Bullying Prevention Awareness Month.

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  • Media Guidelines for Bullying Prevention.  Media coverage of social issues has a big impact on how communities understand and address problems. Research and expert opinion suggest that certain trends in media coverage of bullying have the potential to do harm. This guidance offers help to journalists, bloggers, the entertainment creative community, and others who are developing content about bullying to engage in responsible reporting on this important topic.
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  • Youth Engagement Event. Across the country, youth are encouraged to talk about bullying by organizing bullying prevention social and educational events through youth organizations in their communities.  Youth can report back on these activities through our Tumblr page. For more information, visit StopBullying.gov.
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  • Conversation Starters Mobile App. Later this month, the Substance Abuse and Mental Health Services Administration (SAMHSA) will release an app for parents to help start conversations with their kids about bullying.
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  • Bullying Prevention Training Center.  This revamped section of the website provides a one-stop-shop for training materials for educators and community leaders. These new materials will be available in late October in our Training Center on StopBullying.gov.
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  • Dear Colleague Letter. The Department of Education has issued guidance in the form of a Dear Colleague letter that provides an overview of school districts’ responsibilities under the Individuals with Disabilities Education Act to address bullying of students with disabilities.
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Keep up to date on the latest bullying prevention resources and tools and sign up for e-mail updates from StopBullying.gov.

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With all of these new resources and attention, it’s a great time to consider how you can help raise awareness about bullying and take action to stop it. Tell us what you are going to do by engaging on Facebook and Twitter.

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Why We Don’t Use the Word “Bully” to Label Kids +

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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“That kid is a bully.”

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We have all heard someone utter these words at one time or another, but is it fair to label a child?

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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.  Yet, you won’t find these terms used in this way on StopBullying.gov. For example, rather than calling a child a "bully," our website refers to "the child who bullied."

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Some have asked us:  Why does it matter?  Isn’t it easier to just say “bully?” 

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We can certainly understand wanting to use shorthand terms, since it feels a bit clumsy saying “the child who bullied” or “the child who was bullied.”  However, here are several important reasons we avoid using labels like bully and victim:

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  1. Using a label sends a message that the child’s behavior doesn’t change from one situation to the next.  Actually, a child may play different roles in bullying, depending on the situation. She may bully a younger child on the bus on Monday, watch anxiously as a friend is verbally bullied on Tuesday, and be bullied herself online over the weekend.  Research confirms that a small but worrisome group of children are regularly bullied but also bully others (Limber et al., 2012; Nansel et al., 2001; Salmivalli & Nieminen, 2002).
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  2. Labels suggest that behavior is fixed and is unlikely to improve over time. Fortunately, behavior can change for the better. A 2nd grader may frequently bully a classmate but, with help from teachers and parents, could stop this behavior by 3rd grade.  Nevertheless, the label may have “stuck” and could be associated with him through his elementary years and beyond. 
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  3. Labels can be harmful to kids. In her book “Mindset: The New Psychology of Success,” Stanford University psychologist Carol Dweck notes that labels can limit how children see themselves and how other children and adults see them. She argues that every label sends a message that tells children how to think about themselves. Too often, the messages say, “You have permanent traits and I’m judging them,” as opposed to “You are a developing person and I am interested in your development.” Both positive and negative labels can cause problems. According to Dweck, “when you’re given a positive label, you’re afraid of losing it, and when you’re hit with a negative label, you’re afraid of deserving it.”  These labels may also affect how others treat children who are involved in bullying – even if they describe the behavior using other terms, such as “fighting” or “drama.” When children are labeled as “bullies,” it may signal to their peers that they are bad kids who should be avoided and it may give adults permission to show scorn. Similarly, when children are labeled as “victims,” this may send a message that they are weak or deserving of pity – when what they may actually need is help to stop the bullying.
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  4. Using labels may suggest that bullying is purely the “fault” of the child and allow us to ignore other factors that contribute to bullying behavior. Although individual differences in temperament and personality may play a role in children’s involvement in bullying, there are many factors that make bullying more or less likely, such as peer influences, family dynamics, and school climates (Kowalski, Limber, & Agatston, 2012; Espelage & Swearer, 2011).  To reduce bullying, it is important to focus on all of these factors.
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So, the next time you are tempted to use the terms “bully,” “victim” or even “bully-victim” as shorthand labels for children involved in bullying…don’t.  Focus on behavior, not on the label.

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Facebook and Cyberbullying

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+ Oct 29, 2013 + By: James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + + +
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In the world of social media and online networking, the issue of safety continuously arises, particularly among teenagers.  Cyberbullying, bullying that takes place using electronic technology, has unique challenges when compared to more traditional forms of bullying.

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Parents need to be aware of what their teens are doing online and talk with them about cyberbullying and other online issues regularly.  Initiate open conversation early on to reduce the teen’s fear of losing their electronic communication privileges when they disclose cyberbullying instances.

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When using a site such as Facebook, parents need to discuss how their teen uses the site and with whom they share their posts. Is the teen communicating privately or publicly?  Have they witnessed or been part of any form of online bullying?  Facebook has tips and tools for individuals being bullied, harassed or attacked online.

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Teens can:

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  • Unfriend - Only your Facebook friends can contact you through Facebook chat or post messages on your timeline.
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  • Block - This will prevent the person from starting chats and messages with you, adding you as a friend and viewing things you share on your timeline.
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  • Report the person or any abusive things they post.
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The best protection against bullying is to learn what cyberbullying is, how to recognize it and how to stop it.  Here are some tips about what you should — and shouldn’t — do:

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  • Don’t respond. Typically, children who bully want to get a response — don’t give them one.
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  • Don’t keep it a secret. Use Facebook's Social Reporting tool to send a copy of the abusive content to someone you trust who can help you deal with the bullying.  This will also generate a report to Facebook.
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  • Document and save. If the attacks persist, you may need to report the activity to an internet service provider and they will want to see the messages.
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For more information, tools and resources around safety, please visit Facebook's Family Safety Center and Stopbullying.gov’s Cyberbullying section.

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adults partner to hold a dynamic bullying prevention initiative. We organized this national youth engagement effort to combat bullying and create a culture of kindness and respect for and with our nation’s youth.  We heard from teens that they would like the federal government to include youth more directly in anti-bullying efforts. The month of October was Bullying Prevention Awareness Month and to celebrate it this year, we invited youth organizations and their youth leaders to hold bullying prevention educational and social events coast to coast.  

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Participating organizations had access to two toolkits, one located on www.stopbullying.gov and the other from the National Organization for Youth Safety. They received a list of local action oriented bullying prevention activities that youth could choose from to implement in their communities (ie. a rap contest, a poster contest, a 5K run, etc.), a link to Cartoon Network’s Stop Bullying: Speak Up bullying prevention documentary, and thought provoking discussion questions pertaining to the video.

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The guidance questions asked kids to think about issues such as:

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  • What the  roles of teachers and counselors should be in addressing bullying;
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  • How friends deal with other friends being bullied.
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Youth were encouraged to share their local efforts via the Stopbullying.gov Tumblr site and Cartoon Network’s Stop Bullying Speak Up Facebook page.

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The Federal Partners in Bullying Prevention recognize that youth have an important role in stopping bullying and creating a positive peer culture.  The goals for these social and educational events are to empower youth to create change in their local communities, to have meaningful conversations about related issues and to have fun and feel a sense of connectedness around a positive and important effort.  Please let us know about your local bullying prevention effort through our Tumblr site: http://stopbullying-blog.tumblr.com/.

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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In the past decade, headlines reporting the tragic stories of a young person’s suicide death linked in some way to bullying have become regrettably common. There is so much pain and suffering associated with each of these events, affecting individuals, families, communities and our society as a whole. There is an increasing national outcry to “do something” about the problem of bullying and suicide.

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The Centers for Disease Control and Prevention (CDC) and other violence prevention partners are conducting research to learn more about the relationship between these two serious public health problems with the goal of using what we have learned to save lives and prevent future suffering. One example of this work is in September 2010, the CDC brought together a panel of experts who presented research focusing on this complex relationship between youth involvement in bullying (youth who bully, youth who are bullied, and those who bully and are bullied) and suicide-related behaviors (attempts, deaths, and risk factors associated with suicide such as depression). These experts published their results in a recently released special issue of the Journal of Adolescent Health. The eight articles included in the special issue help to clarify the complicated issues surrounding bullying and suicide among youth.

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This is what we DON’T know about bullying and suicide:

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  • We don’t know if bullying directly causes suicide. We know that most kids who are involved in bullying do NOT engage in suicide-related behavior.  It is correct to say that involvement in bullying, along with other risk factors, can increase the chance that a young person will engage in suicide-related behaviors.
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Here is what we DO know:

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  • We know that bullying behavior and suicide-related behavior are related. This means youth who report any involvement with bullying behavior are more likely to report suicide-related behavior than youth who do not report any involvement with bullying behavior.
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  • Discussing bullying as directly caused by or as the only cause of suicide is not helpful and is potentially harmful because… +
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    1. It encourages sensationalized reporting, contradicts the Recommendations for Reporting on Suicide and potentially encouraging copycat behavior.
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    2. It focuses on blaming and punishing and does not give critical attention to the necessary support and treatment youth who are involved with bullying need.
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    3. It takes attention away from other important risk factors for suicidal behavior that need to be addressed (e.g., mental illnesses, coping with disease/disability, family dysfunction, etc.).
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    4. It perpetuates the false notion that suicide is a natural response to being bullied, which has the dangerous potential to normalize the response and thus create “suicide contagion” among youth.
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So what can we do with this information? There are public health strategies that can be applied to the prevention of bullying and suicide. For example, increasing connectedness among youth and parents, other adults, and teachers may decrease bullying and suicide behaviors.

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In 2012, the Federal Partners in Bullying Prevention worked with the Suicide Prevention Resource Center to conduct a webinar on bullying and suicide. For more information, tools and resources, please visit Stopbullying.gov’s Who Is At Risk section and Media Guidelines for Bullying Prevention.

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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The conversations we’ve had with community members across the country have taught us that training tools are among the most sought-after resources for promoting bullying prevention research and best practices.

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Guided by feedback from community members, the Health Resources and Services Administration (HRSA) created the resources that would empower even more individuals to address bullying in the community. In partnership with the Federal Partners in Bullying Prevention, HRSA unveiled free Training Module Resources last year, to help local leaders organize an event or town hall on bullying.

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Around the same time, the Department of Education launched a pair of Safe and Supportive Schools trainings to promote best practices in bullying intervention among bus drivers and classroom educators.

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Today, you will find those resources and more housed on a new, re-designed and user-friendly Training Center on StopBullying.gov. The Center includes the following resources in both English and Spanish:

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  • Training Module PowerPoint – a slide-by-slide presentation for use at a community event, workshop or town hall meeting, including a print-friendly version.
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  • Community Action Toolkit – a supplemental guide, including tip sheets, a template event agenda, action planning matrix and feedback forms
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  • Misdirections Video – a six-minute downloadable video featuring Dr. Catherine Bradshaw, a national expert in bullying prevention, discussing some approaches to avoid in bullying prevention and response, and corresponding Misdirections Tip Sheet and video transcripts
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  • Infographic – a visual representation of the data and statistics on bullying today
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  • NEW User guides – eleven new audience-specific resources to show the role these community members play in prevention: +
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    1. Parents and caregivers
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    2. School administrators
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    3. Health and safety professionals
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    4. Law enforcement officers
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    5. Elected officials
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    6. Business leaders
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    7. Faith leaders
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    8. Youth organization leaders and mentors
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    9. Early education and childcare providers
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    10. Mental health and social service providers
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    11. Local recreation officers
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Next, we want to hear from you! Tell us what you think of the new Training Center by sharing your thoughts with us on Facebook and Twitter. 

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Teen Uses Theater to Deliver Bullying Prevention Message

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+ Jan 14, 2014 + By: Ben Powell, + + and Michelle Boyd, U.S. Department of Health and Human Services + +
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Ben Powell has been performing for others since the age of 3. Now at 19 years old, he enjoys acting, singing, and playing the guitar and trombone. As a high school student, Ben used his talents to impact his community. Specifically, Ben and his peers created a theatrical production to spread awareness about the potential consequences of bullying. With the support of his high school drama teacher, he and other students developed the project:

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“Our drama teacher approached us and presented the idea that a message to students may be more effective if their peers delivered it. So, our drama class wrote the script. We also helped design the sets, and were the main actors in the production.”

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The group called the project Teen Reality. Similar to a haunted house attraction, audience members walked through the sets to view the different scenes. The plot centered on several youth.  These youth included those who bullied, a young person who was the target of bullying, and youth who witnessed the behavior. The characters in the play experienced negative outcomes that can be linked to bullying. For example, they dealt with mental health issues, substance abuse, and suicide.

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“We chose to focus on bullying so we could show people that their words and actions can have a huge impact on someone’s life.  We also wanted to show the psychological scarring that being bullied or bullying others can cause. It does not always happen, but bullying someone can lead to very serious consequences. That was the overarching message for the play.”

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The drama teacher and students gained the support of the school district and broader community. They received support from the school board, city council, law enforcement, hospitals, and other local groups and businesses.

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The primary audience for the play was middle and high school students in Ben’s school district in Southeastern Georgia. At the end of each performance, the group organized school assemblies to further discuss bullying and its effects. Students were able to speak about their experiences with bullying. The reach of the production went beyond the student body. Ben and his drama team peers performed for other community members. A local television station also aired the play.

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“I thought the message would fall on deaf ears, but I realized it was impactful. People were emotional and their reactions made me realize its impact. I felt fortunate to be a part of people’s experiences and to have possibly influenced their behaviors.”

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Ben graduated from high school last May. He is now a freshman in college at Georgia Southern University. He is pursuing a degree in multimedia communications.  His goal is to have a career in the entertainment industry. Ben would like to continue using his skills and talents to promote efforts to prevent bullying:

+ +

“I plan to live my life by example.  My goal is to show people that there is no good excuse for bullying, no matter what the reason is.  In the future, I want to join more organizations and find more opportunities to help spread this message.  I want to set an example with my lifestyle choices and find anyway to help spread the news the best way that I can.”

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Are you a teen interested in developing bullying prevention activities in your area? Visit our Teens page for tips on how to get started. 

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What is Bullying? A New Uniform Definition for Research +

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+ Feb 10, 2014 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and R. Matthew Gladden, Division of Violence Prevention, Centers for Disease Control and Prevention + +
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In order to stop bullying before it begins, it is necessary to improve the consistency and comparability of data on bullying. The Centers for Disease Control and Prevention (CDC), the Department of Education (ED), and the Health Resources and Services Administration (HRSA) partnered with bullying experts to develop a uniform definition of bullying for research and surveillance. In January 2014, CDC and ED released the definition listed below:

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  • Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm.
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What this definition is:

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  • A tool to help public health practitioners, school officials, researchers and evaluators define and gather data on bullying to inform research.
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  • A “starting point” to discuss the best ways to gather data on bullying in schools and communities.
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What this definition is not:

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  • A way to label youth either as victims or perpetrators of bullying. We avoid using labels such as “bully” and “victim” and instead use terms such as “youth who perpetrate bullying behaviors.” The most important take-away from this definition is that we don’t label youth – we label their behaviors. Read more on www.StopBullying.gov to understand why we don’t use the word “bully” to label kids.
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  • A legal definition or mandate; however, the definition can be used to inform discussions about bullying policies and laws.
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Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements also includes useful information about other questions to ask to gain a fuller picture of bullying problems, such as when bullying occurs, different types of bullying (e.g., physical, verbal, relational), and whether different groups are more or less likely to be involved in bullying.

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Defining bullying is the first step in many to prevent it from happening. Also, check out CDC’s Bullying Compendium to search through surveys used by schools and researchers to measure bullying.

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Empowering Adopted Youth to Handle Questions or Comments About Adoption

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+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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It is the rare adopted child who has not received questions and comments about adoption. They come from people who know them or from complete strangers:

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Some people ask adopted kids questions because they are being friendly or curious. Most are unaware of the embarrassment and pain their questions or comments may cause. Other kids may intentionally attempt to tease or bully an adopted youth. Their comments can be painful. These questions often go right to the heart of adoptees’ self-concept and self-esteem, challenging who they are and where they belong.  This may mirror the exact questions that adopted children may be pondering themselves as they struggle to make sense of what being adopted means to them. 

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As they cope with normal feelings of loss and grief related to adoption, they may be wondering “Why didn’t my birth mother want me?” or “Was something wrong with me?”  If children who bully look for vulnerability, they may sense they have found a good target. Kids can feel caught off guard, do not know how to respond or may regret what they say or don’t say. Children and teens report being left with a variety of painful emotions…confusion, anger, embarrassment, sadness or frustration.

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In response to this predicament, it is important to empower youth to respond to questions and comments made about adoption. Whatever the context for the adoption-related question or comment, adopted children feel most confident when they feel a sense of control. 

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The Center for Adoption Support and Education developed a program “W.I.S.E. UP!℠” to give children a tool to take control. The program promotes the following:

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  • Second, when an uncomfortable situation occurs, children should stop and think about who is asking the question/making the comment and evaluate the reason for the question.  Is it from a trusted teacher or friend or someone who is trying to bully?  Is the person just curious or trying to be mean? 
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  • Third, children need to learn to identify how they feel about 1) the person asking the question/making the comment, 2) how they feel about the question/comment, and 3) when the question is being asked – for example, are they alone with their friend, or in front of other classmates. This thought process helps children “slow down” and take charge, in preparation for the next empowering step which is to actively CHOOSE how to respond.
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In the final step, children learn that they have four possible options for responding – each represented by the four letters of W.I.S.E., a tool designed for quick memorization:

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W = WALK AWAY, or ignore what you hear.

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I = IT’S PRIVATE, I do not have to share information with anyone, and I can say that appropriately, even to adults.

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S = SHARE SOMETHING about my adoption story, but I can think carefully about what I want to let others know.

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E = EDUCATE OTHERS about adoption in general, for example, I can talk about how adoption works today, successful adoptees, inaccurate information in the media, etc.  I know a lot about it.

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Through role-playing and lots of practice, children/teens can choose how they want to handle a potentially hurtful situation without hesitation.  They also learn to anticipate additional questions that may come when they respond.  Having tools on hand can turn a challenging moment into an experience of confidence and success.

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

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+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying. I have witnessed first-hand the damage it can cause –not only to the children being bullied, but also to those who witness bullying, and even to kids who bully.  Thankfully, I have also seen this issue go beyond what many used to think of as an acceptable “rite of passage,” to one that is seen for what it actually is: an important public health issue that merits community prevention and response.

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As a mental health professional, I’m sure you have seen these human costs as well. You have seen how bullying can affect the mental and physical wellbeing of kids who are targeted and may cause them to dislike, avoid and even fail or drop out of school.  You also know that bullying others can be an early-warning sign of trouble that may require the support and intervention of mental health professionals based in or outside of schools. Most importantly, you know that steps can be taken to prevent bullying and reduce these human costs. As mental health professionals, we are in a position to help.

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What Can You Do to Prevent Bullying?

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Because of our training, expertise, and our collaborations with others in our schools and communities, we can play unique and critical roles in preventing bullying and helping to lessen its effects. We can:

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  • Offer counseling and skills training to help kids who bully manage aggression, support and coping strategies for those who have been bullied, and counseling for family members or friends who have been affected by bullying.
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  • Help school and community leaders assess the amount and nature of bullying in schools and organizations, use local data to inform bullying prevention efforts, and help evaluate progress in reducing bullying over time.
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  • Identify and help to implement bullying prevention efforts that have evidence of effectiveness and fit the needs of local schools and community groups.
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  • Train other mental health professionals, educators, community members, families, and youth about the nature and prevalence of bullying, its effects, and effective prevention and intervention strategies.
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  • Consult with educators, parents, and administrators to develop reasoned policies about bullying that avoid harsh, inflexible discipline strategies such as zero tolerance policies.
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Take the First Step

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As a leader in the mental health community or the subject matter expert in your school, you have opportunities to make a difference in a child’s life every day. These commonsense steps for action and resources will provide you with the tools you need to take action today and help the kids who need it the most.  

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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An image can be more impactful than hundreds of words – especially when it is used to raise awareness of an important issue. Tifara Brown and her peers used photography to deliver a message about bullying prevention.

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Classmates bullied Tifara from elementary school until high school. Tifara is an African-American whose parents raised her in a religiously observant and conservative household. She had to deal with negative stereotypes of African-Americans as being less competent than people of other races. In addition, she was often teased for her religious beliefs and choices.

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“I was raised in church, and my faith is a huge part of my life and who I am. I was negatively labeled as a ‘church girl’ for years and bullied about my modest clothing. As an African-American in advanced classes, I was often made to feel weird or unwanted whenever I participated in class. Once I was deemed intelligent enough to be on my classmates' level, I was then subjected to hear jokes about other African-Americans who were characterized as ‘ignorant.’ In hindsight, I should have defended myself and my peers so much more than I did.”

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Tifara is now a first year college student. She has been an active member of the 4-H youth development organization since she was in the 8th grade. Her current bullying prevention work was prompted by her participation in a bullying prevention roundtable at the April 2013 National 4-H Conference.

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“At the National 4-H Conference, we were asked to design promotional photo prototypes for a prospective anti-bullying Tumblr page. We took and edited photos, with quotes or themes that were important to us and then presented them to a team at the U.S. Department of Health and Human Services. We wanted the photos to be transparent enough so that they could see our hearts when looking at the photos.”

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While working together, Tifara and her peers realized that each of them had personal experiences with bullying. This included instances where they bullied others. Tifara realized that, regardless of the roles that one plays, bullying is linked to negative outcomes and people should not label those involved.

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The photo project at the 2013 National 4-H Conference was the motivation for a photo campaign Tifara is currently working on called Not Them, But Me: Georgia 4-H No Bullying Campaign. The importance of not labeling others is the focus of and the inspiration for the campaign.

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“I want the campaign to be an outlet for young people to speak out against bullying in a creative and beautiful way. People being open, transparent, and real about their struggles – through an outlet as beautiful as photography, for the world to see – is my vision for the campaign.”

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Tifara plans to unveil the campaign at a Georgia 4-H state conference. She plans to develop a website and use social media to help spread her message and will expand this effort later this year.

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“People are real and their stories are just as real as they are. Just as my peers and I hoped the passion and the heart we put behind our photos was evident, I want those who contribute to the campaign to have the same desired impact. Bullying is a war against which we must fight daily, but I believe a successful campaign will be a huge battle won.”

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Take Action Today: Business Leaders and Bullying Prevention

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+ Apr 03, 2014 + By: Alice Cahn, Cartoon Network + + and Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + +
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Understanding what excites and concerns youth is one of the critical ingredients to Cartoon Network’s success. That’s why we knew we had to act when we learned that nearly 85 percent of our youth audience was concerned about bullying and needed information on how to prevent it.

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When we first launched Stop Bullying: Speak Up, we saw a great opportunity to make kids smarter about bullying and to also strengthen our connection with kids and families. Our goal was to develop an awareness campaign designed to provide resources for parents, kids and educators and explain in simple terms, the variety of ways people can take action to resolve the bullying issue and prevent it from happening. But like many things in business, we knew that if we were going to be truly effective in our efforts, we couldn’t do it alone.

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Whether a corporate executive or entrepreneur, business professionals who serve youth or families can play an instrumental role in bullying prevention. They offer a unique set of skills, networks and leadership abilities that can be critical to improving the well-being of their community.

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What can you do to prevent bullying?

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Business leaders who are interested in bullying prevention understand that the health and well-being of their patrons is directly related to the health and well-being of their company. We can:

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  • Leverage existing networks, partnerships and collaborations. Our partners have been essential to Stop Bullying: Speak Up’s success. For example, we invite Health Resources and Services Administration’s bullying prevention leads to provide reviews of our new campaign materials, which connects us with the latest research from leading experts in the field. We didn’t need to position ourselves as bullying experts – only share our expertise about how to reach kids. Working toward these shared goals with partners also helped develop new relationships and business opportunities.
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  • Raise awareness about bullying and its effects to educate parents, teachers, elected officials and professionals, as well as mentors who serve youth. Your efforts will positively impact your community while also spreading your brand to new audiences.
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  • Support the adoption of comprehensive bullying prevention programs in schools and youth-serving organizations. Business leaders already partner with schools on workforce issues to offer advice on the content of education so students will be job ready after graduation. With our expertise in assessing risks and promoting worker safety, we can also help guide a process of planning safe and healthy environments for youth to learn, both in school and community settings.
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Take the First Step

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  • Learn more about bullying prevention through the Training Module, “Understanding the Roles of Business Professionals in Community-Wide Bullying Prevention Efforts User Guide,” and other resources on StopBullying.gov.
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  • Plan a bullying prevention event to inform business professionals, parents, youth and other members of your community to share “what works” in bullying prevention and dispel some common myths and misdirections. 
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  • Assist in the creation of a community coalition to assess the prevalence of bullying; and then design, fund and measure the effectiveness of bullying prevention strategies to safeguard all youth.
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The results of our efforts are clear – Stop Bullying: Speak Up has benefitted youth and our Cartoon Network youth brand. Our PSAs reach more than 900,000 kids every week with real-life stories of bullying and expert advice on its prevention, more than 3 million kids have seen the bullying documentaries and an average of 100,000 visitors go to StopBullyingSpeakUp.com each month. To date, more than 485,000 people have taken our pledge to stop bullying.

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Alice Cahn, Vice President of Social Responsibility at Cartoon Network (CN), conceived and manages the award-winning Stop Bullying: Speak Up campaign.

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying. For the past 37 years, our goal has been to foster the spiritual, mental, physical, and social development of American Indian and Alaska Native youth and to help build a strong, unified, and self- reliant Native America through greater youth involvement. Since 2002, we have been working with the Health Resources and Services Administration (HRSA) to help educate American Indian youth on bullying prevention and provide them with the tools to be more than a bystander.

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We’ve seen the need for prevention efforts evolve over the past several years, specifically in relation to the mascot issue, as many schools and sports teams may accept native names that are actually considered offensive. Our Youth Councils recognized that bullying was a problem, and with a few pointers from UNITY and in partnership with HRSA, they were able to educate their peers on bullying prevention and why seemingly innocuous labels, such as “Savages,” “Warhawks,” or “Redskins,” can be offensive to American Indian.

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What you can do to prevent bullying?

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  • Demonstrate compassion and always model respect. At UNITY, we’re able to attract youth because of our ability to build trusting relationships.
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  • Provide training and clear guidelines on bullying prevention. Volunteers must agree to follow UNITY’s Code of Ethics and receive training to strengthen their skills in listening to youth, learning about their concerns, and supporting them to take action.
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  • Make time to talk about bullying. We work with youth who have experienced bullying and provide resources and training for youth-leaders to become advocates in their community.
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Most importantly, empower youth. Tyler Owens, president of the Akimel O'odham/Pee-Posh Youth Council and victim of bullying, shared her story:

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“I am the lucky one to have such a supportive community that believes in listening to what the youth have to say … My involvement with the Gila River Indian Community’s youth council for four years now has given me a chance to speak out about bullying and advocate for other youth in situations similar to my own.”

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In February 2014, Tyler presented at the UNITY Mid-Year Conference using skits and games to educate elementary students about bullying. She used the StopBullying.gov training center and free webisodes to instruct young children on ways to help those who bully, those who are bullied, and those who witness bullying. Tyler’s council has been invited to speak at high schools and to groups throughout the local community.

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Take the First Step

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  • Learn more about bullying prevention through the Training Module, “Understanding the Roles of Youth Professionals and Youth Mentors in Community-wide Bullying Prevention Efforts User Guide,” and other resources on StopBullying.gov.
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  • Make your place safe before taking the bully-free message to other locations where bullying may be tolerated. Out-of-school programs and afterschool settings can also implement comprehensive policies and strategies for bullying prevention that have been shown to be effective in schools.
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  • Look to form partnerships with schools and other youth-serving organizations, launch an awareness campaign and form an alliance – involving kids, parents, schools, faith communities, businesses, and community leaders – to assess and work together in preventing bullying.
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From my work with the UNITY Youth Councils, I believe the best thing youth-serving adults and mentors can offer youth is the opportunity to learn about themselves, their abilities, and connections to the world around them. It’s exciting to see youth understand the power that they have to affect positive change – especially when it comes to bullying prevention. 

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New Label Videos and Animated GIF Bring the Words of Teens to Life

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+ May 20, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + +
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Today, StopBullying.gov launched two new videos and an animated GIF that address the issue of labels and how words can do harm. This project is a result of regular engagement and collaboration with one of the main audiences for StopBullying.gov: teens.

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Communication professionals pride themselves on coming up with big ideas and big messages. I am one of those people, but I also recognize when I may need a little help connecting with my audience. It’s been a while since I’ve been in a teen’s shoes, much less the fashionable variety worn by the youth of today.

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My work with StopBullying.gov has afforded me a great opportunity to regularly work with teens and to gain a better understanding of what they go through on a day-to-day basis. In the past year, I have had the pleasure to work with teens from 4-H, listen to presentations by youth during bullying prevention workshops, and scour the internet in search for which types of messages resonate with teens.

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One theme that has come up, time and time again, is that words can do harm and that labels don’t equal the person. We have previously explored this idea on the StopBullying.gov blog, affirming our position to not label children. But there’s more to this idea than just the research.

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Every time that I have spoken with youth about bullying, the idea of labels has come up. Teens have expressed that they don’t want to be defined by the color of their skin, their interests, or by perceived stereotypes. This notion of labels being harmful, and how teens regular fight against stereotyping, is something that affect teens from all walks of life.

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These creative pieces address some of the hateful language that teens face and empower them to rise above the chatter and to love themselves for who they are. By regularly working with teens directly, I believe we can better address the issues that affect them every day. And if we can reach one teen and inspire them to rise above bullying, then we are well on our way to inspiring a new generation of teens.

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For more inspiration for teens, visit the StopBullying.gov Tumblr page.

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Natasha Herring, a manager with D.C. Department of Parks and Recreation (DPR), recently got involved with StopBullying.gov when she identified a unique need to address bullying in her local parks and facilities. The post below reflects her story on how D.C. Parks and Recreation is taking action to prevent bullying.

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It’s pool time at the D.C. Department of Parks and Recreation (DPR). Thousands of kids are dropping in to cool off and enjoy the company of staff and friends at aquatic centers in their neighborhoods.

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DPR leaders, coaches, staff and volunteers organize activities designed to be positive and enriching experiences for our children. They form close relationships with kids, from teaching them how to swim to guiding their progress for years on sports leagues and park outings. Many become mentors — big brothers and big sisters — to area children. Kids know that our staff and volunteers are willing to listen and understand their fears and limitations, and will encourage them to meet every challenge. We play a vital role in the lives of many.

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While our staff and volunteers know the hazards of their program environments, and are well-versed in promoting safe play and good sportsmanship, they may not always recognize bullying.

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In the past few years, we noticed a rise in “incidents” — arguments and fights between kids at our recreational facilities, such as DPR’s aquatic centers. We conducted focus groups in a variety of neighborhood centers to assess possible causes and remedies, and learned that many of the incidents were not accidental, but involved bullying by youth who wanted to harm or intimidate others. We realized immediately that we had to take action so that all staff, volunteers and children felt safe from bullying in our facilities.

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What We Are Doing to Prevent Bullying?

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As a first step, we knew we had to create an overarching policy that prohibits bullying among youth, and one that every DPR facility and program could tailor to meet their unique circumstances.

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We turned to StopBullying.gov and attended a recent Institute of Medicine two-day workshop on bullying prevention that was commissioned by the Health Resources and Services Administration to inform the process. We came away with much more than we imagined; learning the science behind the issue makes you aware of the many physiological, psychological and social factors in a child’s life that increase the likelihood of bullying and magnify its effects. Besides creating safe environments free of bullying, we can assist in community-wide approaches, possibly by instructing and mentoring kids in positive ways to interact with their peers.  

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Of course a “no bullying” rule by itself will not solve the problem. It will take time and a commitment of resources to equip staff with the knowledge and skills needed to detect and prevent it. We are just beginning to identify issues inherent to parks and recreation programs that could assist or hinder these prevention efforts. To mention a few:

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  • Bullying risks may be higher in recreation programs where there are large groups of children with wide age ranges.   
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  • Forming close, trusting relationships between the staff, volunteers and children can be challenging in an environment where people participate at different rates.
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  • Recreational settings give children a chance to learn a skill together which can have a positive socializing effect and help form new friendships, even for kids who tend to be socially isolated.   
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  • High school seniors coming to neighborhood centers could provide structured activities to instruct young children about bullying, its effects, and how to be allies to someone who is bullied.
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What First Step Can You Take?

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Visit the Stopbullying.gov Training Center and the resources listed in the parks and recreation user guide, “Understanding the Roles of Recreation Leaders in Community-Wide Bullying Prevention Efforts” to learn more about bullying prevention. 

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It’s our job as recreation leaders to make sure kids feel safe. This policy and additional training will help ensure that each and every child that participates in a DPR activity will hold only fond memories of the fun things they did over the summer. Now, let’s all go to the pool!

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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4-H youth meet with Department of Education representatives to discuss bullying prevention.

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In April 2014, 34 4-H youth from across the country arrived at the US Department of Education (ED) to participate in a briefing as part of the National 4-H Conference. Federal briefings are a regular part of the annual National 4-H Conference and allow youth to present on a topic to federal employees who play a role in implementing policy. This is an outstanding educational experience for not only youth, but also federal employees, who are able to hear how decisions made at the national level impact local communities.

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Half of the 4-H youth gave a presentation on school turnaround, while the other half presented on bullying prevention. The bullying prevention group focused on how school-wide programs that change group norms and improve school climate can help reduce bullying behaviors. Throughout the briefing, the youth personalized statistics with their own stories of being bullied.

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While the youth saw strengths in current bullying prevention programs, in their opinion, the weaknesses could be difficult to overcome. One key weakness was the perception that teachers and school administrations do not take these programs seriously, which leads students to view the programs in the same light.   

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Despite the serious nature of the briefing, the youth ended on a positive note by discussing opportunities moving forward. They suggested mandatory trainings for teachers and school administrators, implementing peer-to-peer programs, and incorporating the youth voice in national policy decisions.

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The youth emphasized using social media in bullying prevention efforts. Sites like Twitter and Instagram were mentioned as key ways to engage youth in the discussion. While many of these strategies are already used by the Federal Partners in Bullying Prevention, this provided more evidence of the importance of these strategies for future activities.

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The youth left the briefing feeling energized and that their voices had been heard. Kelsey Kannenberg, the 4-H college-level facilitator for the bullying prevention briefing, said:

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“It was wonderful to see the youth delegates work together to develop and conduct the briefing presentation at ED. Many members of the group had contrasting past experiences regarding anti-bullying programs, so they had to work together in order to synthesize ideas and suggestions on which everyone agreed. Through group discussions, it became evident that many of the youth possess an inspiring passion for improving anti-bullying programs across the country. Members of the group exhibited creativity, dedication, and leadership as they formed a presentation that included ideas to prevent bullying in their communities.”

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Many youth delegates expressed that through this experience, they learned a significant amount about how different forms of bullying affect young people throughout the country and that they became familiar with new concepts regarding how to prevent bullying. Additionally, the briefing gave them an opportunity to interact with federal employees in a professional setting, which opened their eyes to an aspect of federal agencies that they previously had not experienced. Overall, the youth delegates seemed to walk away from the briefing experience with a fresh attitude about their government and a renewed dedication to eliminating bullying in their communities.

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For more information regarding 4-H, please contact Suzanne LeMenestrel, National Program Leader, Division of Youth and 4-H.

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For more information regarding the 4-H National Conference, please contact Doug Swanson, National Program Leader, Division of Youth and 4-H. 

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+ Jul 22, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Mike Sousane, Teen Advocate + and Robyn Glass, Executive Director for Project Change + +
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The You Have The Power! Bullying Prevention Peer Education Project (YHTP!) is a 10-week after-school program where trained high school age youth mentors, with adult supervision, teach elementary and middle school students about the characteristics, risks, and consequences of bullying, and bullying prevention.

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For a number of reasons, people can approach the issue of bullying with apathy and skepticism. They may feel it is not an important issue because they don’t have personal experiences with bullying or don’t recognize when it happens in their communities. Or they may view bullying as typical and expected behavior, or a developmental “rite of passage” for young people.

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However, it is possible for a person’s apathy and skepticism to shift into awareness, conviction, compassion, and action. This was the case with Mike Sousane when he became involved as a peer mentor with the You Have the Power! Bullying Prevention Peer Education Project (YHTP!) through his local high school.

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“Yes, I knew bullying existed and that it happened but it had always seemed so distant to me. I didn't feel like activism in anti-bullying was needed.”  

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The 18-year-old recently graduated from Sherwood High School in Maryland where he was a youth mentor with YHTP! from his freshman to senior year. He initially became involved at the request of his friends and to earn community service hours.

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However, he became passionate about the issue of bullying when he learned about the prevalence of bullying and the importance of knowing how to appropriately prevent and respond to bullying situations. He was particularly motivated after hearing others’ personal stories about bullying. Those reflections and experiences made him better understand the negative outcomes that can be associated with bullying.

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“Once I began to get involved and really absorb some startling statistics and moving personal stories of elementary age students, I became more and more passionate. I started to act out of sympathy, not just out of a desire to look good.”

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During his time with YHTP!, Mike mentored a number of elementary school children with his peers. One of the primary goals of the Project is to teach the children skills and strategies for preventing and responding to bullying. However, he found it especially meaningful when he noticed more immediate changes in the students’ attitudes and behaviors. One such occasion involved resolving a problem between two mentees.

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“These two kids specifically had a rough past…one had been bullying the other throughout the year. This began to show during the program sessions. Eventually it became worse and Mrs. Glass (the sponsor) and some other teen mentors talked with the two kids about their problems individually. When we later brought the two kids together, they quickly realized that they had more in common than they thought and actually started talking. Several weeks later you could see them hanging out together, playing basketball.”

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Through his mentoring role, Mike learned that a person does not have to have a personal experience with bullying to take the initiative to promote bullying prevention. He was driven by the desire to encourage kindness and helpfulness towards others, instead of judging and bullying. And he understood that seemingly small actions and contributions can have a larger impact.

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“It doesn't take much to make a big impact. Even if it’s not immediately apparent, kindness and basic courtesy towards others makes the world a more harmonious place for everyone. Even if you aren't bullied yourself or notice it yourself, showing others you care can have the biggest impact of all. Don't automatically assume problems will simply resolve themselves or that they aren't there just because you don't see them. They are still there and won’t resolve themselves. But your actions can still go a long way toward solving them, even if you don’t realize it.”

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Maryland Teen Hopes to Make Bullying a Thing of the Past +

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+ Jul 29, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Colleen O’Neill, Teen Advocate + and Robyn Glass, Executive Director for Project Change + +
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The You Have The Power! Bullying Prevention Peer Education Project (YHTP!) is a 10-week after-school program where trained high school age youth mentors, with adult supervision, teach elementary and middle school students about the characteristics, risks, and consequences of bullying, and bullying prevention.

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Often when people hear the phrase “peer pressure” they think of how young people can influence each other in negative ways. However, peer pressure can also apply to how youth can be positive and supportive role models to others. As a high school student, Colleen O’Neill had an interest in promoting bullying prevention in schools. Her friends, including Mike Sousane encouraged her to become involved with the You Have the Power! Bullying Prevention Peer Education Project (YHTP!) at Sherwood High School in Maryland.

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“I've always been someone that wants to help the community and the people around me. Some of my friends volunteered for You Have the Power!. From what I heard about it from them, it sounded like a great way to get involved, help the community and have fun. I also love working with kids, so knowing that was part of the program helped me choose to join.”

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The 18-year-old recently graduated from high school, but she was a youth mentor with YHTP! from her sophomore to senior year. Colleen did not have personal experiences with bullying – that is, not as a person who bullied or a student who was bullied. However, she has friends who have been bullied by others. She was particularly bothered by the power imbalance in those bullying incidents.

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“One of my friends was heavily cyberbullied. It was really tough to watch her go through it and how upset it made her. She really relied on me and some of our other close friends to encourage her. Ever since that experience, it has always irritated me to see those who feel that they have more power or need to take others down in order to feel better about themselves.”

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As a youth mentor, Colleen enjoyed how the mentors and mentees developed trust over time. The high school students worked to create a safe environment where the elementary students felt comfortable and were willing to be more vocal about their challenges with bullying.

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“Since bullying can be such a sensitive topic, we really like to emphasize that anything said during group sessions stays with the group members and that any stories told should avoid using any names. We have them sign a confidentiality agreement during our first session so that they understand that. Besides that, we also like to share our own stories and experiences with bullying so that they know that we have been through similar things and can relate to them.”

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Ultimately, Colleen would love for us to live in a bully-free world. And in her volunteer work, she wanted to demonstrate that everyone has a role to play in preventing bullying. She was encouraged by knowing that her actions could ultimately have a larger impact.

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“One day, I hope to see that bullying is a thing of the past. I want kids in the future to be able to go to school without being scared that they're going to get picked on. While I worked with a small amount of kids and this program is fairly localized, I feel that I have done my part in trying to spread the word on how people can try to end bullying. People don't have to do things on a large scale to make a difference -- they can do something as simple as inviting someone who is eating alone to come sit with them, or asking someone how their day was and showing genuine interest in their response. The little things can help save a person who is being bullied and feel like they are not alone in the world.”

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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Watch the Workshop - The full webcast of the workshop and speaker presentation slides is available here. An individually authored workshop summary detailing the research, discussions and activities will be shared later in the year.

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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington, D.C., to discuss research on bullying and interventions, laws and public policies to prevent and address it. Convened by the Institutes of Medicine (IOM), and commissioned by the Health Resources and Services Administration (HRSA), the goal of the two-day workshop was to determine what is working within the field of bullying prevention. Specifically, workshop organizers were asked to:

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The public workshop was the first phase of the project entitled Increasing Capacity for Reducing Bullying and Its Impact on the Lifecourse of Youth Involved. The workshop was directed towards examining, analyzing, and synthesizing information and knowledge about policy, education, and behavioral strategies aimed at decreasing and preventing bullying behavior. Presenters, moderators, and guests participated in lively discussion over the two-day period. Topics of discussion included:

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“The thing that amazed me the most was getting a better understanding of the actual science behind bullying … Learning about how the brain functions was amazing and gave me a different view on how to approach bullying prevention,” said Natasha Herring, Ward 8 Manager for DC’s Department of Parks and Recreation, who attended the two day event. “The workshop was incredible, and I was excited about the opportunity to share my insight. Here in Washington, D.C., we are in the midst of creating an official anti-bullying policy and being a part of the process was eye opening,” said Herring. 

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As Director of the Maternal and Child Health Bureau which is responsible for the health and wellbeing of all of America’s children and families, I was proud to open the workshop, and offer welcoming remarks to attendees. Millions of children and youth in our nation are bullied every year. How can we move the needle on bullying? What more can we do?  There is still a big science gap in bullying prevention; how do we close that gap in the next five years? This workshop moves us one step closer to identifying effective approaches that will make a difference in the lives of children and families who experience bullying.

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Should a proposed second phase of the project continue, the workshop will result in a consensus study that provides concrete recommendations for action. The hope is that the study will set forth a multi-disciplinary road map on next steps for the field of bullying prevention, providing guidance to federal, state and local governments, as well as public and private partners. To ensure that results from the IOM serve the needs of various federal partners, HRSA established a Federal Advisory Group in order to provide the Federal Partners in Bullying Prevention a venue for engaging directly in the project development, and I want to thank each partner for their support in this process.  

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Millions of children in our nation are bullied every year. As a community, we will work towards a solution together.

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For more information on bullying prevention, visit www.stopbullying.gov/training. You can also stay up-to-date with the latest research and information by following us on Facebook and Twitter.

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Put the Power to Prevent Bullying in Your Hand

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+ Aug 18, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Parents and caregivers are a child’s first and best teacher. Your child is listening and remembering your advice, even when it seems like he/she is not paying attention. In fact, spending 15 minutes a day listening and talking with your child can help build the foundation for a strong relationship and provide reassurance that he/she can come to you with a problem. It can also help your child recognize and respond to bullying.

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So, what will you say? KnowBullying, a new mobile app by the Substance Abuse and Mental Health Services Administration (SAMHSA), can help get the conversation started. The app provides tips on talking about school, work, relationships, life, and bullying. You can help prevent bullying and increase communication with your child while making dinner, shopping, or anytime you and your child have 15 minutes together. The app also has a feature to remind you that it’s time to talk.

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KnowBullying by SAMHSA includes:

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Go ahead, get started. Download KnowBullying by SAMHSA and take the first step toward protecting your child from bullying. 

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This blog originally appeared on SAMHSA’s Blog.

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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities and Challenges in Bullying Prevention.”  The Summit was the culmination of many months of hard work by the Summit Planning Committee, a sub-committee of the larger Federal Partners in Bullying Prevention. The jam-packed day saw 22 speakers present on a variety of topics ranging from the state of current bullying prevention research, multi-tiered behavioral frameworks, cyberbullying, and school discipline.

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Breakout session topics included a look at federal and state laws, policies, and guidance, a Stopbullying.gov demonstration, a media guidelines discussion, and an examination of related high-risk behaviors including hazing and teen dating violence. For example, the federal and state laws, policies, and guidance session generated a lot of debate and raised challenging questions, specifically regarding the public health consequences of bullying.

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Among these 22 speakers, were four youth participants from different parts of the US who came to the Summit to share their perspectives on bullying prevention, their experiences with bullying, and the work they do in their communities. Oakley, Cameron, Annae, and Madison provided an indispensable component to the day – they were able to connect the dots between research, practice, and what youth experience in school.

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Additionally, the youth facilitated four focus groups in the afternoon, providing invaluable feedback to the Federal Partners as they look to the next year of activities. Participants discussed challenges faced by schools and communities in bullying prevention, as well as successes in promoting positive school climate. One group highlighted the need to include parents and the medical community in the discussion.

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With an in-person audience of around 200 and a virtual audience of nearly 400 at its peak, the oft-repeated theme of looking at bullying through the lens school climate was driven home. Additionally, audience members were challenged to bring the knowledge shared back to their organizations, states, schools, and communities to facilitate change. 

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In addition to the day’s great content, two Federal resources were officially launched. The first was the Bullying, Harassment, & Civil Rights: An Overview of School Districts’ Federal Obligation to Respond to Harassment video, developed collaboratively by the U.S. Departments of Education and Justice, and the Substance Abuse and Mental Health Services Administration (SAMHSA) of the Department of Health and Human Services.

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The second was the KnowBullying App, a new mobile app from SAMHSA that can help get the conversation started between parents/caregivers and children about bullying. For more information please visit http://store.samhsa.gov/apps/bullying/. The KnowBullying App is available for download from both Google and Apple.

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Did you participate in the Summit either in-person or virtually? If so, we’d love to hear from you! What was the key lesson you took away from the day and have brought back to share with your colleagues? What would have made the day more helpful to you? Please share your thoughts with us via Facebook and Twitter using #BullyingSummit14.

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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World Suicide Prevention Day

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+ Sep 09, 2014 + By: James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + + +
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In 2011, suicide continued to be the second leading cause of death for youth and young adults ages 10 to 24 years old according to the Centers for Disease Control and Prevention’s Web-based Injury Statistics Query and Reporting System (WISQARS). That same year, over 20% of high school students participating in the Youth Risk Behavior Survey report being bullied at school. Research has shown that those bullied and those who bully others are at increased risk for suicide-related behavior. In addition, those who are bullied and bully others are at the highest risk for suicide-related behavior.

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So what exactly do we know about the relationship between bullying and suicide?  We know that the behaviors are closely related and that there is a higher potential for serious harm to everyone involved in bullying: the youth bullying others, the youth being bullied, and the bystanders.

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While research has not shown that bullying directly causes suicidal behavior, involvement with bullying behavior may largely contribute to feelings of hopelessness and helplessness that raises the risks for suicide. That said, there’s a lot we don’t know. Learn more - PDF about this relationship and what we know from research.

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World Suicide Prevention Day brings global attention to suicide and its prevention.  Observed on September 10th, the day recognizes suicide as a public health issue that can be prevented, especially among our youth. One important step in suicide prevention is being knowledgeable about the warning signs of suicide.

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Based on the Suicide Prevention Tips for Kids and Teens, the warning signs for suicide are:

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Also remember that it is very important to support those in need of help.  If you see someone experiencing any of these signs or someone you know is contemplating suicide, please call the National Suicide Prevention Lifeline at 1-800-273-TALK (1-800-273-8255) or visit online at www.suicidepreventionlifeline.org. You can also find more information on suicide prevention at the following websites:

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Mary Pat King is the Director of Programs and Partnerships at the National Parent Teacher Association (PTA). In this role, Mary Pat has helped develop new strategies for engaging parents and students as leaders in efforts to improve school climate, and as a result, prevent bullying in communities nationwide.

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The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying. Research indicates that the most effective bullying prevention efforts build a culture of caring and respect throughout the school community, rather than focusing attention only on children who bully and those who are bullied. That’s why over the past several years, we’ve worked with StopBullying.gov and other partners in our Connect for Respect (C4R) initiative, which aims to help local PTAs take the initiative to build positive school climates full of healthy relationships.

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Strong family-school partnerships translate into healthier school environments and better student outcomes. Families know that bullying isn’t an isolated problem, and they’re eager to find ways to work with youth and educators in bullying prevention efforts.

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We recently ramped up our C4R initiative to ensure we were effectively mobilizing parents and students as leaders in creating healthy school climates where children can thrive. Our new “Connect for Respect Guide for PTA Leaders” and “Connect for Respect Guide for Student Leaders” outline five-step approaches and helpful tips for improving the overall school climate and prevent bullying. This includes:

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  • Building a team. Invite students, teachers, community members and parents to work together in improving school climate.
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  • Assessing the current school climate.  Use the StopBullying.gov Landscape Assessment to develop benchmarks, gain a better understanding of the perspective of students, families, teachers and other school personnel, and chart progress over time.
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  • Engaging the school community. Bring student and school leaders together for a discussion and brainstorm on ways to improve peer environments for students. Present the findings from your assessment, as well as share the latest research and best practices from the StopBullying.gov Training Center. Our C4R digital toolkit at PTA.org/C4R also includes ideas for organizing your event.
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  • Developing an action plan. Create a plan that educates and empowers families, students and the broader community about ways to create more positive school climates full of healthy peer relationships.
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  • Empowering students, families and the community. Sustain your efforts over time by continuing the dialogue with students, families and the community so that all commit to a shared responsibility for a positive school climate and healthy peer relationships.    
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Parents and teachers play an important role in mentoring students to make positive changes to their school and other peer environments that result in a more supportive student experience for all. Using our revamped Connect for Respect Guides, along with the research, materials and resources from the StopBullying.gov Training Center, parents and teachers can have a profound impact on students, schools and the broader community.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month +

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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October is National Bullying Prevention Awareness Month and it’s a good time for schools (including personnel and students), communities, districts, and states to take stock of current efforts to reduce and prevent bullying. Do current school climates make students feel safe, allowing them to thrive academically and socially? Are youth comfortable speaking up if they are being bullied? Are members of the community engaged and are the media aware of best practices when it comes to reporting bullying stories?

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In recognition of the efforts to improve school climate and reduce rates of bullying nationwide, the Federal Partners in Bullying Prevention (FPBP) are proud to release a variety of resources aimed at informing youth, those who work with youth, members of the media, parents, and schools. These resources and more maybe found at Stopbullying.gov.

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Here are several of the exciting efforts being highlighted this month:

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  • #StopBullying365 – All month long, the FPBP will be using the hashtag #StopBullying365 to collect stories of how individuals and communities are taking action in bullying prevention. Join StopBullying.gov on Facebook and Twitter to learn more.
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  • The FPBP are pleased to announce the start of a year-long relationship with NASA’s Scott Kelly, who will make bullying prevention a priority during his time in space. Watch Astronaut Kelly’s video.
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  • KnowBullying. The Substance Abuse and Mental Health Services Administration’s (SAMHSA) new mobile app provides parents, caretakers, and teachers with important bullying prevention information, and can help get the conversation started between parents/caregivers and children about bullying in as little as 15 minutes a day.
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  • Bullying, Harassment, & Civil Rights: An Overview of School Districts’ Federal Obligation to Respond to Harassment. This video, developed collaboratively by ED, DOJ, and SAMHSA, of the U.S. Department of Health and Human Services, outlines school districts’ federal obligations to respond to harassment.
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  • Increasing Capacity for Reducing Bullying and Its Impact on the Lifecourse of Youth Involved. This report summarizes findings from the Institute of Medicine Workshop held in April, 2014, funded by the Health Resources and Services Administration. More than 20 presenters shared research on how families, schools and communities can take effective action to stop bullying and reduce its harmful effects.
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  • Internet Safety Two-Part Webinar Series – On October 30, 2014 from 2-3pm EDT, the U.S. Department of Justice’s (DOJ) Office of Juvenile Justice and Delinquency Prevention National Training and Technical Assistance Center will host the first of a two-part webinar series. This series is a collaborative effort by DOJ, the U.S. Departments of Education (ED) and Agriculture, the Federal Trade Commission, the Federal Bureau of Investigation, and the Internet Crimes Against Children Task Force. The first webinar will focus on internet safety and cyberbullying. The second webinar will occur in mid-November and focus on sexting and sextortion. Stay tuned to StopBullying.gov for more information!
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  • Media Guidelines for Bullying Prevention. Media coverage of social issues has a big impact on how communities understand and address problems. Research and expert opinion suggest that certain trends in media coverage of bullying have the potential to do harm. This guidance offers help to journalists, bloggers, the entertainment creative community, and others who are developing content about bullying to engage in responsible reporting on this important topic.
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With all of these new resources and attention, it’s a great time to consider how you can help raise awareness about bullying and take action to stop it. Teens can find inspiration by visiting our Tumblr site. Tell us what you are going to do by engaging on Facebook and Twitter using #StopBullying365.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Every October, communities around the country participate in National Bullying Prevention Awareness Month. This year, a new resource from the Institute of Medicine (IOM) and the National Research Council (NRC) is available to support awareness month activities.  Building Capacity to Reduce Bullying is a new report summarizing a two-day workshop that was held on April 9-10, 2014.  The workshop was sponsored by the Health Resources and Service Administration and examined ways to prevent bullying. Over 20 experts shared research to explore why bullying happens and what can be done to stop it. Representatives from several schools, community-based organizations, and public agencies attended the workshop in-person and online. An archive of the full workshop can be found at the Institute of Medicine website.

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The summary report describes key findings from the workshop presentations and discussions. It has sections on how to understand bullying, how to prevent it, and what we can do to learn more about bullying. The summary includes chapters about schools, students, families, and communities. You can download a free copy of the summary at the National Academies Press website.

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The summary tells us:

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  • Bullying is common. Between 20 to 30 percent of children report being bullied at least once in the past year.  
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  • Bullying is preventable. Consistent discipline can reduce bullying. So can information and training for parents and teachers. Having just one friend makes it less likely that a child will be bullied.  
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  • Bullying gets under the skin. It harms the health of children who are bullied and of those who bully. Even bystanders may feel more anxious and insecure when they see bullying.  
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  • Bullying is connected to other types of violence and aggression throughout a child’s life. Children who bully have often seen or experienced family violence. Bullying and teen dating violence are linked. There is also a connection between bullying and sexual harassment.  
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  • Bullying affects the community. It creates a negative school climate. It is linked to later substance abuse in victims who may use alcohol and drugs to cope with emotional pain. Boys who bully are more likely to be involved in crime as adults.  
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  • The community can prevent bullying. Schools can create a sense of belonging. They can also support norms against bullying. Students can show respect for one another. Parents can set an example by being kind.  They can also talk with their children and work with schools to address bullying. 
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We all have a responsibility to stop bullying. This workshop summary helps us to understand why bullying prevention is so important. It shows us what steps we can take to reduce bullying. And it reminds us that we still have a lot to learn about bullying. Most of all, it supports the theme of National Bullying Prevention Awareness Month: “The end of bullying begins with me.”

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying +

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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Lansing Mayor Virg Bernero (Left), Lansing School District (LSD) Public Safety Director Cordelia Black (Middle), LSD Superintendent Yvonne Caamal Canul (Right), along with LSD Student Services Director Susan Land (not pictured) and Mayoral Staff Assistant Nicholas Soucy (not pictured) on the phone with The BULLY Project Team planning their campaign.

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October is National Bullying Prevention Awareness Month and in more than 200 cities across the country, communities and their leaders are coming together to take action against bullying.  

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In the 2011 school year, 28 percent of kids between the ages of 12 and 18 were bullied at school. Understanding that bullying is a serious issue facing more than 1 in 4 children nationwide, the U.S. Conference of Mayors recently pledged its commitment to eradicate bullying and its harmful effects.

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This year, the U.S. Conference of Mayors has joined forces with The BULLY Project for the Mayors Campaign to End Bullying, which aims to address the problem of bullying in our nation’s schools. During the month of October, well over 200 mayors in nearly all 50 states will host events that bring together key stakeholders and community members to educate, inform and inspire lasting bullying prevention efforts. In activating a concerned and committed group of individuals, these mayors are proactively creating safe environments and welcoming school climates for our nation’s students and families.

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Sparking a community-based discussion on bullying and how it can be addressed at the local level is an important first step for any leader interested in making a difference. Mayors and other elected officials who bring a unique blend of influence, capacity building and resources can play a critical role in getting these efforts off the ground.

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For example, in Lansing, Michigan, Mayor Virg Bernero worked with the District Superintendent’s office to plan an event that would start a long-term conversation and community-based effort. They are inviting members of education, business, civic, and faith groups to the table for a proactive dialogue on how to bring bullying prevention plans directly into schools and community settings moving forward.

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In Mooresville, North Carolina, Mayor Miles Atkins is issuing a formal proclamation of support for bullying prevention and has begun working with local school systems and community organizations to create a unified strategy to combat bullying. By working in partnership with these groups, Mayor Atkins can apply his unique role and influence to help connect the dots between independent efforts. This results in a bigger impact for Mooresville’s children and families.

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Take Action Today

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Local leaders interested in taking action can find critical resources to train each other and their community on the research and best practices in bullying prevention through the StopBullying.gov Training Center and the corresponding user guide for elected officials. StopBullying.gov also provides information on the current state policy landscape — an important resource for all elected officials. The BULLY Project also provides important tools for advocates, students, parents and educators.

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From Michigan to North Carolina and in cities nationwide, bullying prevention is a community-based interest and effort. By prioritizing it as such, elected officials nationwide are advancing the idea that everyone has a unique role to play. Learn more about the Mayors Campaign to End Bullying to see if your city is participating at www.usmayors.org/bullyproject.

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Bullying Prevention in 2014: HRSA’s Perspective +

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month. This important observance is held every October.

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In 2004, HRSA launched the first Federal anti-bullying campaign to raise awareness about this very serious issue. Ten years later the extent and impact of bullying, particularly on children, continues to be a concern in communities across the country. HHS data underscore the extent of this problem. Nationwide, 20% of students in grades 9-12 for example, report they have experienced bullying.  Just as communities are moving from awareness to action to address this problem, the federal government is too.  In fact, three federal agencies, the Department of Health and Human Services, the Department of Education, and the Department of Justice are actively engaged in efforts to prevent bullying.

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What families and communities may not know is that the Affordable Care Act can help children and their families directly.  For example, with the expansion of health insurance coverage, more children have access to screening by their health care providers for involvement in bullying.  This is because most health insurers are required to cover pediatric well-child visits that include this important service recommended by the American Academy of Pediatrics. Individuals and families can sign-up for coverage or renew their existing coverage through www.healthcare.gov beginning on November 15.

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In addition, for the past decade HRSA has also engaged in efforts to research bullying and its harmful effects, develop and disseminate training modules for providers, teachers, and parents, and compile a community action toolkit - PDF to help local leaders build a coordinated, unified approach to preventing bullying. 

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HRSA continues to pursue new strategies to protect the health and well being of children by focusing sharply on preventing bullying. For 2015, HRSA has proposed new national performance measures for the Maternal and Child Health Block Grant program that all states receive.  One proposed measure tracks bullying prevalence.  This action stands to alert and activate state health departments and their partners across the country to further engage bullying as a public health problem and demonstrate leadership in efforts to keep kids safe.

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HRSA recognizes that the only way to eliminate bullying is with strong partners in the community that know how to recognize bullying, intercede, and prevent it from occurring in the future. The good news is that we have tools to help individuals, families and communities to do exactly that. I encourage you to visit www.stopbullying.gov to learn about how you can engage in this important effort.

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The Importance of the Recommendations for Media Reporting on Bullying +

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Did you know experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying? Do you know why these exist? Do we really even need them? These are questions that some people may answer yes to, but the reality is that there are many that don’t know why these guidelines exist - more importantly, the reasons why we need them.

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In less than 20 seconds, a simple search for “bullying” on Google and Yahoo will bring in nearly 1.5 billion and 12.5 million hits, respectively. You will find links to stories, statistics, definitions, movies, quotes, types of bullying, and images. You will also find many stories about bullying often linked to suicide. It is evident that bullying has become a trending topic in the media and the general public. The problem with this is that far too often what you find online and even in general conversation is not supported by research. Even more so, the information that is out there isn’t always helpful and can potentially be harmful to people who need the information, including young people, parents, teachers, school administrators, and often those in the business world.

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Several years ago, a team of experts were convened to develop media guidelines on the reporting of suicide, which became the gold standard in the industry for accurate and current information on how to safely report on suicide. A similar process was used to create the media guidelines for reporting on bullying found on StopBullying.gov. When it comes to bullying, people can define it many different ways, so it’s helpful to know what is accurate and based in research, versus what can be inaccurately portrayed.

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The recommendations on how to report on bullying are simple and straightforward.  They encourage you to know why you are covering a story and help you identify how your story may affect your audience. They help you present a balanced story with knowledgeable and accurate sources. Yes, they do ask you, as media leaders, to dig a little deeper and be aware of what others are saying, but only to help you present the truth while helping communities be safer for our youth.  

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Sometimes though, we need to be more aware of what can potentially be harmful, why it is so, and how we can avoid those pitfalls. One example is the common pitfall to state or imply that bullying caused a suicide. This is harmful because stories that say or insinuate that bullying caused a suicide can create a belief that suicide is a normal, even inevitable result of bullying. This may lead to “contagion”—additional deaths or cluster suicides that occur after heavy media coverage of the issue.  When there is a public health issue, portraying accurate information is vital.  It helps everyone understand what researchers have found in well-designed studies across geography and cultures. Accurate information helps correct misinformation, clears up the myths, and is able to get reality out to the public in a timely fashion. 

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Resources developed by people trained in this area help you to put the best information out there and become part of changing the conversation, which includes the way people act and respond. The guidelines and recommendations were created to help you become part of the solution! So if you are a member of the media, or regularly promote bullying prevention through communication channels, consider implementing these guidelines in your work as a tool to responsibly report on this important issue and help reduce the negative impact bullying has on our youth, communities and nation today.

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New Guidance on Responding to Bullying of Students with Disabilities

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+ Nov 05, 2014 + By: Catherine E. Lahmon, Assistant Secretary for Civil Rights, U.S. Department of Education + + +
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The U.S. Department of Education's Office for Civil Rights (OCR) investigates and resolves complaints of disability discrimination at public schools. OCR recently issued guidance to public schools (available in Spanish - PDF) to help school officials understand their federal responsibilities to respond to bullying of students with disabilities. This guidance builds on anti-bullying guidance the U.S. Department of Education has issued in recent years concerning schools' legal obligations to address bullying, including ensuring that students with disabilities who are bullied continue to receive a free appropriate public education. The guidance describes the rights of students with an individualized education program (IEP) developed under the Individuals with Disabilities Education Act (IDEA) as well as the roughly three quarters of a million students with disabilities who are not eligible for IDEA services but who receive a plan developed under Section 504. 

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OCR also issued a fact sheet for parents - PDF (available in Spanish - PDF) that addresses key points of the guidance and provides information on where to go for help. To learn more about federal civil rights laws or how to file a complaint, contact OCR at 800-421-3481 (TDD: 800-877-8339), or ocr@ed.gov.

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Take Action Today: School Nurses Strive to Build Positive School Climates +

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+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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In the post below, Carolyn Duff, president of the National Association of School Nurses reflects upon the unique role school-located health professionals play in bullying prevention.

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Sue and Peggy work within miles of each other at W.B. Simpson Elementary School and Polytech High School, just outside of Dover, Delaware. As school nurses, they are leaders in school health and are charged with responding to the ever-evolving physical and mental health needs of students.  Today, much like their approximately 61,000 peers across the country, Sue and Peggy work with school teams promoting overall student health, well-being and a positive school climate that is safe and conducive to learning.

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For Sue and Peggy, a series of student self-harm incidents within the community led to a paradigm shift in student and staff interactions, as well as response to bullying and other related challenges facing students in their schools.

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The school knew it had to take action. First, they surveyed students and colleagues about bullying and other threats to well-being to set a benchmark for action. Then, they worked to develop an interdisciplinary support team of staff (including the school nurse, school resource officer, school social worker, teachers and principal) who met regularly and were committed to working with students and each other to identify at-risk students and to intervene before negative and aggressive behaviors escalated. Meanwhile, student-led efforts have helped encourage students who are bullied to seek help and have empowered bystanders to step in when a helping hand is needed.

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Delaware’s state policies reflect a sincere commitment to school safety. Under Delaware law, all public schools have teams (which include administrators, staff, parents, students, and after-school staff) to develop and monitor bullying prevention efforts. The results are evident in the robust programming and critical training for students and staff — the effects of which are felt year long.

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When asked how school nurses can help create an environment that is safe and welcoming for all students, both Sue and Peggy agreed on the importance of building trusting relationships and keeping the lines of communication open — not only with students — but with school staff, volunteers, families and community members.

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There is important work to be done to ensure that all school nurses are properly trained and equipped to respond appropriately to bullying when it happens and to participate on school teams to prevent bullying so that students can thrive. That is why NASN recently partnered with the Health Resources and Services Administration (HRSA) to host an in-depth webinar on how to move from awareness to action in bullying prevention.

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Both organizations also strive to make critical resources available to the broader school nursing community, including a handy guide for Health & Safety Professionals - PDF from StopBullying.gov, as well as a School Violence policy brief and  round-up of best practices from the National Association of School Nurses. 

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Bullying is a persistent public health concern that has a significant impact in our schools and communities. School nurses are often the first line of defense and a safety net for students who are feeling unsafe or uncomfortable.

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Strengthening the AAPI Community Through New Bullying Prevention Efforts

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Hines Ward Youtube video

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Hines Ward, retired NFL wide receiver and former member of the President’s Advisory Commission on Asian Americans and Pacific Islanders, shares his story on bullying.

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More than one-quarter of students between the ages of 12 and 18 reported being bullied at school during the 2010-11 school year — nearly 7 million students. Some Asian American and Pacific Islander (AAPI) students face bullying and harassment based on their immigration status, such as Micronesian students whose families have recently immigrated to the continent and Hawaii. Others are bullied for the way they look, such as turbaned Sikh youth, or for their English language skills. 

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Students who are bullied don’t feel safe, and students who don’t feel safe can’t learn. Students involved in bullying are more likely to have challenges in school, to abuse drugs and alcohol, and to have physical and mental health issues. Being bullied endangers students’ academic achievement and ultimately their college and career readiness. And in some areas, bullying of AAPI students is rampant. For example, one 2014 study found that over two-thirds of turbaned Sikh youth in Fresno, California reported experiencing bullying and harassment. And another recent study found that half of the 163 Asian American New York City public school students reported experiencing some kind of bias-based harassment in a 2012 survey, compared with only 27 percent in 2009. 

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When children are singled out because of a shared characteristic — such as race, sexual orientation, or religion — or a perceived shared characteristic, the issue not only affects that individual but the entire community. Policymakers believe that AAPI students who are bullied face unique challenges, including religious, cultural, and language barriers. In addition, there has been a spike of racial hostility following the September 11 attacks against children perceived to be Muslim. The classroom should be the safest place for youth, but for some AAPI students, it can be a very dangerous environment.

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Unfortunately, this issue of AAPI harassment is nothing new. In 1982, Vincent Chin became a household name in AAPI homes when he was attacked and killed because he was mistakenly perceived to be Japanese. To facilitate a conversation on this issue, in 2011, under the leadership of Amardeep Singh, former member of the President’s Advisory Commission on AAPIs, the White House Initiative on Asian Americans and Pacific Islanders (WHIAAPI) hosted a Bullying Prevention Summit in New York City.

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However, more work needs to be done. Earlier this month, on the fifth anniversary of the Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act, the White House announced several efforts to address hate crimes, including a new Interagency Initiative on Hate Crimes. As a part of these efforts, WHIAAPI, in partnership with the U.S. Department of Justice, the U.S. Department of Education, and the U.S. Department of Health and Human Services, is launching the AAPI Bullying Prevention Task Force to proactively address bullying in the AAPI community. In the wake of increasing concerns about the high rates of bullying among Sikh youth and incidents such as the attacks on as many as 30 Asian American students at South Philadelphia High School in December 2009, the AAPI Task Force will help ensure that the AAPI community is aware of federal resources and remedies available to them.

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The AAPI Task Force brings together federal experts in civil rights, language access, education, community relations, public health, mental health, and data to find creative solutions to help the AAPI community. These experts will coordinate the efforts of their federal agencies to work closely together with stakeholders to better understand the impediments to seeking relief and support, analyze data regarding the prevalence of bullying in the AAPI community, improve outreach, develop training and toolkits for schools, students, and parents, and explore and recommend policies to address the AAPI community’s growing concerns about bullying of AAPI youth. 

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Building upon previous efforts and working closely with federal representatives and community leaders, I look forward to seeing the AAPI Bullying Prevention Task Force make much needed progress on this very important issue in the AAPI community and furthering our commitment to improving the quality of life of AAPIs.  

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Join the conversation on AAPI bullying prevention on Twitter using hashtag #AAPIstrong.

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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

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+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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“Bullying is preventable… Having just one friend makes it less likely that a child will be bullied.” This was one of the key findings presented in Building Capacity to Reduce Bullying, a new report from the Institute of Medicine and the National Research Council. The report summarized a two-day workshop held this past spring.

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Whitney Dockrey, a 22-year-old senior at Georgetown University, participated in the workshop as a youth panelist. Similar to the workshop finding, her experiences have taught her the importance of building and maintaining supportive relationships with others as a way to prevent and respond to bullying. Such relationships have been essential to her role as a mentor and motivational speaker in her community.

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“I believe one of the most effective ways to combat bullying is through one-on-one mentorship and friendship.  The most meaningful experience I have had is mentoring an incredible fifteen-year-old girl. She has struggled at times when others have tried to belittle her. I have been able to explain to her that only hurting people hurt people – and while that may not help the pain another person’s words or actions cause, it can help put their actions into perspective.”

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In 8th grade, Whitney was inspired by a motivational speech given at a conference by Elizabeth Kinney (2004 Miss Oklahoma). Whitney recalls the former Miss Oklahoma speaking about her experience with being bullied and the support and mentorship she received from a peer.

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“Elizabeth’s story taught me how important it is to stand up for others and even more importantly, build relationships to help others. I knew I wanted to be like Elizabeth and tell other youth that we must start treating each other with kindness, dignity, and respect, not tearing each other down. Through motivational speaking and workshops, I try to challenge youth to hold themselves to a higher standard of kindness towards one another.” 

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When Whitney had an experience with being bullied in 8th grade, she relied on her parents, siblings, and best friend for support and guidance. Specifically, they played an integral role in helping her to process and respond to the situation.

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“I believe a strong support system is one of the most important things a person can have. I was very fortunate growing up because I have a wonderful family and best friend who provided a security net for me, regardless of what was going on at school. I have always been able to talk to my parents, sisters, and best friend about what I was experiencing, and they have always been able to provide a different perspective. When you have someone to help you process different situations and love you regardless of what you are experiencing, others’ opinions do not seem to matter as much.”

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The values she learned from the relationships with her loved ones continue to guide her current bullying-related work and future plans. As a soon-to-be law student, Whitney hopes to apply these lessons in her future personal and professional experiences.

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“Bullying is not something that just happens to youth during middle school. Unfortunately, bullying occurs during all stages of life: in high school, college, work, and even in families. This is why we must live intentional lives of love, kindness, and support to help one another. Everyone can make a difference. I hope to continue making a difference in the way I treat others, mentor youth, and someday facilitate a positive work environment where bullying and intimidation are not accepted.”

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention

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Parents help their kids form healthy relationships that last a lifetime.  Kids whose parents monitor their behavior and have consistent rules are more likely to have healthy and close relationships with their peers, be more engaged in school, have higher self-esteem, and are less likely to bully others.  The earlier parents begin using positive parenting skills, the better. Positive parenting practices, like consistent expectations and good parent-child communication, lead to better outcomes for children throughout their lives. It’s important to remember that preventing problem behavior in your toddlers and preschoolers is one of the best ways to decrease chances that your child will be involved in violence and bullying in elementary school and beyond.

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Essentials for Parenting Toddlers and Preschoolers is a free, online resource developed by the Centers for Disease Control and Prevention (CDC). Designed for parents of toddlers and preschoolers, Essentials for Parenting addresses common parenting challenges, like tantrums and whining. The purpose of the resource is to provide as much information as possible on things parents can do to build a positive, healthy relationship using activities and videos that model what to do during real-life parenting challenges. Skills focus on encouraging good behavior and decreasing misbehavior using proven strategies like positive communication, structure and rules, clear directions, and consistent discipline and consequences. Although the examples used within Essentials for Parenting Toddlers and Preschoolers are specific for parents of toddlers and preschoolers, the general skills and tips can be applied to children of all ages.

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Take Action Today: Creating Safe School Environments and Building Bridges

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+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.  As sworn law enforcement officers, they serve as a security presence on school grounds, but also as educators, informal counselors, and role models to the students they work hard to protect.  As a former police officer and SRO with 25 years of experience, Mo Canady’s job has been to keep students safe and ensure schools are positive places for learning.  On any given day, Mo, and SROs everywhere could encounter anything from fights, theft, and truancy to verbal and physical abuse. Intense trainings coupled with the background knowledge acquired from seeing these students every day makes SROs key respondents in many difficult school situations. 

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The job of law enforcement officers can be challenging, especially when working with young people. I saw it myself as an SRO. My goal every day was to bridge the gap between youth and law enforcement. This is at the core of community policing strategies – to build relationships, earn trust and serve as a resource to youth in need. Each day and every day. Oftentimes this involves addressing bullying that has taken place and working to prevent it in the first place. SROs witness activity on a daily basis that they need to evaluate. Is the activity criminal behavior, such as harassment or assault? Are students joking around? Is intervention necessary?

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Because laws vary from state to state, officers need to not only recognize if the behavior is criminal, but also know how to manage an incident to achieve the best outcomes for everyone involved.   

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SROs have three critical roles: (1) Law Enforcement (which includes promotion of school safety, crisis management, and addressing criminal behavior), (2) Education, and (3) Informal Counseling. Each year, NASRO provides training to more than 2,000 SRO’s on how to fulfill and balance these roles. We educate SROs on how to manage adolescent emotional issues and behavior, effective communications, working with troubled families, as well as the role and power of social media and how they can use it to create a safer environment. Bullying can happen to any kid, at any time. And our officers are trained to recognize not only high-risk students, who may be bullied; but also to understand and reach out to the kids who are engaging in the bullying activities. We provide an additional set of eyes to be on the lookout for students who need some extra attention. We work with students on an individual basis to show them effective strategies to prevent further bullying, and help students with special needs that may be at greater risk of being bullied.   

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One of our most powerful roles is as an educator in the classroom. Students love to learn about constitutional law, and what their rights are, but it’s also important to emphasize personal responsibility, civic duty and the role they play in creating safer communities. SRO’s rely on the StopBullying.gov resources, training materials, and the law enforcement user guide - PDF, to support their classroom bullying prevention efforts. Our educational outreach efforts provide SRO’s the opportunity to engage students as a group, but often it’s the students who approach our officers after the session to ask questions who need the real support and counsel. These are the opportunities to help on a one-on-one level, and build a relationship with that child. 

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SROs also have an opportunity to encourage and model behavior for other adults in a school environment. When I was an SRO, I was surprised to witness some pretty bad behavior of boys towards girls in the hallways of middle and high schools. It was a form of bullying, and it needed to stop. I encouraged the SROs in my unit to be a regular presence in hallways, address the bullying as it happened, and encourage teachers to do the same. We saw a remarkable change in attitude among the kids—and among the teachers over time. 

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But we don’t, and can’t do this alone. We work closely with all members of the school community to ensure that our work is community-based. This includes the teachers who monitor the halls during class breaks, the principals who are managing disciplinary actions, the school nurses who may see an injury, as well as counselors and school psychologists. We all work as a team to ensure the safest and most supportive learning environments possible for our youth. 

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Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity
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Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

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+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful learning environments for students of all ages. ADL developed its education program on the notion that in order to develop academic knowledge and skills, students need to be part of engaging, safe, respectful environments. We know that schools are socializing institutions as well as academic ones, and that by challenging students to discuss issues of bias, discrimination and inequity in their schools, these conversations can create waves of change in the larger community.

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So how can schools open conversations around these issues? What is the key to creating an environment of respect and inclusion?  The A WORLD OF DIFFERENCE® Institute approaches these topics with the understanding that students need a safe, comfortable space to tackle them. We allow students to establish their own set of ground rules that will guide discussion and establish an environment of respect, allowing them to understand the importance of empathy, honesty and cooperation when talking about bias and bias-based bullying.

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Exploration of identity is a crucial tool in fostering this dialogue. By asking students to examine their own social group memberships as well as the cultural influences that have shaped their identities, we can begin to open up a conversation about prejudice and discrimination. We ask students to share moments where their identity has been a point of pride and moments where their identity has been disrespected or a source of pain. Sharing these experiences allows students to see the wide range of experiences of peers from diverse backgrounds, and creates empathy and motivates them to take a stand against bias and bullying. With identity as a foundation, additional activities allow students to look inward and assess their own bias and prejudices.

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One tool the Institute utilizes is a framework called “The Pyramid of Hate” which demonstrates the way that biased attitudes can escalate when they are not challenged. In those cases, beliefs and attitudes can turn into actions in the form of name-calling, social exclusion, bullying and hate-motivated violence. This framework allows the Institute to help students understand how bias impacts everyone, recognize personal and institutional examples of discrimination and inspire students to address bias when they see it and effect change in their schools and beyond. Ultimately, the A WORLD OF DIFFERENCE® Institute believes that by actively working with students to foster conversation about identity, bias and bullying, we can empower students to build safe, inclusive learning environments.

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Overcoming Challenges Through Perseverance and the Arts

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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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At age two, Thomas Ledbetter was diagnosed with Autism and was not expected to be able to speak. However, thanks to a great support system and an incredible amount of work on his part, he managed to overcome many of the obstacles in his life. Thomas experienced bullying throughout elementary and middle school and decided to channel these negative experiences and feelings into positive graphic design.

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Thomas had this to say about his piece: “Everyone in this world is like a flower: biologically similar, but personally distinct and beautiful in (their) own way…However these flowers will sometimes go through experiences that will take away their personal happiness, joy (etc.).” Using this metaphor, Thomas hoped to create something that “shed light on the complex and often emotionally ambiguous nature of bullying” and something that would “give people hope and help them embrace who they are despite the obstacles standing in their way.” 

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“I created my poster for my Studio in Media Art class. Many people have seen the printed copies of the poster I made in the hallways of the school and have told me how amazing they thought it was and asked me about what the art means. After explaining the message I wanted to convey, they said that they really liked the poster’s meaning and loved how inspiring and poignant it was. I’m glad to see that people understand the message I wanted to send and that they’re being inspired by my poster little by little.”

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Thomas’ father, Tom Ledbetter, is a member of the local Board of Education and has been working to increase the surrounding community’s awareness of bullying and how it impacts students. He constantly advocates for “more comprehensive policies that include educating students and staff about bullying prevention; that create effective counter measures to prevent bullying; and that include consequences that are appropriate, educational and effective deterrents to bullying.”

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Thomas’ plans for the future include “teaching others that people who have a disability (or a difference) are worth just as much as anyone else and that all people have value.” However, most of all, he wants to help others overcome adversity and find joy and happiness in their lives. “My dream job” says Thomas, “is to become a psychologist, more specifically a neuropsychologist, and even though I want to specialize in helping people with neurological disabilities, I want to be able to help anyone and everyone as a psychologist and give people the ability to see their own value and worth one small step at a time.”

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Take Action Today: Preventing Bullying from the Very Beginning

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+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. © 2015 Sesame Workshop. “Sesame Street” and its logo are trademarks of Sesame Workshop. All rights reserved.

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Sesame Street has always been a destination for children and parents to laugh, learn, and grow. Over the past 45 years, the show has focused on the whole child by addressing academic skills, social, emotional, health and societal issues. Many difficult topics have been addressed through the seasons, and Sesame Street has always been there to provide concrete information to children and the caregivers in their lives. This includes the topic of bullying behaviors in preschool-aged children.

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Statistics have shown that many children will encounter bullying as they grow up - as one who bullies, one who is bullied, or as an observer. Bullying can look different, among different age groups. For children under the age of five, bullying can take the form of physical aggression (hitting, pushing, taking something), relational behaviors (exclusion) and verbal aggression (talk of hitting or pushing).

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In the longstanding tradition of Sesame Street addressing sensitive topics, Sesame Workshop consulted with early childhood experts to develop an age-appropriate story to address the topic of bullying. Sesame Workshop is the nonprofit education organization behind Sesame Street. Sesame Workshop projects teach critical lessons that focus on literacy, numeracy, health and wellness, and respect and understanding that help all kids grow smarter, stronger and kinder.

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In "The Good Birds Club," Big Bird is bullied by another bird in the neighborhood. He wants to join the club, but he is excluded based on his appearance -- his feet are too big, he is too tall and his feathers are too yellow.  Big Bird is experiencing relational bullying, as he is being excluded for his appearance.  He feels sad and confused and tries to change how he looks so he can fit in.  Elmo, Abby, and the rest of the Sesame Street gang help young viewers understand that Big Bird is being bullied, that it isn’t right, and that nobody should change who they are to try to fit in.  The episode encourages children to seek the help of an adult they trust when faced with challenging situations and provides safe strategies for empowering young children to help their peers in need.  In the end, Big Bird realizes that he likes himself just the way he is, so Abby, Elmo and Chris start their own club, the “Happy to Be Me Club,” which will be open to everyone.

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Sesame Workshop assembled a panel of experts to create additional resource materials for parents, teachers, and early childhood caregivers.  The five-part video series, “Happy to Be Me: An Anti-Bullying Discussion,” addresses bullying and the steps parents, educators and children can take to prevent and stop the behavior in preschoolers. “Happy to Be Me” ensures that parents understand their role, as most ask, “What can I do to stop bullying?” and “How can I prevent it from happening in the first place?” 

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We at Sesame Workshop strive to help parents and teachers address the issue of bullying from the very beginning.  Research shows that the first years of a child’s life are crucial for cognitive and emotional development. The quality of care that a child experiences, both in the home and classroom, has a direct impact on cognitive growth, problem-solving skills, and growing insight into the world around them.

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Stopbullying.gov has developed a User Guide specifically for early childhood educators and care providers entitled Understanding the Roles of Early Child Care Providers in Community-Wide Bullying Prevention Efforts - PDF. Sesame Workshop also provides excellent resources through the “Happy to Be Me” series.

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Advisors for “Happy to be Me” include: Catherine Bradshaw, PhD; Mia Doces; Trudy Ludwig; Jamie Ostrov, PhD; and Joseph Wright, MD, MPH.

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens. If you aren’t familiar with the term, cyberbullying is bullying through technology, such as computers and cell phones. You may have seen cases in the news where police were involved as part of the investigation. Is it appropriate for law enforcement to be involved in these cases? When should they leave it to parents and schools to resolve?

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When staff from the National Center for Missing & Exploited Children (NCMEC) deliver presentations on cyberbullying to educators and police, we are often asked about their roles. From educators, we hear “When should I call the police?” From law enforcement, we hear “What are my responsibilities when dealing with these cases?”

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In a survey from the Cyberbullying Research Center, 94% of School Resources Officers (SROs) and 82% of traditional police officers said that cyberbullying incidents are serious and merit police response. Obviously there are times when they must get involved, including situations when there are physical threats or ongoing harassment. But there are also less obvious cases where schools and parents aren’t sure if a crime has been committed. What should you do in those situations?

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Because of these concerns, NCMEC and the International Association of Chiefs of Police (IACP) partnered to create a tip sheet, Preparing and Responding to Cyberbullying: Tips for Law Enforcement. In this tip sheet, we strongly recommend that police work closely with schools and other professionals in their communities. We encourage them to:

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These types of proactive steps will help law enforcement work with others in the community to quickly address cyberbullying incidents. Our hope is that if a system is in place, there will be fewer negative consequences for the students involved and a more positive school climate overall.

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Bullying and Binge Eating Disorder (BED)

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+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse. My stomach was already churning, because, if past experiences taught me anything, I would need to brace for the bullying that would ensue after my weight was called out within earshot of my classmates.

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Sure enough, after my weight was announced, I heard laughing and whispers. In both the halls and classrooms, I was called names like “whale,” “heavy chevy” (a shortened version of my name), and “cow.”  Even my best friends called me names while we played together on the playground.

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That happened almost 40 years ago, but I can remember it plain as day, as if the words were permanently seared into my skin as reminders.

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I can also remember choking back tears all the way home and slinking upstairs to my room. I locked the door behind me and pried up a floorboard near my bed that was loose. Ahhh, there it was. My secret stash of candy bars. The stash that made all my suffering go away. Or so I thought.

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Weight-based bullying and binge eating disorder

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I now know I was doing what plenty of research has confirmed as a desolating consequence for a victim of bullying: binge eating. I would grow up engaging in that behavior for many years to come, not knowing what it was, why I was doing it, or how to stop. Not knowing binge eating disorder (BED) is a complex psychiatric disorder with countless risk factors, signs and symptoms, and potential accompanying physical and psychological complications (called co-morbidities)—and that bullying can be a contributing factor.

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Bullying has very serious consequences. Studies show bullying of any kind, but particularly weight-based bullying, leads to increased occurrence of low self-esteem, poor body image, social isolation, eating disorders, and poor academic performance.

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Kids and teens who are overweight can be victims of many forms of bullying, including physical force, name calling, derogatory comments, being ignored or excluded, or being made fun of.

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Research conducted by Dr. Rebecca Puhl, Deputy Director of the Yale Rudd Center on Food Policy and Obesity found:

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Bullying is trauma and can lead to BED

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Bullying because of body size can have a major negative impact on this vulnerable population. We know BED has the highest rate of trauma of all eating disorders. That is, individuals who have binge eating disorder have experienced trauma at some point during their lives. Types of trauma include emotional, physical, and sexual abuse, a divorce or death, and, yes, bullying.

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Trauma doesn’t have to be catastrophic to have lasting catastrophic effects on a person’s psychological, social, and physical health.

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People living in larger bodies experience trauma every day by being assaulted by negative attitudes and messages about weight from all angles: in the media; at home, school, and work; even in doctors’ offices. This increases stress and leads to internalized weight stigma, which further entrenches disordered eating patterns.

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What can we do about it?

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There are several things you can do to help stop weight-based bullying and all other types of bullying.

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Bullying Rates Drop +

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+ May 15, 2015 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Bullying remains a serious issue for students and their families, and efforts to reduce bullying concern policy makers, administrators, and educators. According to U.S. Secretary of Education Arne Duncan, “As schools become safer, students are better able to thrive academically and socially. The Department, along with our federal partners and others, has been deeply involved in the fight against bullying in our nation’s schools.” This is why we are so pleased to share that, after remaining virtually unchanged for close to a decade, new data indicate that the prevalence of bullying is at a record low.

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According to the U.S. Department of Education’s National Center for Education Statistics latest School Crime Supplement (SCS) to the National Crime Victimization Survey, in 2013, the reported prevalence of bullying among students ages 12 to 18 dropped to 22 percent after remaining stubbornly around 28 percent since 2005.

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“The report brings welcome news,” U.S. Department of Health and Human Services (HHS) Secretary Sylvia M. Burwell said. “Parents, teachers, health providers, community members and young people are clearly making a difference by taking action and sending the message that bullying is not acceptable. We will continue to do our part at HHS to help ensure every child has the opportunity to live, learn and grow in a community free of bullying.”

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Bullying can occur anywhere and to any student. There are three types of bullying: physical, relational (or social) and verbal. Research shows that students who are bullied are more likely to struggle in school and skip class. They are more likely to abuse drugs and alcohol, be depressed, and are at higher risk of suicide.

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Since 2010, the Department of Education along with the Departments of Health and Human Services and Justice, have acted to combat bullying and cyberbullying through work such as StopBullying.gov. However, it is the work of educators, bus drivers, parents, and students, that have taken a stand to put an end to bullying. Your hard work and dedication is making a difference!

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To learn about bullying and how to take action to end bullying, please visit StopBullying.gov and join the conversation on the 

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Take Action Today: Where Policy Meets Practice in Making Schools Safer +

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+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Bullying is tough on all kids. A few years back, I had to deal with a situation in a middle school that exemplifies this. There was a young lady who had been called terrible names on the bus for more than a month.  As her frustration and humiliation became too much, she came to school with a stick and assaulted the young man who was bullying her.  As a result, not only did the young man who was bullying her have consequences, but so she did as well because of her reactive actions. It really showed me how complex bullying can be, and the importance of encouraging students to report incidents and of addressing these issues before they escalate. If she had reached out for assistance, instead of suffering in silence then using violence to stop the bullying, there may have been a different outcome.  It’s one of those situations where I wish I had known so that I could have helped.

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I don’t want kids to be silent. In fact, as part of a more comprehensive focus on bullying, the Winona Area Public Schools (WAPS) district in Winona, Minnesota is currently implementing an incident-reporting program to empower students. Each student has a number that they can text to alert the administration anonymously about a bullying incident so that the principal can investigate immediately. Silence is a big challenge that we are working to overcome and communication is key. School staff care and want to prevent bullying. With the help of technology, kids are advocating, reporting and speaking up on behalf of others.

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At the elementary school level we have a “Buddy Bench” as part of our broader efforts.  Kids can sit at the bench and a “buddy” can join them if they are feeling lonely and left out.  The students are also encouraged to be advocates for inclusion and reach out to all kids sitting on the Buddy Bench, even if they don’t know them.  Watching kids “be the change” is quite inspiring and frankly, pretty awesome.  

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I am proud of the bullying prevention initiatives here in Minnesota.  In 2012, our Governor commissioned a Prevention of School Bullying Task Force. This multi-agency effort called on experts, including those from the Minnesota Department of Health, to examine bullying, harassment and intimidation incidents and policies in Minnesota schools. Based on those findings, the task force developed recommendations for policy initiatives for the Governor and Legislature, resulting in the Safe and Supportive Schools Act.

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With Safe and Supportive Schools, the school board, the community and parents are more informed of the official bullying prevention policies of the WAPS - PDF. In addition, every staff member (from teachers to custodians to bus drivers), is trained in bullying prevention strategies and understands how to report an incident. Our strong prevention policy, student reporting system and the Buddy Bench give just a snapshot of what we can do to prevent bullying situations from starting and potentially escalating.

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The top priority for any school administrator is protecting students. It is the thing that keeps me awake at night. Preventing bullying supports our commitment to empowering teachers and educators to reach all children.

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Free training - PDF and other resources for school administrators - PDF can be found at StopBullying.gov. 

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Dr. Stephen West is a career educator who recently joined the Winona Area Public Schools in Winona, Minnesota as Superintendent. He specializes in education equity issues and works to create positive change for all students in his school district. He speaks on how to actively and practically understand the situations of poverty and the culture surrounding the issues. Dr. West serves as an adjunct professor at the University of Minnesota St. Mary’s, in their principals’ administrative specialist degree program.

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Everyone Can Help Stop Bullying of Children With Tourette Syndrome

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+ Jun 03, 2015 + By: Angelika H. Claussen, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + + and Rebecca H. Bitskov, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + +
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May 15-June 15 is Tourette Syndrome Awareness Month. This year’s theme is Everyone Can Play a Role! Learn the facts about tics and Tourette syndrome (TS), and how you can play a role to stop bullying of children with TS.

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Bullying doesn’t just happen to the smallest kid in the class. Children who bully others target those who seem to be less powerful or not as strong. Children who bully others also often target children who seem ’different.’ Children with TS are often seen as ‘different.’

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TS is a condition of the nervous system that causes people to have tics. Tics are sudden twitches, movements, or sounds that people do repeatedly. People who have tics cannot stop their body from doing these things. Having tics is a little bit like having hiccups. Even though you might not want to hiccup, your body does it anyway. Sometimes people can stop themselves from doing a certain tic for a while, but it’s hard. Eventually the person has to do the tic.

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Because of the tics, children with TS are sometimes seen as disruptive or rude. A small number of children with TS also have the urge to use swear words or say inappropriate things, even if they don’t want to. These tics can be upsetting to the children with TS and everyone around them.

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Children who have tics are more likely to be bullied than children without tics, and those with more severe tics are at greater risk for being bullied. Among children with tics, bullying has been associated with loneliness and anxiety.

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But bullying doesn’t have to happen. Many people around children with TS can do something to help protect them from bullying. Not sure what to do? Here are some ways everyone can play a role to prevent bullying:

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What friends can do:

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Friends and classmates who understand that tics are not on purpose and that children with TS are just like other children can help them feel accepted and can help stop bullying. But they need to know what to do when they witness bullying. Learn about how to be more than a bystander for any type of bullying, and watch a video Stand Up for Tourette Syndrome about how peers can support children with TS.

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What education professionals can do:

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Education professionals can learn about tic disorders so that they can respond supportively and help children reach their full potential. Read more about resources for education and training on TS. Bullying can threaten students’ physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts. There are a number of things school staff can do to make schools safer and prevent bullying. Learn more about prevention at school here.

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What families can do:

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Families can play a role by advocating for their children. TS is recognized as a disability in the Individuals with Disabilities Education Act (IDEA). Disability harassment is discrimination that violates section 504 and its regulations, and bullying is a type of harassment. Find more information about federal laws related to bullying on StopBullying.gov and help your protect your child.

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What children with TS can do:

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Children with TS can learn how to be ambassadors who speak about TS to their peers at school, sports leagues, scout troops, camps, youth groups, and after school programs. The purpose of the Ambassador program is to teach what TS is like and to get rid of the myths about TS so that children with TS become more accepted. Learn more about the Tourette Association’s Youth Ambassador Program.

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Together we can all play a role to stop bullying of children with TS.

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Making Bullying Everyone’s Business

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+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations. Whereas those who bully are frequently considered “cool” or popular, their targets are “uncool” are typically rejected by classmates.

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Those who witness bullying play a key role in reinforcing and maintaining the social imbalance. Although in studies most students report that they disapprove of bullying, they are unlikely to stand up for the bullied, even if they feel sorry for them. They may be reluctant to get involved because they feel anxious about their own safety or social status. Most importantly, when no one says or does anything in response to a classmate getting bullied, youth come to overestimate their classmates’ approval of bullying. Such overestimations then decrease the chance that they would defend a victim of bullying, and instead make it more likely that they will join the bullying.

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Some school-wide anti-bullying programs are specifically designed to change the culture of schools so that students become more supportive of the targets of bullying than those who bully others. Bullying becomes “everyone’s business.”  The process starts by making all students aware of how they, as witnesses of bullying, play a critical role. Teachers then need to help students gain the social skills and confidence to help others. Adults also need to model how to stand up for, and support, the bullied.

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While the focus of best-practice interventions is to reduce rates of bullying and victimization, even this may not be enough. Studies show that the emotional distress of the bullied is actually worse in classrooms and schools with lower rates of bullying. Such research findings demonstrate why we need to not only understand how bullying affects classroom environments, but also how environments affect the experiences of bullying.

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One recent study showed that in schools with lower rates of bullying, children who had been bullied blamed themselves. In such environments, children who are bullied come to believe that the reason why they get ridiculed is due to something about themselves that they cannot change. This type of self-blame is associated with more intense emotional distress, and such beliefs increase the risk of getting bullied in the future.

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Although lower rates of bullying can intensify the distress experienced by the bullied, we also know that having even just one friend can help them feel less vulnerable. We also know that societal minority youth feel less bullied and safer in school when they are in ethnically more diverse (as opposed to less diverse) classrooms. In more diverse settings, there are multiple ways to “fit in” and friendships with other races are related to feeling safer. These findings were discussed at the two-day workshop Institute of Medicine (IOM) and National Research Council (NRC) working session, “Building Capacity to Reduce Bullying and Its Impact on Youth Across the Lifecourse,” sponsored by the Health Resources and Services Administration (HRSA).

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Research findings highlight how bullying affects, and is affected by, classroom social relations.  That is why we have to work together to support and empower students to be more than passive bystanders and make bullying everyone’s business.

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Making Bullying Prevention Part of the Medical Profession’s DNA

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+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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As a pediatric emergency medicine physician for more than 20 years, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job. Knowing you can help them, and being able to make them feel better is why we do what we do. Sadly, many of the children I was seeing with preventable injuries from fighting or assaults were a result of bullying or retaliatory behaviors. I needed to know what I could do to help, to turn the tide – and I have spent the last 10 years of my career focused on this issue. However, bullying still remains a bit of a mystery to many medical professionals.

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In April of 2014, I presented at the Institute of Medicine (IOM) and National Research Council (NRC) working session, “Building Capacity to Reduce Bullying and Its Impact on Youth Across the Lifecourse,” sponsored by the Health Resources and Services Administration (HRSA). My presentation focused on the very important role that medical professionals play in bullying prevention, as they are often the first people to see the physical and/or emotional impacts of interpersonal violence among youth. Many medical professionals deal with children who are involved with bullying, but are unaware of its risk factors and, more importantly, its consequences.  Bullying results from a complex interaction between individuals and their broader social environment, including their families, peers, school, and community.
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+Providers are obligated to understand the causes of intentional interpersonal injury and address the antecedents appropriately. However, in order to do this effectively, pediatricians and other medical professionals need to proactively confront childhood bullying by advocating for awareness by teachers, school administrators, parents and children. By making the case for new legislation and policies that could address bullying, coupled with encouraging adoption of evidence-based prevention programs, medical professionals can best activate their voice in the public health discourse around this issue.

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The fact is, medical professionals are seen as leaders within their communities and hold tremendous potential to promote the health and well-being of children and youth. For example, families trust their pediatricians, in many cases more than any other adult outside of the home. We should be at the forefront of planning community prevention strategies and developing multidisciplinary partnerships with community leaders and professionals to promote the well-being of children and families beyond the ones we already have close relationships with. Bullying happens anywhere children and youth gather, learn and socialize. It is not confined to the playground or high school locker room. This is why pediatricians, physician assistants, nurses and public health officials alike need to engage a variety of stakeholders in bullying prevention.

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Our society has normalized bullying as part of growing up. However, pediatricians recognize that bullying is not a developmental milestone, nor should it be addressed as such. Pediatricians in particular have a long-standing history of preventing violence among youth. In 1999, the American Academy of Pediatrics (AAP) released a detailed policy statement outlining the important role pediatricians play in preventing violence among children and youth. While awareness of youth violence has increased in recent years, largely due to tragic school shootings, AAP survey results show that pediatricians want more training and support when it comes to preventing youth violence, especially bullying.

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AAP has begun to meet the needs the profession by issuing a 2009 policy statement encouraging pediatricians to address the threat of youth violence – including bullying –, and taking an active role in its prevention. The policy statement provides clear recommendations for pediatricians to address bullying within four domains: clinical practice, advocacy, education and research. Meanwhile, Connected Kids: Safe, Strong, Secure, a program launched by the AAP in 2005, helps pediatricians integrate violence prevention strategies into routine child health care check-ups and visits. Bright Futures, which is led by the AAP and supported by HRSA’s Maternal and Child Health Bureau, Health Resources and Services Administration is another great resource which helps medical professionals address children's health needs in the context of family and community.

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I am holding out for the day when preventable injuries are actually prevented, and I don’t see these children coming through emergency departments for treatment anymore. Together, we can make that happen.

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Joseph L. Wright, MD, MPH is the newly appointed Professor and Chairman of Pediatrics at the Howard University College of Medicine in Washington, DC. He most recently served as Senior Vice President for Community Affairs at Children's National Medical Center, where he provided strategic leadership for the organization's advocacy mission, public policy positions and community partnership initiatives. Dr. Wright is among the original cohort of board-certified pediatric emergency physicians in the United States with scholarly interests that include prehospital pediatrics, youth violence prevention and the needs of underserved communities. He has served as principal investigator of the federally-funded Emergency Medical Services for Children (EMSC) National Resource Center, as inaugural Chair of the American Academy of Pediatrics' Violence Prevention subcommittee, and as an expert contributor to the Institute of Medicine's 2014 workshop, "Building Capacity to Reduce Bullying".

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Stopping Bullying from the Beginning

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+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The earlier we start, the better the outcomes. Brain scientists, educators, economists and public health experts agree that the foundation for healthy relationships begins at birth. The earlier children can adapt and develop critical social-emotional skills – like attentiveness, persistence and impulse control – the earlier they can engage in healthy social interactions with their peers.

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Given the tremendous amount of social and cognitive development that occurs from birth through age 5, it is no wonder there is a growing body of research - PDF which shows that even very young children can be at risk for bullying. Before characterizing situations among young children as “bullying,” however, it is especially critical to recognize that young children’s experiences with bullying differ greatly from older children.  Many young children, whether the aggressor or the victim, don’t see aggressive actions as “bullying.” They may view these actions as hurtful, but they typically are not developmentally able to recognize repetitive behavior or power imbalances until they reach elementary school.

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Many adults might also not recognize bullying-like behavior in young children; however, bullying can be prevented early. Parents and early childhood providers both play important roles in laying the foundation for strong social-emotional skills that lead to the development of healthy relationships. Adults at home and in classrooms can prevent bullying if they model positive behaviors, set clear rules, and monitor for warning signs of bullying.

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 At the Ounce of Prevention Fund, a private-public partnership dedicated to providing children – especially those from low-income families – with high-quality early childhood experiences from birth to age 5, we focus on the physical, social and emotional development of young children. Promoting good mental health is a key component of all of the Ounce work—ranging from home visiting programs to child care, preschool and pre-kindergarten.  

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Learning starts at home. One way the Ounce embodies this idea is by advocating for evidence-based home visiting programs that model and teach new parents and caregivers how to nurture strong social-emotional skills before children enter a preschool classroom. By exploring emotions together and engaging in imaginative play to learn how to express feelings, parents can help children to better manage their emotions before starting preschool.  Home visiting programs recognize - PDF that social-emotional learning skills are formed through parent and child attachments. This first relationship serves as the foundation for all relationships that the child will have, and healthy attachments can help prevent peer abuse later on in life.

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The Ounce of Prevention, the Buffett Early Childhood Fund and other partners have a network of high-quality early education schools – referred to as Educare Schools.  An essential part of Educare Schools are Early Childhood Mental Health Consultations (ECMHCs) in which mental health specialists from local partner organizations visit centers regularly and help classroom teachers develop their knowledge of children’s mental health issues on an individual and classroom level. These consultants help staff understand, assess and address individual children’s needs, as well as identify attitudes, beliefs, practices and conditions that may adversely affect the relationships between teachers and children. Preschool teachers and child care providers who understand the unique physical, social-emotional, cognitive and language development needs of children are in critical positions to monitor group interactions and identify children demonstrating emotional difficulties.  

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The best way to prevent bullying at all ages is to engage schools and communities in a variety of settings and recognize the importance of healthy social-emotional development. StopBullying.gov’s Training Center offers Early Education and Child Care Providers a user guide - PDF with specific information on the role these community members play in bullying prevention. Additionally, the Ounce has a video series to teach young learners important relational skills that can be employed everywhere a child learns. Young children aren’t necessarily born with the skills to engage in healthy relationships; they are born with the potential to develop them. Children must be provided the support they need to build these skills.

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Allison Lowe-Fotos, MSW, LCSW is a Policy Specialist with the Ounce of Prevention Fund, which focuses on giving vulnerable children and their families the best chance for success in school and in life by advocating for and providing the highest quality care and education from the prenatal period to age five. She works on mental health, special education, and workforce development initiatives at the Ounce and has previously worked in direct practice in early childhood education programs as an early childhood mental health consultant and supervising home visiting programs.

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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This month, across the world, from New York to New Zealand, thousands of schools, communities, organizations, and individuals will come together to release new resources, campaigns, and efforts aimed at raising awareness for bullying prevention. Nearly a decade old, Bullying Prevention Awareness month was initiated by PACER's National Bullying Prevention Center in October 2006. Since it began, the event has grown to an entire month of education and awareness activities, and is being recognized by schools and communities throughout the world. PACER recognized that students, parents, and people around the world need to become more aware of the serious consequences of bullying.

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“National Bullying Prevention Month has grown more than we could have ever expected,” said Paula Goldberg, PACER’s executive director. “In less than 10 years, PACER has helped to create a bullying prevention movement with millions of individuals across the globe.”

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PACER developed National Bullying Prevention Month to raise awareness and also to change the culture around bullying, which was historically considered a childhood rite of passage. “We know that bullying can lead to school avoidance, decreased self-esteem, depression, and even self-harm,” said Julie Hertzog, director of PACER’s National Bullying Prevention Center. “Bullying intervention and prevention is something in which everyone can play an important role.”

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This year Bullying Prevention Awareness month features many new initiatives:

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  • The You’re Not Alone campaign provides resources and education on ways that communities can show they care and are united together against bullying. PACER has created classroom and event toolkits to help raise awareness and provide support for those who have been bullying.
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  • On Unity Day, Wednesday, Oct. 21, students, educators, families, TV personalities, and others will wear orange to make it end, hold events, and share stories, photos, and videos on social media. Thousands of people will wear the official 2015 Unity Day t-shirt and schools across the country will display the Unity Day poster and hold events.
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  • PACER’s National Bullying Prevention Center has created an array of innovative resources for students, educators, families, and communities, which are available on its three websites: PACER.org/bullying, PACERTeensAgainstBullying.org, and PACERKidsAgainstBullying.org. Videos, classroom toolkits, free bookmarks and posters, and other tools can be used to prevent bullying all year long.
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October is a great time to help raise awareness for this important issue, but we know you're working hard all year to do what you can to prevent bullying.  Share your story on Facebook and Twitter and tell us what you're doing to prevent bullying in your community.

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Overcoming Perceived Differences to Prevent Bullying

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+ Oct 14, 2015 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + +
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Longer ago than I like to admit, I was a Puerto Rican middle school student. I remember witnessing fellow Hispanic or Latino kids endure name calling and rumor spreading nearly every day over many years. I also recall hearing about other kids being beaten up or getting physically hurt because of bullying. Personally, I experienced bullying through social isolation — hearing after the fact from my  peers about how much fun they all had at that awesome birthday party, quinceañero (Sweet 15th), movie or beach outing to which I was not invited.

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Why were my friends and I targeted? Was it because we were Hispanic? Not at all. We were all Puerto Rican kids, growing up and attending school in Puerto Rico (a U.S. territory), and being bullied by kids of our same ethnicity.

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But we were seen as different. Different in many diverse ways. One girl was bullied because she was overweight, another because of her deep-rooted faith and beliefs. A boy was targeted because Spanish was his second language. A couple of us were bullied because we always got good grades

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Bullying is a complex and widespread problem in the United States. In 2013 - PDF, 20% of high school students reported being bullied on school property and an estimated 15% reported they were bullied electronically in the previous 12 months. Bullying can have short and long-term physical, mental, academic, and behavioral consequences for both the child who bullies and the child who is bullied.

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While all children are at risk, specific groups are at higher risk of being bullied because of characteristics that can make them stand out. These groups include children of different racial, ethnic, or national origins. Nonetheless, kids from the same race, ethnicity or national origin can also bully each other.

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We must always consider the context in which bullying occurs. Hispanic children, or those from any specific race, ethnicity, or national origin, are not inherently more likely to be bullied. But they can be targeted if their race, ethnicity, or national origin makes them appear different than the majority or the perceived status quo.

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In today’s U.S. schools, diversity is more the norm than the exception. When this fact is accepted and respected, more kids from all backgrounds will learn safely with less risk of bullying.

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Schools and communities can help protect them and all children who are perceived as different from the majority or the “norm.” Most importantly, they can create environments that respect diversity.

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StopBullying.gov has information on steps that can be taken to prevent and address bullying of children that are frequently perceived as different, such as those belonging to a different race, ethnicity or national origin than the majority of students. And because more than 38.4 million U.S. residents report speaking Spanish at home , all StopBullying.gov content — including this blog — is available in Spanish at https://Espanol.StopBullying.gov.

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Melissa C. Mercado-Crespo, PhD, MSc, MA is a Behavioral Scientist at the Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention. She works on bullying, youth violence, and suicide prevention research, with an emphasis on communities, families, and racial/ethnic minority groups.

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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Throughout the year, StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at the Health Resources and Services Administration (HRSA) and other key partner organizations. The series, called “Take Action Today” shared compelling and personal stories of teachers, school nurses, law enforcement officials, and others who work every day to prevent bullying in their schools and communities. The collective efforts of these groups, such as the United National Indian Tribal Youth (UNITY), Sesame Workshop and the National Association of School Resource Officers (NASRO) are helping to create safer social climates for children and youth across the country.

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In recognition of October being Bullying Prevention Awareness month, StopBullying.gov is offering these stories in a “Take Action Today” booklet - PDF.

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Many people want to help address bullying, but don’t know how. The “Take Action Today” booklet - PDF provides community leaders with real, tangible examples of how individuals, organizations and entire communities are preventing bullying. We hope that these examples will inspire others to make the prevention of bullying a top priority over the long-term. There are no one-size-fits-all solutions to stopping bullying, but the efforts highlighted in the “Take Action Today" booklet offer a snapshot of strong initiatives being led each and every day by a variety of community stakeholders.

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Key elements of these blogs were not just the stories shared, but the resources leveraged to ensure students had safe and supportive learning environments. Each blog is paired with one of 11 User Guides which address the unique challenges that various community leaders face, and recommends some specific next steps for action. As an important part of their prevention efforts, many of the organizations featured in the booklet also conducted bullying prevention trainings with their members using StopBullying.gov’s Training Center Resources.

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The complete list of featured blogs include in the "Take Action Today" Booklet - PDF includes:

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  • How Mental Health Professionals Can Prevent Bullying
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  • Business Leaders and Bullying Prevention
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  • Youth Professionals and Mentors in Bullying Prevention
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  • Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community
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  • How Families and Students Can Take the Lead in Creating Safer School Environments
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  • Mayors Bringing the Community Together to Stop Bullying
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  • School Nurses Strive to Build Positive School Climates
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  • How Faith Leaders Can Support Bullying Prevention Efforts in the Community
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  • Creating Safe School Environments and Building Bridges
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  • Preventing Bullying from the Very Beginning
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  • Where Policy Meets Practice in Making Schools Safer
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All 11 User Guides can be found on the Bullying Prevention Training Center, along with our Training Module and Community Action Toolkit. Be sure to stay connected with StopBullying.gov on Facebook and Twitter to share your stories of taking action in bullying prevention.

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The Warning Signs of Bullying

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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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At the National Suicide Prevention Lifeline, we believe it’s important to raise awareness about the effects of bullying. Together with our partners, we work to provide resources and support for those in emotional distress, including individuals who have been bullied.

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In popular media, bullying behavior is often linked to suicide in youth.  As a result, many in the community may believe that bullying is a direct cause of suicidal behavior in young people.  In fact, while bullying can be a factor in youth suicide - PDF, bullying alone is rarely the only suicide risk factor present among youth who have been bullied and complete suicide.  That being said, bullying can cause significant emotional distress and can increase the risk of clinically significant depression and anxiety; all the more reason for us to be familiar with the signs of bullying and know how to get help for it.

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In honor of Bullying Prevention Awareness Month, learn and share some of the common warning signs of a youth being bullied:

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There are also signs if a child is bullying others. Common warning signs of a youth bullying others include:

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It’s important to remember that many young people that are being bullied - or those who are bullying others- have difficulty seeking help.  Those who are bullied may be embarrassed about what is happening, may be worried that the situation will get worse if they speak up, or may simply want to handle it on their own.  If you believe a young person is being bullied, or is engaging in bullying behavior toward others, please do not delay in seeking help.  Early intervention is critical in resolving the situation, empowering the young person who is being bullied, managing any emotional distress that is the result of experiencing bullying, and addressing the needs of a young person who may be bullying others. 

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If a youth is thinking or talking about suicide, please reach out to the National Suicide Prevention Lifeline at (800) 273-TALK (8255) or chat at www.suicidepreventionlifeline.org .

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Lisa Furst is the Assistant Vice President, Training and Quality Improvement, at the Mental Health Association of New York City. She works to engage and inform a diverse group of professionals and the general public about mental health, mental illness, and treatment through training and technical assistance programming that promotes knowledge development and skills-building. Lisa can speak to the needs of a number of populations, including youth, adults, older adults and people affected by disasters. Lisa is the co-author of Depressed Older Adults:  Education and Screening (Springer Publications) and has co-authored pieces for Aging Well, Today’s Geriatric Medicine, and the Journal of Case Management and has been featured in print, television and radio media.

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Engaging Communities in Bullying Prevention +

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+ Dec 03, 2015 + By: Steve Hahn, M.S., Anti-Bullying Collaboration Director + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Bullying affects children and young adults in every U.S. state and jurisdiction. Across the nation, we’ve seen communities work together in response to this issue, investing their resources to increase bullying prevention efforts and create safer environments for youth. Whether through ongoing bullying prevention trainings for adults who work with youth using the guidance of StopBullying.gov resources, or a coalition to coordinate community efforts, local community members are laying the groundwork for successful long-term initiatives.

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Data from the latest National Crime Victimization Survey are driving this effort.  These data show the prevalence of bullying among students ages 12 to 18 dropped to 22 percent in 2013, down 6 percentage points from 2011. While it’s promising that the needle can indeed be moved when it comes to preventing bullying, there is still work to do. No community is exempt from bullying.

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In my hometown of Tulsa, Oklahoma we have long recognized bullying as a critical issue.  In 2012, I mobilized a group of agencies and concerned individuals to discuss how we could join forces to combat bullying.  However, we knew that a single meeting wasn’t enough. From this kick-off event we created the Anti-Bullying Collaboration (ABC), a group dedicated to promoting a safe, civil, and respectful community by preventing bullying among children, youth and adults.

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Today, ABC is comprised of more than 30 multidisciplinary and community partners including The Parent Child Center of Tulsa, Family & Children's Services, Youth Services of Tulsa, the Mental Health Association of Oklahoma, and Oklahoma Center for Community and Justice which have come together to promote a strong anti-bullying message for people in the community. We work with four school districts as well, implementing school-based prevention efforts.

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Recognizing that too many youth feel unsafe in our schools, our focus for the next few years will be to better understand and improve school safety. To do this, we have three main goals:

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  • Reduce the number of bullying and negative social/emotional/physical incidents per year among students in Tulsa County by 25% in 5 years
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  • Increase school attendance by 10%
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In order to achieve these goals, ABC has worked hard to educate community members in Tulsa about bullying and encourage them to take action when they see it occur in their neighborhood. In just the last three years, ABC has hosted several town hall meetings, conferences and webinars, educating community members of all ages on the issue of bullying. 

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By cultivating a vast community-wide network and engaging multiple stakeholders, ABC has helped to spark a meaningful conversation on bullying in Tulsa – a conversation which continued during our third-annual Bullying Prevention Conference in October 2015 where educators, parents and students came together in an effort to move the needle on bullying.

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To learn more about ABC and how to get involved in bullying prevention efforts in your community visit www.preventbullyingtulsa.org. Additional bullying prevention resources can be found on the StopBullying.gov Training Center.

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Steve Hahn is the community education services manager at The Parent Child Center of Tulsa. He also directs the Anti-Bullying Collaboration in Tulsa, Oklahoma.

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.  In October of 2014, HRSA’s Maternal and Child Health Bureau shared its vision to activate support on this important challenge by establishing bullying prevalence as one of 15 new National Performance Measures for the Title V Maternal and Child Health (MCH) Block Grant Program. 

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The following states and jurisdictions have chosen the bullying performance measure: California, Alaska, Arizona, New Mexico, Oklahoma, Colorado, Kansas, Florida, Georgia, West Virginia, Pennsylvania, Washington DC, Maine, Delaware, American Samoa, and Northern Mariana Islands.

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The MCH Block Grant Program provides funds to 59 states and jurisdictions to address the health service needs of mothers, infants, children, adolescents and families. Through this program, each state and jurisdiction supports and promotes the development and coordination of quality care systems for the MCH population which are family-centered, community-based and culturally appropriate.

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In September of this year, states and jurisdictions selected 8 National Performance Measures on which to focus, and 17 states and jurisdictions selected the bullying performance measure. These states and jurisdictions will consider the percentage of youth who are bullied as one of their key indicators of the health and wellness of MCH populations. The decision to focus on the reduction of bullying is a tremendous step forward in the multi-disciplinary efforts to prevent bullying.

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In an effort to inform bullying prevention technical assistance activities for states and jurisdictions, the Children’s Safety Network (CSN) performed a bullying prevention environmental scan. CSN invited state MCH program directors and state Injury and Violence Prevention program directors in all 50 states and the District of Columbia to share perspectives on existing bullying prevention work. Forty-two states responded. Results highlighted the significant engagement of public health departments in bullying prevention, as well as challenges and opportunities to reduce bullying among children and youth.  Among the findings were:

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In addition, HRSA has partnered with several public and private sector organizations to support a Consensus Study by the Institute of Medicine to produce expert recommendations which can inform policy, practice and future research on bullying prevention. The resulting report, anticipated in early 2016, will provide guidance on the most promising pathways to improve outcomes for youth involved in peer victimization.

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As the global response moves from raising awareness about bullying to catalyzing action in prevention, the role of MCH programs is poised to evolve as well.  MCH programs have an opportunity to leverage existing partnerships and build new alliances to facilitate state-level collaboration in advancing effective policies and practices that protect all youth involved in bullying.  HRSA and the Children’s Safety Network look forward to supporting states and jurisdictions in their efforts to address this urgent public health concern.

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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The library is one of the safe places at school – where everyone can feel welcome and comfortable asking for advice and resources. Librarians are nurturers, caregivers and protectors.

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We take this role especially seriously at our middle school, where 57 percent of our students qualify for free or reduced lunch, and many are transitioning to the United States from other countries. This year we emphasized that it’s possible to overcome a reputation our students may not be proud of – online and offline. We can all have second chances.

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We’ve built our school as a community. As educators, we have the greatest impact on our students when we help them develop both a sense of self and community.  We’ve found that a key piece of bullying prevention lies in helping students feel like they are part of something bigger than themselves.

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Our school builds many of these kinds of community-focused activities in our students’ curriculum. Engaging students in these kinds of activities will help them embrace thoughtfulness and awareness of others.

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  • On the first day of school this year, our principal went on the student news and asked the students to nominate someone in school they noticed doing something nice. Soon we had 20 or 30 students nominated a day!
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  • We have a Second Chances wall, where the students can anonymously journal about a moment in their lives when they had a second chance, turned it into something better, and how it impacted them.
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  • Recently, we held a highly successful community service drive where our students donated over 3,000 items and raised $900 to give to folks in the community who didn’t have basic toiletries.
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We must also instill a sense of community online, where cyberbullying can run rampant. Our young people are tech-savvy, digital natives, but they don’t necessarily know how to use digital platforms deeply and thoughtfully. How do we teach them that what they put “out there” is more permanent than they might think? We as adults and caregivers and teachers can teach them that awareness.

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One way that we help our students to be more thoughtful digital citizens is by offering parents and students booklets, such as OnGuardOnline.gov’s Net Cetera: Chatting with Kids About Being Online, on back-to-school night to try to build their awareness around these issues.  StopBullying.gov provides resources on cyberbullying, how to prevent it, and how to report it. School administrators might find this user guide - PDF particularly useful in preventing bullying. Cyberbullying and online safety issues are new for us as adults, too – it takes a community to instill thoughtfulness in our students.

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Protecting Our Muslim Youth from Bullying: the Role of the Educator +

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Not since the days and months immediately after September 11 has the Muslim community faced the level of anti-Muslim bias and bullying that has been seen over the past several months. In the wake of Paris and other terrorist attacks, combined with the emergence of the Islamic State in Iraq and Syria (ISIS), a lack of information among the public about Islam, and the tendency to associate  Islam with terrorism, there has been an increase in expressions and incidents targeting the Muslim community and those who are perceived to be Muslim, such as members of the Sikh community. There has also been an increased wave of anti-Muslim sentiment in our public discourse, political rhetoric and everyday interactions.  Schools have not been immune. Youth have been called, “terrorists” or “ISIS.” There have been physical attacks, verbal threats, and social isolation. These are just a few of the many ways anti-Muslim sentiment has impacted schoolchildren who are Muslim or perceived to be Muslim.

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As a result of bullying and harassment, students may feel threatened, frightened, and disconnected from school. Their academic performance may suffer. Across the country, all parents need to talk with their kids and educate them on how they can prevent bullying. Parents should try hard to help their children appreciate their peers and make friends across different cultures.

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Educators have an important role to play as well. Classrooms and schools should provide learning environments that are not only free from discrimination and harassment based on protected traits—including religion—but should also be conduits for students to build bridges with other students across different backgrounds, break down stereotypes, acknowledge and affirm important aspects of their identity, and learn how to be an ally when faced with bullying and bias.

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Here are a few important anti-bias and bullying prevention strategies that teachers can use to address anti-Muslim sentiment:

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  • Create an anti-bias learning environment. This means incorporating the experiences, perspective and words of Muslim people into the curriculum through social studies and current events instruction, children’s literature , in order to learn about different cultures. When you teach about world religions, be sure to include Islam. When slurs and insults are directed at specific students, intervene quickly and directly. Further, present yourself as approachable so that when incidents of bias or bullying arise inside or outside the classroom walls, students feel comfortable talking with you about it. It’s also important to be aware that some Muslim students may feel relieved and comfortable discussing these issues in class and others may feel nervous, scared or angry to be talking about a topic so close to home.
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  • Teach students about stereotypes, bias, and discrimination. This should happen proactively before any incidents—anti-Muslim or otherwise—occur so that young people understand the language of bias and the distinction between different concepts. Use current events—many of which are ripe with examples of bias and injustice, to help students understand real-world incidents and discuss what actions they could take to make a difference. Develop students’ ability to challenge biased language, especially jokes and slurs. Deconstructing bias and stereotypes will help students reflect on their origins and will ultimately help build empathy among young people.
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  • Encourage students to learn how to be an ally when faced with bias or bullying.  Adults are often not around when these incidents occur; give students the skills to do something.  Help students expand their understanding of what ally behavior is and encourage them to move from being bystanders to acting as allies. Contrary to the popular notion that “standing up” is the only way to be an ally, there are several less threatening and still effective ways to be an ally including: not participating, supporting the student being bullied, getting to know people instead of judging, and more. In addition, share inspiring examples like Walk a Mile in Her Hijab, whose goal is to spread awareness about Muslim cultural traditions and to combat anti-Muslim bias.
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Educators play a vital role in fostering safe, welcoming learning communities for their students and, given the unsettling rise in anti-Muslim prejudice, the efforts teachers make to support all of their students and build understanding and respect are more critical than ever.

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For more information and Federal guidance on schools’ obligations to respond to harassment, please see the following:

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Restorative Justice Practices and Bullying Prevention

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+ Mar 02, 2016 + By: Jessica Swain-Bradway, Ph.D., Research and Evaluation Director, Midwest PBIS Network + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expulsion, to discipline that is focused on teaching and engagement.  To this effort, districts and states are rethinking discipline and adopting both Restorative Justice Practices (RJP) and Bullying Prevention (BP) as school-wide efforts to provide school staff with a set of preventative and responsive strategies to supporting positive student behaviors.

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What are Restorative Justice Practices?

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Restorative Justice Practices are a set of informal and formal strategies intended to build relationships and a sense of community to prevent conflict and wrongdoing, and respond to wrongdoings, with the intention to repair any harm that was a result of the wrongdoing. Preventative strategies include community or relationship building circles, and the use of restorative language. Some responsive strategies include the use of Restorative Questions within a circle or conferencing format, again with the intention of repairing the wrong that happened as a result of the behavior.  The Restorative Questions, while varied in exact language, ask the student to consider: what happened? who did it impact? how do you make it right?

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What is Bullying Prevention?

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Bullying Prevention involves explicitly teaching  students how to  treat each other respectfully (i.e. what respect looks like in their school)and how students, including bystanders and the student who is bullied, should respond when peers are not being respectful (i.e. Stop, Walk and Talk - PDF). Also important, is how adults respond to bullying and they help reduce peer verbal and physical aggression (i.e. prompt the student to use the Stop, Walk and Talk response - PDF).

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Both RJP and BP provide explicit guidelines for students and staff on their interactions with one another to prevent and respond to problem behavior in a dignified, problem-solving manner.  They are also both in alignment with the preventative, research-validated framework of School-Wide Positive Behavior Supports and Interventions (SWPBIS). Within SWPBIS, school teams define, instruct, and reinforce appropriate social behaviors in the same manner they teach academic content. SWPBIS is data-driven; through regular review of student behavioral progress educators are equipped with real time information necessary for organize school resources to meet the social needs of all students. SWPBIS provides a strong platform for the adoption of RJP and BP because it allows educators to see the impact of both the preventative and responsive strategies within the school.  Here are some examples of how schools are merging RJP and BP with SWPBIS.

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Define, Teach and Acknowledge School-Wide Expectations

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Reductions in discipline referrals

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Improvements on Climate or perception surveys on staff, student, and family perceptions of school safety, support, and a sense of community

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Define, teach, practice and acknowledge respectful student to student interactions - PDF

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Establish Community Building Circles in alignment with school-wide expectations.

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Define teacher responses to problem behavior.

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Define staff responses to bullying to consistently reteach and reinforce expected behavior - PDF

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Define staff and administrative responses to problem behaviors to include Restorative Questions, Dialogue and Plans.

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Jessica Swain-Bradway, Ph.D., is a former high school teacher and research associate at the University of Oregon and is currently the Research and Evaluation Director for Midwest PBIS Network www.midwestpbis.org. Dr. Swain-Bradway’s main areas for training and evaluation include multi-tiered systems of behavior support in high schools, the alignment of academic and social supports for the secondary classroom and Restorative Justice Practices within a School-wide Positive Behavior Intervention and Supports (SWPBIS) frame.

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Developing Youth and Adult Partnerships Can Help Address Bullying +

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Youth-adult partnerships involve multiple youth working together with multiple adults to address issues that are important to the overall health of people, groups and communities. A goal of these partnerships is to stimulate youth to develop social responsibility – a crucial factor in the promotion of health and well-being. Research in youth-adult partnerships shows that not only do youth benefit from these kinds of partnerships but adults, organizations and communities benefit as well. This type of youth-adult collaboration can be empowering as issues of trust, power and authority are addressed through these relationships, and youth and adults are expected to learn from each other.

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Developing youth-adult partnerships is a great way to strengthen bullying prevention efforts. Research shows that when young people have strong connections and relationships with adults they are more resilient.  For many young people and adults, those connections, relationships and partnerships can develop through their involvement with the 4-H Youth Development Program.  As a partnership between USDA and the Cooperative Extension Service in positive youth development, 4-H empowers youth to reach their full potential, working and learning in partnership with caring adults.

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Bullying efforts are particularly suited to youth-adult partnerships. Young people often know the most about these issues because they are the ones most impacted by mean-spirited, hurtful language and behaviors, and the climate of fear that is created when bullying, bias and harassment go unaddressed.

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More than tokenism or involving one or two young people on a board or committee, youth-adult partnerships involve youth in significant, authentic, and meaningful ways.

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Tips for Creating Meaningful Youth-Adult Partnerships

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  • Work with youth in authentic and meaningful ways that tap their wisdom, knowledge, abilities, and skills.
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  • Involve them as co-creators, co-planners, co-facilitators and co-learners in ways that account for their “place of readiness” and that avoid adultism.
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  • Offer youth opportunities to develop and practice skills that will serve their own positive development as well as contribute to the overall development of your group.
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Overcoming Adultism

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Developing youth-adult partnerships can also be a powerful strategy for addressing adultism, as many anti-bullying efforts are adult-driven and grounded in adultism.  According to John Bell of YouthBuild USA, adultism is the assumption that adults are better than young people, and that adults are entitled to act upon youth without their agreement. While youth need healthy support and guidance from adults, adultism can actually disempower youth. Young people consistently report that the messages they get from the adult world are that they are not as important, are not taken seriously, and that they have little to no power.

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Rather than relying on stereotypes of youth, labeling them as bullies or victims, or trying to regulate their behaviors through disciplinary consequences, adults can strengthen their anti-bullying efforts by tapping the assets, strengths and wisdom of young people by partnering with them to develop solution strategies. Adults are encouraged to work in sustained partnerships with youth to address the complex issue of bullying – and to create settings that are safe, affirming, and fair for all youth and adults. Whenever you can, consider ways to involve youth (or older teens) as co-creators and co-facilitators of your efforts – and explore ways that youth and adults can work together for positive change around these issues.

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Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

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+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Community policing is a philosophy revolving around the concept of law enforcement and the community working together to ensure public safety for all in the community. By engaging in partnerships, problem solving, and organizational change, a law enforcement agency can approach public safety in a comprehensive, proactive method. Community policing is neither a program nor a single policing unit, however, it is a philosophy that involves all within the agency and the community.

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Community policing can be applied to any setting, including schools. By following community policing, school resource officers (SROs) and school safety personnel can contribute to a productive and enriching environment for students, teachers, and administrators alike. SROs are able to be a strong role model for students all while providing positive interactions between youth and law enforcement.

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For some students, the SRO provides them an opportunity to interact with law enforcement in a non-confrontational and positive manner. It is important that schools and law enforcement agencies enter into an agreement around the role and responsibility of SROs as well as their role around discipline and punishment.

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Officers are able to use the principles of community policing (problem solving, partnerships, and organizational transformation) to ensure that they are supporting students, teachers, staff, and school administrators in creating a safe environment. Across the U.S., an estimated 160,000 children miss school every day for fear of attack or intimidation by other students, and approximately 22% of students age 12-18 experience bullying - PDF. Students who are bullied are at increased risk for depression, anxiety, and poor school performance.

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There is something we can do about bullying. It is important to recognize and identify intolerance and hate in our schools and communities. A simple word or phrase may be insensitive or hurtful to a young person but by responding swiftly and fairly to an incident of bullying or intolerance, larger and more significant incidents may be prevented.

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SROs are in a unique position to prevent and respond to bullying and intolerance. Officers in conjunction with school staff can exercise five tasks to prevent and respond to bullying and intolerance:

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  • Create Dialogue – Provide opportunities for open dialogue with youth about bullying and intolerance especially around their feelings, problems, or ideas.
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  • Encourage Bystanders to Become “Upstanders” – Create an environment where youth feel empowered to stand up for themselves and others. Research has shown that when peers intervene, they can stop the majority of bullying incidents within 10 seconds.
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  • Foster Safety and Inclusion – Create an environment where youth feel that they can trust law enforcement and feel comfortable bringing issues and incidents to them. Additionally, officers need to listen, pay attention, and offer support.
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  • Educate – Provide information and awareness to the larger community. Preventing and responding to bullying and intolerance through community policing should involve the entire community and not just law enforcement.
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The Department of Justice Office of Community Oriented Policing Services (the COPS Office) and Not In Our Town have expanded this work and developed numerous resources for law enforcement, schools, and community members to help create safe, inclusive communities.

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+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Social media, when done right, holds great promise for public health practitioners. As the adoption of Facebook, Twitter, and other online engagement tools become more common among leaders of the field, so too will the insights and sharing of best practices.

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With more than one in five youth between the ages of 12 and 18 years old targeted at school, bullying is a widespread problem. In a new journal article, the team at StopBullying.gov takes a close look at online conversations about bullying and uncovers new strategies for promoting public health messages about bullying.

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Identifying New Strategies to Assess and Promote Online Health Communication and Social Media Outreach: An Application in Bullying Prevention, published in Health Promotion Practice, was written by Erin Reiney and Elizabeth Edgerton of the Health Resources and Services Administration along with bullying and communications experts from Clemson University and Widmeyer Communications.

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Conversations about bullying—what it is, who is involved, and how to stop it—are taking place online, and many public health practitioners are looking for answers to their bullying-related questions. The article fills a need for relevant, research-based resources on bullying in the public health field, and prepares practitioners with the tools to better communicate with key audiences such as teachers, parents and students.

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The authors analyzed common internet search terms and aligned social media content with terms used in those searches. They also identified influencers in social media spheres and how they shared their content – looking at which digital formats are most popular for sharing and creating content. The article outlines how the researchers tracked and reported on a variety of metrics to understand bullying conversations.

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  • Twitter hosted the largest share of bullying conversations compared to other major channels.
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The team at StopBullying.gov looks forward to building on this research and helping to further the field of public health through research-based strategies for bullying prevention.

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Bystanders Can Help Limit the Hurtful Effects of Cyberbullying

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+ Jul 25, 2016 + By: Janet Olsen, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Thousands of young people are targets of bullying and cyberbullying every day, putting many at risk for outcomes such as depression or school absenteeism. Working with kids to create ways to address these issues is an important responsibility for adults. For example, adults can help those who are targets of bullying explore ways to respond assertively, and they can help those who carry out hurtful behaviors get support for addressing what’s underneath their actions. Adults can also assist young people in identifying strategies to use as bystanders who witness these behaviors.

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Often when we think about the role of bystanders, we picture face-to-face bullying situations – and working with young people to explore skills for addressing these in-person situations is an important part of bullying prevention efforts. Considering the amount of time young people spend online – as well as the reported rates of cyberbullying – it’s also important for kids and adults to identify actions that can be used by those who witness online forms of bullying. Look for opportunities for young people to explore these issues and the kinds of strategies they can use to address cyberbullying by having conversations that pose the following kinds of questions.

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What kinds of positive and negative behaviors have you noticed online?

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In a study conducted by the Pew Research Center, 88 percent of teens who use social media said they had witnessed someone being mean or cruel to another person on a social network site. Sixty-nine percent also indicated they think their peers are “mostly kind” to each other on these sites. Ask young people about examples of both positive behaviors and cyberbullying behaviors they’ve witnessed within social media sites, chat rooms, online games or text messages. Examples of cyberbullying might include posting private and embarrassing information about someone, spreading a rumor or making hurtful comments about someone and inviting other people to join in.

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How do you think cyberbullying affects people?

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Witnessing an in-person bullying situation can provide powerful clues about the impact on the person being targeted. It may be harder to recognize the effects of aggression that takes place online. Ask young people their thoughts about what it feels like to be targeted by hurtful online messages. How might someone feel when threats against them or rumors about them are posted online and potentially “liked” by lots of people? These kinds of experiences can result in feelings of anger, loneliness, embarrassment, fear, hopelessness or depression. The experiences may even result in kids deciding to stay away from school and other places so they can avoid those who posted (or saw) the hurtful information.

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Why do some people who witness cyberbullying choose to stay silent or ignore the situation?

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Whether people witness hurtful behaviors online or in person, there can be many reasons why they choose to stay silent. They might feel speaking up could also put them at risk or that it could make the situation worse for the person being targeted. They might lack confidence about ways to take action or use their voice. Ask young people to share examples of times when they wanted to respond, but didn’t and why that was the case. Help them recognize that many adults also struggle with decisions about how to interrupt hurtful situations. Be willing to be vulnerable and share examples from your own experiences if that’s been the case for you.

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What strategies have you used or could you use to interrupt or limit cyberbullying?

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There are many actions available to people who witness cyberbullying or other hurtful online behaviors – actions that allow us to model important qualities like connection, compassion, empathy and courage.

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Young people might share examples like the following:

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  • Intentionally decide not to “like” information that’s been posted about someone or not to forward a hurtful text to others. Stress that choosing to not support or further distribute hurtful messages is helpful because it may limit the potential damage of these messages.
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  • Respond publicly in a calm, clear and constructive way. Reacting from a place of anger and aggression can make a bad situation worse. Encourage kids (and adults!) to step away from the phone or computer so they don’t resort to blaming, shaming or retaliation. This provides time to get calm and centered so they can create a response that makes it clear that others’ behaviors are hurtful and unacceptable.
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  • Respond privately to the person who created the hurtful message. Depending on their relationship with the person who created or shared the hurtful message, it may be helpful for kids to follow up with them privately, either online, in a phone call or in person. Doing so can make it clear they don’t support the negative actions. It also provides an opportunity to authentically share concerns about the behavior and what might be behind it.
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  • Follow up with the person who was targeted. By reaching out, young people can send a powerful message that they care about the person and they don’t support the negative behaviors. If needed, this connection can also provide an opportunity to assist the person in finding help related to the situation.
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Keep in mind that having conversations with young people about these issues is not a one-time event – it’s an ongoing dialogue. Begin talking about these issues before kids delve into the world of texting, social media, online gaming and chat rooms. Help them reflect on real and potential cyberbullying situations and provide ongoing opportunities to practice ways to respond. Doing so can support the transition from being passive bystanders to being allies who serve as powerful role models for other young people and adults.

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Michigan State University Extension provides opportunities for adults to learn more about ways to support the health and wellbeing of young people – including ways to prevent bullying and cyberbullying. These efforts are part of the Be SAFE: Safe, Affirming and Fair Environments initiative, which includes a curriculum designed to help adults and youth work in partnership to create positive relationships and settings.

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Back to School with StopBullying.gov +

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Now that September has rolled around again, it can mean only one thing:  back to school!  In the excitement of meeting new teachers, getting back on the school schedule, carpools, and busses to catch, it is also a great time to help kids prevent bullying.  Stopbullying.gov is full of resources that can help everyone invested in eliminating bullying! 

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Kids: Check out our kid resources and learn how KB, Josh, Milton, and their friends deal with kids who bully. After watching each video, take a quiz to see how much you know about bullying. Older kids, check out our Teens section and learn how you can be exceptional role models in your school.

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Parents: Take a moment and download the free mobile app: KNOWBullying.  This app – available for both android and iPhone – provides all the information you need to understand the signs and symptoms of bullying, to learn how to “stop it on the spot”, how to reach out for help, and even how to engage in meaningful conversations with your kids that can open the doorway to a deeper relationship with them.

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Teachers and School Administrators:  Learn the five key components to an effective school bullying prevention plan:  1) Assess bullying in your school, 2) Engage parents and youth, 3) Create policies and rules, 4) Build a safe environment, and 5) Educate students and school staff. StopBullying.gov has the resources to help schools. 

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Community Leaders:  Take advantage of our free Community Action Toolkit - PDF. The Toolkit includes materials to create a community event using the research, ideas and bullying prevention and response strategies. There is also a or here for a Spanish version - PDF.

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Everyone who would like to help make a difference:  Take our online course.  This free online course will walk you through the basics you need to know about bullying and bullying prevention. And you can earn free continuing education credits as well!

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On behalf of the StopBullying.gov Editorial Board, we wish you a wonderful, happy, and safe school year! 

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Highlighting Bullying Prevention Efforts for the Asian American and Pacific Islander Community

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Every day, kids of all ages experience bullying in schools across the country. In the Asian American and Pacific Islander (AAPI) community, this problem is often compounded by cultural, religious, and linguistic barriers that can make it harder for AAPI youth to seek and receive help. Anecdotal evidence has shown that certain AAPI groups – including South Asian, Muslim, Sikh, Micronesian, LGBT, immigrant, and limited English proficient youth – are more likely to be the targets of bullying. And in some areas, bullying of AAPI students can be shockingly common.

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To help address this problem, in November 2014, during the fifth anniversary of the Matthew Shepard and James Byrd Jr. Hate Crimes Prevention Act, the federal government formed an interagency AAPI Bullying Prevention Task Force (AAPI Task Force). The AAPI Task Force strives to learn more about the experiences of AAPI students facing bullying and how the federal government can help. The AAPI Task Force comprises representatives from the U.S. Department of Education, which includes theWhite House Initiative on AAPIs and the President’s Advisory Commission on AAPIs; the U.S. Department of Health and Human Services; and the U.S. Department of Justice. Through the AAPI Task Force, federal experts in civil rights, language access, education, community relations, public health, mental health, and data have worked closely with community stakeholders to:

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Today, during the fifth annual Federal Partners in Bullying Prevention Summit, I’m proud to announce the release of a report - PDF highlighting the experiences of AAPI students facing bullying around the country. The Summit will convene federal officials and community members to discuss strategies to combat bullying particularly in high-risk populations, including Muslim, Sikh, and South Asian students.

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Over the last two years, the AAPI Task Force conducted nationwide outreach to students, families, community members, advocacy groups, and community-based organizations. The AAPI Task Force hosted 29 listening sessions across the country, and conducted an informational survey that collected responses from 30 community-based organizations.

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Through its outreach, the AAPI Task Force has gained key insights:

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  • Students from all AAPI communities are subjected to bullying and harassment of all types.
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  • AAPI students are bullied by a range of other students, including other AAPI students and students of other backgrounds.
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  • Circumstances of bullying often include, but are not limited to: limited English proficiency, cultural stereotypes, national origin and immigrant generation, and religion and religious attire.
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  • Many AAPI students and parents are not aware of resources and avenues of remediation available at the local, state, and federal levels.
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The work of the AAPI Task Force has shed light on the important need to address bullying in the AAPI community and strategies to tailor outreach to this community. As we close out the AAPI Task Force’s work, let us recommit ourselves to continue working toward achieving real solutions to preventing and ending bullying for all.

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Dour Thor is the Executive Director of the White House Initiative on Asian Americans and Pacific Islanders, which is housed within the U.S. Department of Education.

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This blog was originally posted on the White House Blog on August 12, 2016.

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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On Friday, Aug. 12, 2016, the Federal Partners in Bullying Prevention hosted the fifth Federal Bullying Prevention Summit at the U.S. Department of Education. Conducted every two years, this year’s theme was “Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying.”

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Senior officials from the U.S. Departments of Education, Health and Human Services, and Justice welcome participants and highlight the work done by the Federal government under the leadership of the Obama Administration. They all emphasized that while a lot of progress has been made there is still more to be done to ensure safe and supportive learning environments for all students.

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Attendees from the public, private and non-profit sectors participated in plenary sessions focused on recent research recommendations and school surveillance, the federal and legal responses to harassment and bullying, using the school operations plan framework to support bullying prevention efforts, and strategies to create safe, understanding, and inclusive academic environments. All of these discussions stemmed from the idea of incorporating tolerance and inclusion into bullying prevention activities. An emphasis was put on the issues facing LGBTQ students, students with disabilities, and students from the Muslim, Arab, Sikh, and South Asian communities.

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Breakout sessions reinforced these discussions. Students representatives of these aforementioned communities came together to discuss the challenges they face, as well as the great work that is being done in their communities and schools to prevent bullying. These students shared deeply personal accounts of their experiences, challenging the adults in the room to take the strategies that worked back to their communities across the country. Breakout sessions also included a look at the Physicians Campaign to Stop Bullying project.

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Did you participate in the Summit, either in-person or virtually? If so, we’d love to hear from you! What was the key lesson you took away from the day and have brought back to share with your colleagues? What would have made the day more helpful to you? Please share your thoughts with us via Facebook and Twitter using #BullyingSummit16.

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You can watch video of the Summit.

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Youth Voice: Growing Up Muslim in America

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+ Oct 06, 2016 + By: White House Initiative on Asian Americans and Pacific Islanders, + + +
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For many students in America, bullying is a daily reality that contributes to them feeling stressed, unsafe, and distracted from learning. Asian American and Pacific Islander (AAPI) students, as well as Muslim, Arab, Sikh, and South Asian (MASSA) students, can be bullied based on their religion, appearance, immigration status, language skills, - PDF and more. In honor of National Bullying Prevention Awareness Month, we are highlighting the voice of Syeda Raza, who recounts her experience growing up Muslim in America:

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"During the 23 years that my family has lived in America, my parents and I never faced verbal abuse or harassment until recently. I remember my dad coming home angry one day. When I asked about what happened, he responded with a pain in his voice that a lady asked him if he was Muslim. He said yes to the woman, only to see her start ranting about how Muslims are invading and destroying this country. She insulted him about his faith, nationality, and immigrant background. My dad tried to be respectful to the woman and tell her how this country is his family’s home. He also told her he immigrated here to give his daughter the best chance at life. But it was clear that these words meant nothing to her.

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"What disturbs me even more is how the current climate is affecting young children. As an educator, it hurts me to hear a sixth grade student say that she didn’t think she could be the first American Muslim president because she thought too many people hated Muslims. I believe children and adolescents are constantly accepting the information they hear and read through various forms of media.

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"Educators need to support their Muslim students in a time when people are judging and blaming the Muslim community. My favorite teachers were always those who respected my Muslim identity and encouraged open discussions in the classroom. As an educator, my students deserve a classroom culture where their diverse experiences and backgrounds are valued. This is exactly the kind of mindset that needs to extend beyond the classroom doors and into other spaces."

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To learn more about what schools and communities can do to help protect children from different ethnicities and faiths against bullying, please visit StopBullying.gov Who is at Risk and Diversity, Race & Religion sections. Additionally, you may want to read the AAPI Bullying Prevention Task Force Report - PDF, developed by the Asian American and Pacific Islander Bullying Prevention Task Force. 

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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What is Cyberbullying?

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Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites. Cyberbullying is similar to traditional bullying in many ways; however, the main difference from traditional bullying, is that it doesn’t stop when the child is in the safety of his/her own home. A child who is cyberbullied is likely to be bullied at school as well. Cyberbullying can be relentless, prohibiting an escape for the victim, which can severely damage a child’s mental health and negatively affect self-esteem.

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 When a child is bullied at school or on the playground, he knows who his bully is.  The “anonymity” associated with cyberbullying often leaves the victim feeling like he/she has no recourse. When explicit photographs or videos are uploaded to social media websites as a form of bullying, it is extremely difficult to delete or make this type of material disappear from the Internet. When combined with traditional bullying, cyberbullying can be extremely detrimental to the victim and his/her mental and physical well-being.  

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Where Does Cyberbullying Take Place?

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Facebook and other social media websites can be used, and allow for “anonymous” cyberbullying to occur. For example, there may be a private group chat or page set up in which the child, who is the victim of the bullying is unaware of its existence. These more private setups are usually eventually discovered, which then brings the full weight of paranoia, embarrassment, and feelings of isolation on the victim. Text messages and group chats have the same effect upon its victims. Forums, typically gaming forums or other hobbyist forums, can also turn into cyberbullying arenas. Reddit.com, which is one of the largest and most visited social websites, is a forum-type of social media, and users there are nearly completely anonymous. This gives cyberbullies less empathy for their victims, and allows them to continually attack. Because the victim is not bullied at school or other areas where teachers are usually present, responsible adults are not alerted to the bullying or able to observe the usual tell-tale signs of bullying.

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What are the Effects of Cyberbullying?

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Cyberbullying usually has long-term detrimental effects on a victim. Truancy is quite common when a victim is continually bullied both in-person and through technology. Also, their grades may suffer, their self-esteem is hurt, depression can set in, they may have increased health-related issues, abuse of alcohol and/or drugs may begin, and many more negative effects can occur, depending on the child. With children using technology at younger ages, the data collected in past years is becoming less relevant. In 2010-2011, the School Crime Supplement reported 9% of children in grades 6-12 are cyberbullied, but the increase in children that use technology can result in a much higher number.

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Some individuals groom children in hopes of initiating sexual contact with them. Grooming usually happens in children with lower self-esteem and those children who have issues of loneliness or isolation. In these instances, a targeted cyberbullying campaign can also be a tool for a predator.

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Cyberbullying should not be seen as any less of a threat as traditional bullying. Since most cyberbullying is inflicted upon a child without the presence of adult supervision, the consequences can be far reaching. Cyberbullying will evolve as new technology is used and adapted, and so should methods to not only react against cyberbullying, but also to be proactive and stop cyberbullying before it happens.

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Want more information on cyberbullying? StopBullying.gov has an entire section dedicated to this topic.

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New OJJDP Resource Helps Schools Implement Evidence-Based Bullying Prevention Programs

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+ Nov 29, 2016 + By: Jennifer Tyson, Research Coordinator, Office of Juvenile Justice and Delinquency Prevention (OJJDP) + + +
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Schools across the U.S. frequently confront the issue of bullying among their student population. However, identifying the nature of a specific bullying problem (including its symptoms and causes) in a given school—and implementing solutions that work—is complicated. While research on evidence-based programs is helpful in guiding school personnel toward solutions that have been shown to work in the past, it sheds little light on how those programs or practices were implemented in schools or on the institutional processes, faculty and student body characteristics that made them work.

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The new School-based Bullying Prevention I-Guide (short for implementation Guide) from the Office of Juvenile Justice and Delinquency Prevention aims to fill that gap. The newest feature of OJJDP’s Model Programs Guide website, the I-Guide analyzes research and evaluation to identify how bullying prevention programs have been implemented in schools. It then presents the common features of how the schools put these programs into practice and maps out 10 steps that other schools can follow. They are:

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  10. Ensuring long-term sustainability.
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The I-Guide discusses how to assess or understand school-based bullying through various perspectives and surveys, and recommends ways to apply that information to implement the right program for a particular school. While OJJDP’s Model Programs Guide has long provided practitioners with a database of evidence-based programs and practices, the new I-Guide shares the common features of how those programs and practices have been started, implemented, adopted and sustained in schools or communities so that others can apply that knowledge. 

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The I-Guide recognizes the importance of knowing your community’s needs so you can choose the program that will work best for your school. Through this I-Guide, you can learn how to successfully integrate programs and practices after assessing the people, policies, environment and community structures that have an impact on your school.

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To learn more about how to implement a bullying prevention program in school, visit our website: https://www.ojjdp.gov/mpg-iguides/topics/bullying/.

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Appreciating Diversity and Keeping Schools Safe +

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+ Dec 19, 2016 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Media coverage of social issues has a profound impact on how communities understand and address problems. Research and expert opinion suggest that certain trends in media coverage of bullying have the potential to do harm. In fact, an analysis of media articles has shown that certain elements of bullying stories are often missing key information, which can lead to misrepresentation of the facts. And, news stories may not be an indication of a trend--journalists are often reporting local incidents.

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In light of recent news coverage, it is important to revisit what science has shown regarding bullying, how to prevent it, the impact it has on those who bully as well as those who are bullied, and what to do when bullying happens.

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Here are some things you can do:

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  1. Look beyond differences in beliefs and cultures to appreciate the person.
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  2. Understand how creating a healthy school climate that is safe and supportive can prevent bullying.
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  3. Ensure that kids understand what bullying is and what to do if it happens.
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  4. Realize that bulling doesn’t only happen in the classroom – it can happen elsewhere in the school, on the school bus, or during extracurricular activities. And cyberbullying can happen anywhere.Know which groups might be at higher risk for bullying –be aware and build protective factors to prevent bullying.
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  5. Understand the warning signs that someone may be experiencing bullying.
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  6. Engage school resource officers to prevent bullying and keep schools safe.
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  7. Know the federal and legal obligations that school districts have to respond to harassment and bullying.
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Schools throughout the United States have been integrating practices that improve school climate and reduce bullying and violence such as social emotional learning and trauma- sensitive approaches. School districts recognize the importance of building empathy and understanding at a young age.  This is something whole communities can support and reinforce with children.

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While this positive cultural shift is taking place in schools across the country, there are other things schools can do to promote a safe and supportive learning environment. Classroom meetings, for example, can give kids a forum to discuss issues and concerns. Teachers can address anything that could lead to bullying or compromise safety. Classroom rules can also be reviewed as a reminder to students about what is acceptable and what is not.

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For teachers, parents, or caregivers who struggle with how to start a conversation about bullying, the free KnowBullying app can be helpful. The guided conversation starters explore different aspects of a child’s life where bullying might become a concern.

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And, by following suggested media guidelines, journalists can ensure that the news they are reporting on important social issues, including bullying, accurately reflects the complexity of the events. This will help ensure

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Talking with children about acceptance and looking beyond the differences in others can only help in the bigger conversation of prevention. When kids appreciate the benefit that stems from learning and living in a diverse community, there is less interest in labeling what might be different or calling it out to others. It’s in that place that prevention occurs and schools stay safe.

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Bullying Knows No Boundaries – Lessons Learned from the UK
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Bullying Knows No Boundaries – Lessons Learned from the UK

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+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world, not just in the United States. To share the work being done outside the United States, StopBullying.gov is honored to highlight the work of Ditch the Label in the United Kingdom and its CEO Liam Hackett.

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Imagine that you have just witnessed a young person bullying one of their peers. How would you respond? Instinct is to often punish the ‘bully’ and to provide emotional support and reassurance to the ‘victim’. This is the dynamic that has been used in many cases of bullying – punishment and reactive support.

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What if I were to tell you that there are new and more effective ways of tackling the issue? Ways in which bullying could be prevented from happening in the first place?

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Firstly, I would like you to remove the words ‘bully’ and ‘victim’ from your vocabulary. At Ditch the Label, we never use either of those words to describe somebody because bullying is a behavior and not an identity. Society has certain assumptions about those words that can be incredibly damaging and frequently discourages people from reaching out for help. We already know that those who identify as being a ‘bully’ are twice as likely to engage in crime later on in life.

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We surveyed 8,850 young people aged 12-25 in the United Kingdom for our Annual Bullying Survey 2016 and we know that people who perpetrate bullying are more likely to have difficulties at home, and are likely to have recently experienced something traumatic or stressful and aren’t dealing with it in positive ways. As a result, their physical and mental health suffers, with 29% feeling constantly physically ill. The similarity with those who have been bullied is clear - 27% report feeling constantly physically ill. 

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Finally, the support for the person being bullied is crucial and should never be ignored. But instead of punishing the person doing the bullying, try to find the root issues and help them through. This takes time and patience, but by helping them overcome their issues, you are effectively preventing numerous other people from being bullied.

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A Little About Ditch the Label:

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  • Ditch the Label started in the UK during 2012 and have recently expanded support services across the USA and Mexico.
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  • We pride ourselves in being a large and ambitious anti-bullying charity. Our philosophy is to be defiant, innovative and most importantly, different. Our mission is to reduce the effect and prominence of bullying internationally.
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  • Each year, we provide award-winning support to thousands of young people aged 12-25, primarily through online partnerships. We also work with schools, parents/guardians, young people and other youth organizations. Innovation is at the core of all that we do and we believe that we can, and will beat bullying. In 2015, 180,000 young people benefited from Ditch the Label support.
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StopBullying.gov thanks Ditch the Label for sharing their work and experiences. To end bullying worldwide it takes public and private, national, international and community support. To learn more about what you can do, check out How to Prevent Bullying.

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New CDC Resource Can Help States and Communities Prevent Youth Violence

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+ Jun 14, 2017 + By: Corinne David-Ferdon, + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Bullying is a form of youth violence – and the U.S. Centers for Disease Control and Prevention has resources states and communities can use to stop it. Bullying is a serious public health problem. Bullying can result in physical injury, social and emotional distress, and even death. In 2015, about 1 in 5 U.S. high school students reported being bullied on school property - PDF.

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CDC’s new resource, A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors - PDF, outlines science-based strategies states and communities can use to stop and prevent youth violence including bullying.

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It highlights six strategies:

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These strategies work together and reinforce each other.  Some of the strategies focus on the young people themselves and involve developing problem-solving, communication, and conflict management skills. Other strategies improve relationships or influence the school and community environment.  The use of multiple prevention strategies is likely to have the greatest impact.

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Evidence-based strategies to prevent youth violence

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CDC’s technical package is based on the best available evidence to prevent or reduce public health problems like youth violence.  It is meant to be used as a resource to guide decision-making in communities and states.  It has three main parts:

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  • The strategy lays out the direction or actions to achieve the goal of preventing violence
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  • The approach includes the specific ways to advance the strategy
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  • The evidence is included for each of the approaches to prevent violence or associated risk factors
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What can you do to stop bullying?

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Public health, health care, education, social services, government, justice and other sectors can use the technical package to work together to prevent youth violence.

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If you are already working to prevent youth violence, use this technical package to assess your activities and see if there are areas to expand your efforts.  If you have not begun to work on prevention, this technical package can help you plan and prioritize your activities.

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We have a responsibility to our young people and communities to promote the healthy and safe development of our youth.  We hope you use this technical package to get started today. 

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For more information on violence prevention, see www.vetoviolence.cdc.gov and www.cdc.gov/violenceprevention.

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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying
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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying +

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+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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How do you think a grade school class would react if a classmate suddenly became silent? They may not know what they are seeing, so they speculate and create stories about what is going on. Maybe he contracted an illness. Maybe she is so tired she was sleeping while awake. The stories may often be worse than reality for a child, especially one living with a chronic medical condition. The silent stare may be the result of an absent seizure.

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Epilepsy is a neurological condition that causes the brain to seize. There are different types of seizures – some are more obvious because they affect movement and coordination. But others are not noticeable. When a seizure happens, it results from a sudden electrical surge in the brain. This can affect how the body and brain respond and can be different from how a person would otherwise act.  People living with epilepsy take medications to manage the seizures, but side effects like drowsiness, weight gain, and difficulty focusing can affect esteem and quality of life. Having a chronic or severe illness can be hard to control and may result in depression.

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When a child sees a peer having an epileptic seizure they may feel scared because they do not understand what is happening. Kids may try to use humor to deflect their fears, but that can quickly lead to bullying and can be hurtful. We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression. And that is even greater for a child living with epilepsy who is also experiencing bullying.

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Epilepsy is a neurological condition that causes the brain to seize.

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Any Age

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Ages 8 to 14

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There are things that will help to prevent bullying of children and youth with epilepsy and other health conditions. Parents can educate school administrators and teachers about the condition and the type of seizures the child may have and the effects it may have. They can create an action plan for what to do if a seizure occurs. Including psychoeducation in school can help children address questions that their classmates might have.

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If parents notice their child appears more depressed, cranky, or agitated or if their child is less interested in activities – these can be warning signs that the child is affected by bullying. Asking questions will help to determine what is going on. Parents can also enlist the help of their pediatrician or other healthcare provider in talking with their child about these issues.

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When children understand each other and what is happening with their classmates, there is greater empathy. Even when a child may be different or have an illness, bullying will be less likely to occur if other children comprehend why a classmate may have different needs.

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Dr. Tatiana Falcone is the Program Director for the “Strategic Approaches to Improving Access to Quality Health Care for Children and Youth with Epilepsy” grant funded by the Health Resources and Services Administration. This project is designed to improve care coordination, increase social support, provide education, and increase engagement for teens with epilepsy and their families. Dr. Falcone offers additional thoughts on epilepsy and bullying in this video.

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Can Kindness Overcome Bullying? +

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+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Kindness Matters

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While being kind might sound easy, it is complex. If kindness was simple, then everyone would be kind and no one would experience meanness and bullying. Imagine a world where kindness is the norm. Is it possible to create homes, schools, and communities where kindness is the norm? The answer is, yes – but to make this imagined world a reality, we need to teach, model, and reward kindness.

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Being kind means that you think about the needs and concerns of others. Kind people volunteer, help others, and think about bigger issues that affect their communities. Compassionate thinking and generous actions demonstrate kindness.

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Unfortunately, many schools respond to negative behaviors such as bullying with punishment, which is thought to reduce or eliminate such behaviors. After years of research on “zero-tolerance” to end bullying and violence, we know that these punishment-based approaches do not work. Given this knowledge, it makes better sense to focus on teaching and modeling pro-social behavior, like teaching kindness.

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Key Elements in Teaching Kindness

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Although kindness programs can vary, most share these approaches:

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  • Include gratitude activities;
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  • Include volunteer activities or service learning;
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  • Include students to develop activities to help others;
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Boys bump fists

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Ways to Teach Kindness

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  • Mindfulness involves becoming aware of a specific thought, emotion, or behavior. This means being mentally flexibility, and through training, even young children can learn mindfulness. Mindfulness skills are taught in schools, and researchers are beginning to study the effects of mindful kindness. All children can participate in setting daily goals and age-appropriate practices to be more mindful and caring.
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  • Social-Emotional Learning (SEL) teaches kindness by focusing on cooperation, responsibility, self-control, empathy, and provides specific actions to build these skills.  Classrooms that use SEL include daily morning meetings to check in with students. Teachers ask open-ended questions, encourage working together, and use healthy conflict resolution.  Schools using SEL show improved academic performance and prosocial behavior, and decreases in discipline referrals.
    • +
  • Acts of Kindness are actions to do something nice for someone else. Doing acts of kindness is free and has positive ripple effects to those who experience and witness kindness. There are online lessons and social media messages that inspire, empower, act, and share acts of kindness – which helps to make everyone more aware of how positive this can be.
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The Impact of Teaching Kindness

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When elementary students performed three acts of kindness per week they significantly increased their acceptance of peers compared to kids who did not perform three kind acts of kindness. Students who are taught kindness are more empathic, more socially aware and connected, and they receive higher grades too. Be kind—it is free and the payback is good for all!

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Additional Online Resources

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New CDC Resource Can Help States and Communities Prevent Suicide Among Youth +

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+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Suicide and bullying are public health problems that affect youth.

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Suicide was the second leading cause of death among youth ages 10-24 in 2015. While most youth who are involved in bullying do not engage in suicide-related behaviors, those who have been bullied or who bully others are more likely to report suicidal thoughts and suicide attempts. Both bullying others and being bullied are linked to feelings of hopelessness and helplessness –feelings that increase a young person’s risk of suicide.

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CDC’s new resource, Preventing Suicide: A Technical Package of Policy, Programs, and Practices - PDF, highlights seven science-based strategies that states and communities can use to prevent suicide by:

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Some of the strategies focus directly on youth, such as promoting connectedness and social interactions that encourage youth to seek help and confide in trusted adults, and teaching coping and problem-solving skills that can help youth tackle everyday challenges with peers, school, and other common sources of stress.

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Other strategies focus on adults who work with youth, such as training teachers and coaches to identify and support youth who may be at risk of suicide and helping to lessen and prevent future risk (e.g. suicide contagion/”copy-cat” suicides) after a suicide has taken place.

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Evidence shows the use of multiple strategies is likely to have the greatest impact on suicide prevention.

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CDC resource based on best available evidence

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CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. It is meant as a resource to guide decision-making in communities and states. It has three parts:

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What can you do to help prevent youth suicide?

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The CDC strategies are designed to help schools, communities, public health officials, and other stakeholders work together to prevent suicide.

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If you are already working to do this, the technical package can help you find areas where you can expand your activities. If you haven’t yet begun suicide prevention, it can help you plan and prioritize activities.

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We have a responsibility to our youth and communities to promote healthy and safe development for young people. We hope the strategies in the suicide prevention technical package will help you get started today.

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For more information on suicide prevention at CDC: https://www.cdc.gov/violenceprevention/suicide/index.html.

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And remember, if you or anyone you know is thinking about suicide or needs support, help is always available. Call the National Suicide Prevention Lifeline at 1-800-273-HELP (8255) or visit http://suicidepreventionlifeline.org.

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September is National Suicide Prevention Awareness Month and National Suicide Prevention Awareness Week takes place from Sept. 11-17.

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About one in five teens reports being bullied, which is harmful, but preventable. This video will support a larger effort on the VetoViolence Facebook page during National Bullying Prevention Awareness Month in October 2017.

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How far can you move the needle on bullying prevention? +

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Measuring prevention of bullying can be difficult. Over time, we can see if the number of incidents is decreasing, but determining if prevention efforts are working along the way remains a challenge. Recently, a team of bullying and violence prevention experts came together to figure out how best to measure change. After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administration (HRSA). It contains two main tools developed for state health departments: the Bullying Prevention Capacity Assessment, and the Bullying Prevention Change Package and Driver Diagram. Schools, daycare providers, summer camp programs, youth sports, and other clubs and venues where youth convene can also use them to find meaningful strategies to promote empathy, civility, and inclusion to prevent bullying.  Here is how the resources work.

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Assessing Prevention Capacity

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This resource looks at six areas of organizational capacity to determine how evidence-informed their bullying prevention efforts are. Organizations can use the tool, which guides them through a series of strategic ideas, to score their readiness for addressing activities that support bullying prevention. A lower score means a lower capacity for bullying prevention.  These scores can point organizations to gaps in their prevention efforts. Once you have a score, the low scoring areas will be a good indicator of where to look for change concepts. The six areas include:

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  • Identifying and disseminating information for groups at increased risk of bullying
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For organizations taking the assessment for the first time, the score can serve as a baseline and be used to measure changes in capacity over time. If capacity is improving year after year, this means that prevention efforts are being driven more by the evidence, and therefore are more likely to impact bullying.

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Using Research-based Approaches to Effect Change

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A change package is an evidence-based set of strategies that an organization can implement to improve processes or programs. The change package and driver diagram (an intuitive diagram that outlines the paths to change and how to get there) were created after identifying the strongest ways to create change. The evidence-informed and evidence-based strategies included in the change package have demonstrated impact on bullying and other related outcomes. The primary drivers of change align with the areas scored in the assessment, so it is easy for an organization to identify where to focus. Organizations considering the strategies in the change package can review the options and determine which fit best with the goals, resources, and school culture, and then prioritize and select the best combination to support efforts throughout the year.

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Along with the strategies, there are referenced resources for more information on approaches, models, and effective implementation to support the prevention efforts taking place.

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Because bullying is a public health concern and can affect children psychologically, physically, academically, and socially, any organization working with children needs to understand how best to prevent bullying. Although the Maternal and Child Health Bureau in the Health Resources and Services Administration developed these resources primarily to support state health departments, these resources can be useful for other organizations.

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New Cyberbullying Content on Revamped StopBullying.gov +

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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With constantly evolving and new technologies and apps, people are spending a lot of time online and on smartphones. Texting, apps, and social media have become a primary way to communicate. While we can now connect more quickly and easily, if messages are ill intended and hurtful, the virtual abuse may prove relentless and difficult to address. In person, there are usually clear avenues to help – a parent, a teacher, and the police. But online, each platform and every state may have different governing rules and laws.

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Children looking at a cell phone

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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when online abuse takes place. The new site includes enhanced content, including:

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The website includes information on how to recognizing the warning signs and how best to respond when someone is experiencing bullying in an app or on a website – and what can be done to prevent cyberbullying. It reviews some of the most commonly used apps by teens and explores how online gaming can be a forum where kids can gang up or exclude other players. The new content also offers parents suggestions about how to talk with a child about being a bystander. From prevention to action, you will have a better sense of what to do and when – as a teen, as a parent, and as a teacher or community leader.

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StopBullying.gov also features new research summaries and fact sheets that cover the nature and impact of bullying and some evidence-based approaches to prevention. There are also new infographics that include the latest data on bullying and cyberbullying, and blogs that highlight new resources and deepen the understanding of youth at higher risk.

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Visit StopBullying.gov to check out the new resources, expanded content, and our new look!

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Talking to Your Kids About Cyberbullying Part 1: Tools for Parents +

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+ Dec 12, 2017 + By: Julie Baron, LCSW-C + + +
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When kids are electronically (cyber) bullied, it can be hard for parents to detect, until it becomes an overwhelming issue. A cyberbully can be a close friend or a faceless entity, a single force or a group of people. Often kids and teens don’t share their online interactions with their parents, until these interactions become unbearable and even then they may say nothing. There are so many social media sites your kids may use… Instagram, Twitter, Facebook, Snapchat, Tumblr, Vine, Twitch, YouTube and online gaming platforms. It is hard to keep up with them all!

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Parents can learn about all of these sites, spend money on monitoring and blocking net safety software, and read every book there is on keeping your kids safe online, but all of these combined are not as effective as your best tool... Your relationship with your child! 

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Talk to your child up front

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No matter the online platform or how much or little kids or teens engage in social media, establishing an openness to talk about what they are doing online, who they are interacting with, and what sites and apps they are using is key to setting the tone for potentially more difficult conversations. It is OK to express support for their technology use and acknowledge the value in it for them. As we all know, technology is here to stay. Set age appropriate limits and discuss expectations. Allow them to negotiate and collaborate on an agreement. By doing this, they will be more likely to take ownership of their behavior and you will have a more solid foundation upon which to hold them accountable. Let them know that you, as their parents, reserve the right to look at their devices, if you feel there is a concern about their safety or if they demonstrate an inability to use technology safely. Connect expectations to your family values. Use language that reflects facts (something that was said or something you heard or observed), statements of consequence (certain actions are helpful or hurtful, effective or ineffective), or personal preferences (“I didn’t like seeing that”). Refrain from judgmental language (e.g., good/bad, stupid, nice, etc.). These kinds of evaluative words can heighten emotions and shut down open communication.

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For additional information check out "Cyberbullying". Stay tuned for Julie Baron’s blog part 2 on Talking to Your Kids About Cyberbullying.

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Edited by Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member.

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Cyberbullying Part 2: What Parents Can Do +

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Anticipate potential problems or risks with your child

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Having conversations about phone use and cyberbullying before any problems arise can set the tone that you are open and will be thoughtful, if they should happen to need you. Remember if they do not come to you at all when things go wrong, there is nothing you can do to help. Define potential cyberbullying situations, so that they know when it is time to seek help (e.g., friends ganging up on them, someone sending an abusive or threatening message or picture, solicitation for or sending an explicit picture or text). Let them know that, even if they feel they did something wrong or broke one of your rules, regarding online use, they can come and talk to you, you will hear them out, and together you will find a reasonable solution or response. (Then, you have to stick to this!). If someone is hurting your child, you want them to come to you, even if they did something wrong or used poor judgment. You can deal with that part separately later.

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Ask your child/teen what might keep them from coming to tell you if they are being cyberbullied. Hear their feedback. It is critical. Then reassure them that you will support them first, act fairly, and make thoughtful decisions with them that you feel is in their best interest. Interestingly teens say the two things that most keep them from telling a parent when they feel bullied or uncomfortable about an online interaction or post are: 1) They think parents will automatically take their devices away, and 2) Parents/adults will intervene without their consult and make things worse.

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Stay in the loop about their technology use and online interactions

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At times when you notice that your kids are using their phones or computers, ask in a neutral or curious tone what they are doing or who they are talking to. It is important to lay the groundwork using general check-ins, especially with teens who can easily feel you are being too intrusive. You are actually shaping them to feel comfortable talking with you when you manage this process in steps.

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If your child seems particularly happy about something they are seeing or reading or finds something funny on their phone, observe and express that to them. Ask them what is funny or what’s making them smile. Then validate them. For the reverse, also ask what may be making them upset or angry. Use observations like: “You look upset after seeing your phone”. Then engage in a conversation with them about what is happening. Resist the urge to fix or problem solve too quickly. Just listen, validate their feelings and let them know you are there for them if they need you. Warning: This is very hard to do and takes practice!

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Make conversations about technology use a regular part of your interactions. If you get one word answers or annoyance from your teen, do not react. Just come back to it another time, but do not give up.

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Use a tone of curiosity when asking questions, refrain from judgment, and allow them to educate you about their online experience. For example, asking more general questions about how sites work or who they are talking with, rather than asking about their personal conversations, will more effectively engage them. Building open communication with your kids will go a long way when it comes to dealing with something as potentially hurtful as cyberbullying.

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Edited by Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member.

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Choose Kindness and Sportsmanship, Not Bullying +

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do. When I was a kid, classmates sometimes would pick on me and make fun of the gap between my front teeth. What they didn’t know is that my gap is like an heirloom to me – something that runs in my family – and it isn’t something I would change.

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Being bullied because of my appearance didn’t stop there. As a teenager, when I started growing, my feet followed my age – size 12 at 12, size 13 at 13... and so on, until I was 16 when my feet stopped growing at size 16. Since it wasn’t easy to find shoes that large, I basically had one black, one white, and one athletic shoe to wear – not the latest Jordans like other kids. I was frustrated and I let it out on the field – sports can be a great outlet for that.

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Of course, everyone wants to win when playing, but that competitive nature can sometimes cause some kids to make choices that leave others out or feeling less than others. Bullying in sports, in the classroom, or online can cause kids to become isolated and it’s known to be a risk factor for suicide. Kindness and being sportsmanlike means giving everyone a chance and realizing that some things matter more than winning, like relationships with your peers. A win can be momentary, but kindness and the impression that makes can last a lifetime.

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+Carlos Dunlap talks with kids on his anti-bullying tour. Image courtesy of the Carlos Dunlap Foundation. +
Carlos Dunlap talks with kids on his anti-bullying tour. Image courtesy of the Carlos Dunlap Foundation.
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There are some things coaches and schools can do to prevent bullying in sports and elsewhere:

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  1. Promote a team atmosphere. A cohesive team is like a caring, protective, close-knit family, and being part of it can help reduce the chance of bullying.
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  2. Praise inclusion and team work. This sends a clear message to any player that this is what the team is working towards.
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  3. Be clear on roles, responsibilities, and expectations. School culture expands to the field, court, or track as well, so kids need to be aware of and understand rules and boundaries.
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  4. Call out bullying and hazing. Coaches, parents, other officials should know when this is happening, because most leagues and groups have rules and values against it – and if they don’t notice, kids should make them aware.
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  5. Have coaches set the tone and promote inclusion and sportsmanship. Coaches need to create a safe, respectful environment that models kind behavior for all kids.
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Participating in sports can be a great way to develop strength and skill, learn teamwork, and build strong friendships. Bullying has no place in sports. It is much cooler to be kind, and that’s something we should make happen in every school and for every team.

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If you aren’t sure where to start, StopBullying.gov is a great resource for coaches, teachers, parents, and anyone else interested in promoting healthy connections between kids. There’s even a resource guide for recreation leaders – so coaches, instructors, recreations staff, and volunteers can learn how to work through challenges so we can keep that space healthy for kids to play, relax, and be healthy.

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Visit the Carlos Dunlap Foundation to learn more about his anti-bullying campaign.

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February 26- March 4, 2018 Is National Eating Disorders Awareness Week +

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+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
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February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders. Weight-based teasing and bullying have been identified as common experiences for youth, particularly for those who may be heavier. Children whose peers tease them about their weight are more likely to engage in disordered eating. Help raise awareness about weight-based bullying. Learn what signs to look for in a child or young person who may have an eating disorder, and what can be done to help children and adolescents who are bullied and at risk of developing an eating disorder.

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What is an Eating Disorder?

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Eating disorders are complex mental disorders that cause a person to have excessive fear and anxiety about eating, body image, and weight gain that lead to unhealthy behaviors. 

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Three of the most commonly diagnosed eating disorders: binge eating disorder, bulimia nervosa, and anorexia nervosa.

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Binge eating disorder – A person with binge eating disorder will eat too much and feel like they do not have control over how much they eat. What to look for: Eating in secret, eating a lot of food quickly, sadness, feeling guilty about eating

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Bulimia nervosa – A person with bulimia will overeat and then throw up on purpose or do something else to make up for what they ate so that they do not gain weight from eating too much. What to look for: Hidden food wrappers, vomit, always going to the bathroom after eating, over-exercising, and moodiness.

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Anorexia nervosa – A person with anorexia often fears that they weigh too much, despite their weight being low. This fear drives them to try to lose weight or avoid weight gain by limiting the foods that they eat. What to look for: Weight loss, talking about food and eating all the time, not eating, withdrawing or other change in mood.

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Eating disorders can lead to serious health problems, like heart failure and death, without help from a trained health care team. Anyone can get an eating disorder at any age, but eating disorders are more common in females and most start during the teen years. Recovering from an eating disorder can take a long time, but it is possible to fully recover. People who were teased about their weight as teens sometimes worry about their weight and engage in disordered eating behaviors into adulthood.

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Girls bullying another girl outdoors

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How Can I Support a Young Person I Know Who Is Being Bullied About Their Weight?

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Supporting the young person who is being bullied is critical. Listen to the young person and let him/her know that it is not their fault and that they deserve to feel good about their body. Be aware that they may have a hard time talking about weight-based teasing, but knowing he or she has an adult who cares can make all the difference in preventing an eating disorder from further developing. Here are some more tips:

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  • Encourage youth to eat healthy and to be active – see President's Council on Sports, Fitness & Nutrition for more ideas for more ideas.
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  • Help youth find activities that they like and that let them make friends with their peers.
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  • Ask children and adolescents who show signs and symptoms of an eating disorder about how they feel, and create a safe space for them to talk about their emotions and social relationships.
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  • Join the conversation online during Eating Disorders Awareness Week and share resources on body image and eating disorders with your social media contacts and people you care about.
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For more tips on supporting kids who are bullied, go to Support the Kids. The National Eating Disorders Association Helpline is available Monday-Thursday from 9AM to 9PM ET, and Friday from 9AM to 5PM ET. Contact the Helpline for support, resources and treatment options for yourself or a loved one. You may reach the Helpline at (800) 931-2237.

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When Students with Disabilities Become Bullying Targets +

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the American Academy of Pediatrics (2006), the rate is about twice as high as typical kids.

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In our state of Delaware, public school enrollment of students with disabilities has averaged around 14 percent. As many as 25 percent of all reported bullying incidents involved students with disabilities or special needs. Prevention efforts, with particular attention to kids at higher risk, have been a public health priority for the state.

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What Helps When Bullying Occurs

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Throughout the United States, public school districts have policies and processes to report incidents because of how often bullying occurs. Many states also have a reporting and response requirements and other protections for students with disabilities. But even with a protocol in place, students may struggle with what to do in the moment.

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All students need to understand what bullying is and how to recognize it. When it does occur, peer-to-peer communication skills can be a bridge to support and help.

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Schools in Delaware and in other states use interventions that empower students to address bullying and build positive peer relationships. They all aim to build skills, reinforce positive behavior, and support healthy relationships among students.

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The most recognized evidence-based approaches center on social-emotional learning (SEL), empathy building, and creating a positive school climate.

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Social-Emotional Learning

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Social-emotional learning teaches kids at a young age how to name and recognize their feelings and builds skills to manage emotions. This approach provides students the opportunity to work together, understand each other, take responsibility, and resolve disagreements peacefully. By understanding each other personally, kids are less likely to bully or do other unkind acts to each other. SEL helps kids to see how a classmate with a disability might be different because of an illness or other challenge. If bullying does occur, SEL approaches can be helpful (by naming?) what is happening, identifying the feelings behind the actions, and finding a resolution.

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In addition to a school-wide focus on SEL, two interventions specifically designed to support students with disabilities have proven successful in Delaware.

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PEERS (Program for the Education and Enrichment of Relational Skills)

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The PEERS program uses a very different approach to learning for teens with disabilities. Instead of directly teaching teens important social skills, it looks at what socially engaged teens do to make and keep friends. Some students may not know the difference between friendly teasing or sarcasm and bullying, so they learn what each scenario looks like. They are taught specific steps to follow if bullying occurs. They also build relational skills to make friends, which can help prevent bullying, as it happens more often when students are alone.

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The No Bully System® Pilot

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Delaware also uses the No Bully System to prevent bullying and provide student-based supports to intervene when bullying occurs. Rather than discipline students, a team of peers (the Solution Team®), led by a trained in-house Solution Coach®, come together to discuss and use group empathy. The Solution Team consists of the person who is doing the bullying, any peer followers, and positive peer leaders (not necessarily associated with the incident). The model ensures that everyone knows from the start that no one is or will be in trouble. The Solution Coach® then leads the group to discuss what happened, how it might feel, and what the Solution Team® can do to stop the bullying and what can be done to prevent it in the future. Although this program is new to Delaware, early findings are positive and the intervention has helped to reduce the intensity and frequency of bullying.

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These programs effectively create a positive school climate by nurturing healthy relationships and developing specific skills so kids know how to address bullying., For all students, learning relationship skills, building friendships, and thinking about how others feel are all critical tools that help in school and beyond. And for kids with special needs and disabilities, healthy relationships can help to protect against bullying. The biggest win, however, is that these programs are ideal for preventing bullying for students with and without disabilities. The programs used in Delaware are collaborative and inclusive, which allows for a more consistent path to preventing bullying for all students. Schools and youth programs can benefit by considering ways to improve school climate to have similar positive outcomes.

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Elementary School Counselor Plays a Role in Preventing Bullying
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In the Field: Elementary School Counselor Plays a Role in Preventing Bullying +

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+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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Sarah Kanter

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Mrs. Sarah Kanter has been the school counselor at Bells Mill Elementary School in Potomac, Maryland for 11 years and she has made it her mission to cut bullying off at the pass….before it starts.  Mrs. Kanter developed her own framework that introduces and reinforces bullying prevention at crucial ages.

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For second graders at Bells Mill, Mrs. Kanter gives lessons on kindness, empathy and how to make good choices.  Kids learn the difference between playful teasing and teasing that turns into bullying. Mrs. Kanter teaches a structured unit on bullying prevention and gives all of the second graders a book to read that focuses on how to deal with bullies.  The kids jump into character and role play how to respond to bullying appropriately.

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For third graders Mrs. Kanter teaches a 5-part lesson on bullying that focuses on the child who bullies, the targeted student and the bystander.  She has children experience each role and teaches them how to stand up to bullying, both as a target and a bystander.  When bystanders intervene, bullying stops within 10 seconds 57% of the time (Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). As a bystander, making a joke or taking the targeted student by the hand and walking away together can stop the child who is bullying in his or her tracks.

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For fourth graders, Mrs. Kanter conducts a unit on relational aggression. Relational aggression is defined as acts intended to harm others through deliberate manipulation of their social standing and relationships (Crick, 1995). Mrs. Kanter uses and highlights books, which focus on the power of words, social bullying and how to develop positive pro-social solutions.

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For fifth graders, Mrs. Kanter provides 2 to 3 lessons on social media, texting and cyberbullying.  This unit helps pre-teens understand the impact of social media and the painful and sometimes long-term consequences of cyberbullying.

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Finally for all of the students starting in kindergarten, they learn to DEBUG.  DEBUG stands for “Decide to Ignore,” “Exit, Move Away,” “Be Friendly,” “Use Firm Talk,” and “Get Adult Help.”  Kids learn this acronym, so that they have steps to work through small, kid-sized problems on their own.

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Mrs. Kanter formally tracks progress of her bullying prevention activities by distributing a survey that asks kids questions, such as, “Do you feel included in this school?” and “Do you have a willingness to stand up for a peer?”

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School counselors can play an important role in preventing bullying.  For more information, please see StopBullying.gov.

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When Students with Disabilities Become Bullying Targets
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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying
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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying +

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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On August 20, 2018, the biannual Federal Bullying Prevention Summit took place in Rockville, MD. This year’s theme was cyberbullying and was hosted by the Federal Partners in Bullying Prevention, joined by former First Lady Melania Trump.

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Senior officials from the U.S. Departments of Education, Health and Human Services, and Justice, and the White House Initiative on Asian Americans and Pacific Islanders welcomed the participants. Former First Lady Melania Trump talked about online safety and highlighted her BE BEST initiative that encourages teaching children the importance of social, emotional, and physical health, with a focus on social media use, wellbeing, and opioid abuse.

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Melania Trump 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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Joseph Grunwald, a college student, shared  his experience about being bullied in high school, the lessons that he learned and his subsequent activism. He said that bystanders should be engaged in order to reduce bullying, and that online networks can help reach bullying victims, who are geographically and socially isolated.  Kristopher Thomas of Youth Move talked about how being cyberbullied made it hard for him to stay in school. He suggested that schools support social-emotional learning to help students develop healthy peer relationships. Kristopher also said it is important for schools to value inclusion and role model diversity.

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Several panel discussions were held at the Summit. Social media executives from Twitter, Facebook, and Google participated in a panel discussion with the Family Online Safety Institute. They presented on their social media platforms and company’s policies to address cyberbullying. Researchers shared insights on the findings from different studies on cyberbullying and other forms of violence. Law enforcement personnel discussed ways to prevent and intervene in cyberbullying. They also shared examples of how schools and law enforcement can work together to prevent and address it.

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As part of the closing for the Summit, educators and bullying prevention experts held a panel discussion on the impact of cyberbullying on schools. They emphasized the importance of understanding that cyberbullying is not a stand-alone event, that it usually involves in-person bullying, and that one size does not fit all in its prevention. Furthermore, they encouraged schools to have frank discussions about the challenges they face in preventing and addressing cyberbullying.

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Key insights provided on how to address cyberbullying within school environments included:

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• Learning about the latest cyberbullying trends and how they have changed over time.

+ +

• Exploring different evidence-based strategies for addressing cyberbullying to determine which ones will work best for their school community.

+ +

• Planning to monitor their progress to address and prevent cyberbullying.

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Visit StopBullying.gov to learn more about what cyberbullying is, tactics for prevention, risks in online gaming, and how to report misuse and bullying.

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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying +

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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On August 20, 2018, the biannual Federal Bullying Prevention Summit took place in Rockville, MD. This year’s theme was cyberbullying and was hosted by the Federal Partners in Bullying Prevention, joined by former First Lady Melania Trump.

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Senior officials from the U.S. Departments of Education, Health and Human Services, and Justice, and the White House Initiative on Asian Americans and Pacific Islanders welcomed the participants. Former First Lady Melania Trump talked about online safety and highlighted her BE BEST initiative that encourages teaching children the importance of social, emotional, and physical health, with a focus on social media use, wellbeing, and opioid abuse.

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Melania Trump 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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Joseph Grunwald, a college student, shared  his experience about being bullied in high school, the lessons that he learned and his subsequent activism. He said that bystanders should be engaged in order to reduce bullying, and that online networks can help reach bullying victims, who are geographically and socially isolated.  Kristopher Thomas of Youth Move talked about how being cyberbullied made it hard for him to stay in school. He suggested that schools support social-emotional learning to help students develop healthy peer relationships. Kristopher also said it is important for schools to value inclusion and role model diversity.

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Several panel discussions were held at the Summit. Social media executives from Twitter, Facebook, and Google participated in a panel discussion with the Family Online Safety Institute. They presented on their social media platforms and company’s policies to address cyberbullying. Researchers shared insights on the findings from different studies on cyberbullying and other forms of violence. Law enforcement personnel discussed ways to prevent and intervene in cyberbullying. They also shared examples of how schools and law enforcement can work together to prevent and address it.

+ +

As part of the closing for the Summit, educators and bullying prevention experts held a panel discussion on the impact of cyberbullying on schools. They emphasized the importance of understanding that cyberbullying is not a stand-alone event, that it usually involves in-person bullying, and that one size does not fit all in its prevention. Furthermore, they encouraged schools to have frank discussions about the challenges they face in preventing and addressing cyberbullying.

+ +

Key insights provided on how to address cyberbullying within school environments included:

+ +

• Learning about the latest cyberbullying trends and how they have changed over time.

+ +

• Exploring different evidence-based strategies for addressing cyberbullying to determine which ones will work best for their school community.

+ +

• Planning to monitor their progress to address and prevent cyberbullying.

+ +

Visit StopBullying.gov to learn more about what cyberbullying is, tactics for prevention, risks in online gaming, and how to report misuse and bullying.

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Becoming an Upstander to Bullying Just Got Easier! +

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+ Oct 25, 2018 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Don’t be a bystander when it comes to bullying. Be an Upstander!

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StopBullying.gov has new resources to help you safely upstand to bullying. For example, our new Bystander Fact Sheet details the different roles bystanders play in stopping or enabling the bullying behavior. We have also released the new Become an Upstander to Bullying video online to view and share – they are available on the StopBullying.gov YouTube channel in English and Spanish.

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When bullying occurs, there are often bystanders present. A bystander is anyone who witnesses bullying, either in person or online. Peers, teachers, school staff, parents, coaches, and other youth-serving adults can be bystanders. Bystanders can choose to become an Upstander and make a positive difference in a bullying situation. Choosing to become an upstander can help to stop the bullying, can help to support the person being bullied and can also limit the traumatic effect that witnessing bullying can have. 

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Youth who are bullied often feel alone and ashamed especially when there are others around who witness the event. There are many reasons why a bystander may not interject, even if they believe that bullying is wrong. They may be afraid of retaliation or of becoming the target of bullying themselves. They might fear that getting involved could have negative social consequences. But one person’s support can make a world of difference for someone who is being bullied. Research shows that bullied youth who are defended and supported by their peers are less anxious and depressed than those who are not.

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According to A Meta-Analysis of School-Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior, when bystanders defend the target of bullying and intervene, the bullying stops within 10 seconds more than half the time!

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There are many things that witnesses to bullying can do to become upstanders:

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  • Question the bullying behavior. Simple things like changing the subject or questioning the behavior can shift the focus.
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  • Use humor to say something funny and redirect the conversation.
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  • There is strength in numbers too! Bystanders can intervene as a group to show there are several people who don’t agree with the bullying.
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  • Walk with the person who is the target of bullying to help diffuse potential bullying interactions.
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  • Reach out to check in with the person who was bullied to let them know you do not agree with it and that you care. It makes a difference.
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  • Watch CDC’s Be Someone’s Hero video for an example of how to be an upstander (also available in Spanish).
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Preventing Weight-Based Bullying +

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+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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According to the Centers for Disease Control and Prevention, nearly 1 in 5 people aged 6 to 19 in the United States are obese. And being perceived as different—such as being overweight or underweight—is one of the most common reasons why kids get bullied.

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Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.  Weight-based bullying doesn’t just happen to youth who have a higher weight body. Bullying happens to youth of all sizes. Some children perpetuate a fear in others of becoming larger or they may bully others because they perceive them as too skinny. Children and youth who are self-conscious about their weight or express a sensitivity about their body image may be especially prone to the negative fallout from bullying, including  the use of unhealthy weight control behaviors, putting them at risk for developing an eating disorder.

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Fear of being laughed at or bullied can contribute to isolation from peers. Mental health consequences may include depression and anxiety. Children who are bullied may also experience low self-esteem and behavioral problems. Bullying can even affect a child’s physical health, resulting in increased blood pressure and other physiological stress reactions.

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Children are taking a picture of a child against his will

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Weight-based bullying doesn’t only happen among youth; adults sometimes contribute to this problem. For example, athletic coaches or health counselors may make weight-related comments to or about youths in front of their peers. This body shaming may be experienced as a form of bullying. This type of adult behavior toward children at school often has consequences more damaging than peer-perpetrated bullying.

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The important thing to remember is that bullying, not a person’s body size or appearance, is the problem. Focusing on changing someone’s body should never be considered the solution to bullying behavior.

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Here are some important dos and don’ts for adults and youth when it comes to weight-based bullying:

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  • Stand up for others who may be targeted because of their bodies.
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  • Stay in a group – friends can intervene and help make the bullying stop.
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  • Report adults who call out a child’s size with negative comments or with bullying to the adult’s supervisor or boss.
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Don’t

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  • Joke about size, weight or clothing – someone else’s or your own.
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  • Talk about people’s food choices or what they are eating.
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  • Degrade your own body or food choices with others.
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  • Don’t focus on celebrity appearances – remember, photos in magazines and on social media are almost always photo-shopped!
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Other information about bullying, disordered eating, and eating disorders can be found at the National Eating Disorders Association website.

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Additional resources include the StopBullying.gov blogs, “Bullying and Binge Eating Disorder” and “Bullying and Body Image

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* "Higher-weight" refers to individuals living in bodies that are often referred to as "overweight" or "obese."

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Summer Strategies for Bullying Prevention +

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+ Jul 29, 2019 + By: StopBullying.gov Ed Board, + + +
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For children, summer is a time for rest, family vacations, camp, and fun with friends. With a more relaxed schedule, online gaming, texting, and time on social media may also increase. The summer break can be a great time for parents to refresh bullying prevention strategies, strengthen communication with their children, and prepare for the upcoming school year. The following tips can help parents support their children’s positive experiences, friendships, and successful transition to the new school year.

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  • Maintain or refresh healthy boundaries for your child’s electronic device use or gaming for the summer.
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  • Start or continue open conversations about your child’s friends. Are they making new friends at camp or in their summer activities? What do they enjoy doing together?
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  • Maintain connections with your child’s school friends by making plans to get together and stay in touch over the summer.
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  • Role model respectful, inclusive behavior when you’re in new settings or meeting new people,  and encourage it in your child.
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  • Add family activities to your schedule, to bond and have fun together.
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  • If your child was bullied and is still experiencing sadness, depression, or anxiety, consider talking to his or her pediatrician and explore options to help them heal.
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  • If your child is going to a new school in the fall, research the school’s climate, bullying prevention efforts, and bullying policies.
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Additional Resources

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Preventing Weight-Based Bullying
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Connect, Reflect and Prepare As the School Year Starts +

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+ Aug 26, 2019 + By: StopBullying.gov Ed Board, + + +
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Going back to school is a milestone for parents, caregivers and children. It’s a time of transition when children and teens may be both excited and nervous about entering a new grade or school. As you prepare for this new school year, take time to reflect with your child about how they’ve grown since last year and what you can do together get off to a positive start.

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Talk about the challenges they experienced last year, and how they handled or overcame them. Ask what they’re most concerned about in the coming school year. Use conversations as an opportunity to discuss school climate and how your child can prevent bullying and cyberbullying. Use these resources to talk to your children about bullying.

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  • Young children can watch these animated videos about what bullying is, the roles children play in bullying, and the importance of positive friendships.
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  • School-age children and teens can watch these short videos on how to become an upstander to bullying in English and Spanish.  They can also learn how to be someone’s hero by defending someone who is being bullied. Take a video tour of StopBullying.gov together in English or Spanish to learn more about other resources available on the website.
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  • Teens can protect themselves from bullying in several ways, like having positive relationships with their classmates. Learn more about How Youth Can Protect Themselves from Bullying. Being a bystander to bullying is uncomfortable, but there are many ways that bystanders can make a positive difference for someone who is bullied.
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  • You can prevent cyberbullying by teaching your children good digital citizenship skills. Model kindness and positive social behavior through moral engagement. Learn about popular social media apps and games so you’re aware of the potential risks involved in their use.
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Parents, School Staff Should Look for Signs of Bullying Among Youth +

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+ Aug 30, 2019 + By: Caren Harp, Administrator, Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice + + +
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Editor’s note: This back-to-school blog was originally published by the U.S. Department of Justice’s Office of Juvenile Justice and Delinquency Prevention in 2018. For the latest statistics on bullying, visit our Facts About Bullying section.

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The beginning of a new school year is an exciting time for most students. Unfortunately, returning to the classroom can be nerve-racking for some youth because of bullying.

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Bullying continues to affect a large number of students. According to the latest data from the Bureau of Justice Statistics and the National Center for Education Statistics, 21 percent of students ages 12–18 reported being bullied in school during the school year.

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Often dismissed as "kids being kids," bullying creates a climate of fear in schools, on playgrounds, and in neighborhoods. Victims of bullying suffer from a wide range of psychological and school-related problems, including depression, anxiety, poor school performance, and absenteeism.

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Bullying is not just confined to school property. In 2017, one study found that nearly 15 percent of students reported being bullied electronically. The dangers of electronic bullying, commonly referred to as cyberbullying, are similar to traditional bullying, but threats may not stop when children are in the safety of their own homes. Cyberbullying can include the posting of hurtful information online, exclusion from an online community, and unwanted contact via email or text messaging.

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The Office of Juvenile Justice and Delinquency Prevention is committed to making schools safer for our nation's youth, including reducing the instances of bullying.

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OJJDP-sponsored research has shown that schools can mitigate the negative effects of bullying when they provide a safe learning environment in which adults model positive behavior. School-based mentoring programs have the potential to support youth's positive connections to their school environment and peers, improved relationships with teachers and staff, and greater access to other supports, such as counseling and tutoring.

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To help school administrators address bullying, we've assessed the evaluation findings of 10 bullying prevention programs through our Model Programs Guide. Programs that were deemed effective encouraged collaboration from the entire school community, including students, counselors, teachers, and administrators. These programs also sought to raise awareness of bullying and promote a culture in which students felt comfortable seeking help when they were bullied.

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Further, we developed the School-Based Bullying Prevention I-Guide to help schools fill the gap between identifying the nature of a specific bullying problem and implementing solutions that work. The I-Guide (short for implementation guide) analyzed research and evaluation studies to identify how bullying prevention programs have been implemented in schools. It then outlines the common features of how the schools put these programs into practice and maps out 10 steps that other schools can follow.

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But it's not just school staff who are responsible for preventing bullying. Parents and youth have a key role to play as well. OJJDP and other federal agencies support stopbullying.gov, a collective effort to educate communities about the risks of bullying and how to respond to it. On the stopbullying.gov website, we've highlighted helpful strategies that parents and youth can use to reduce bullying. For example, parents can contribute to a positive school climate by volunteering through a parent-teacher association, and students can take on leadership roles that promote respect and inclusion within the student body.

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Over the course of the school year, too many children will be exposed to the negative consequences of bullying. We must all work together to create a bullying-free environment in school and online. Parents, school officials, and students can all make a difference in preventing bullying—we urge you to take an active role in recognizing and preventing bullying.

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To learn more about how OJJDP is working to prevent and address instances of bullying, including resources to help address bullying, visit our website at OJJDP.gov.

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Mentoring is a Great Way to Prevent Bullying +

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+ Sep 09, 2019 + By: StopBullying.gov Ed Board, + + +
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Mentoring can take many forms, from formal relationships in professional settings, to informal relationships based on specific goals or activities. Role modeling and mentoring youth on positive social behavior and bullying prevention doesn’t have to be formalized. Mentoring can be done in daily interactions, classroom settings, group activities, online, and informally among friends.

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For instance, working with children and teens to develop good digital citizenship skills is something that can be done online and off. Parents can role model digital etiquette on their own social media accounts and discuss it with their children while they use their devices. Knowing which apps and sites children and youth use most can open avenues to discuss online experiences. Older siblings can demonstrate digital safety by mentoring younger family members.

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Teachers can conduct group activities in the classroom to foster positive peer relationships, inclusion, and moral engagement. They can work with older students to mentor younger students in pro-social behavior and activities.

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Other resources parents and mentors may find helpful include: information on cyberbullying prevention, bullying prevention, and videos for younger children so they can learn what bullying is, how it hurts others, and what to do about it.

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Bullying Has Negative Consequences For All Involved +

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+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
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Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbalance that is observed or perceived (i.e., youth bullying others have more physical and/or social power than bullied youth). The behavior is intentional and can result in harm or distress.Gladden, R.M., Vivolo-Kantor, A.M., Hamburger, M.E. & Lumpkin, C.D. Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements, Version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education; 2014. Bullying behavior can be physical (e.g., hitting), verbal (e.g., name calling either oral or written), relational (e.g., spreading rumors), or via property damage. Every year about 21 percent of U.S. middle- and high-school students are victims of bullying.U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS - Version 1) to the National Crime Victimization Survey, 2015.

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Past research suggests a dose-response relationship between bullying victimization and behavioral health outcomes.Evans, C. B. R., Smokowski, P. R., & Cotter, K. L. (2014). "Cumulative bullying victimization: An investigation of the does-response relationship between victimization and the associated mental health outcomes, social supports, and school experiences of rural adolescents. " Children and Youth Services Review, 44: 256-264. In other words, increased exposure to bullying victimization – over time and experiencing multiple types of bullying – is associated with progressively worse behavioral health outcomes among bullied youth. This is potentially also true for bullying perpetration – the more a youth bullies others over time, the more likely they could be of engaging in a lifestyle of violence and aggression.Loeber, R. & Burke, J. D. (2011). "Developmental pathways in juvenile externalizing and internalizing problems." Journal of Research on Adolescence, 21(1): 34-46., Farrington, D. & Baldry, A. (2010). "Individual risk factors for school bullying." Journal of Aggression, Conflict and Peace Research, 2(1): 4-16. Yet, limited research has examined the cumulative impact of being a bystander to bullying on youth’s health and well-being.

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We recently conducted a studyEvans, C. B. R., Smokowski, P. R., Rose, R. A., Mercado, M. C., & Marshall, K. J. (2018). "Cumulative bullying experiences, adolescent behavioral and mental health, and academic achievement: An integrated model of perpetration, victimization, and bystander behavior." Journal of Children and Family Studies. [Online first] doi: 10.1007/s10826-018-1078-4. to learn more about the relationship between cumulative bullying experiences over 2-5 years, and different types of youth outcomes among over 6,000 rural middle- and high-school youth in North Carolina. Distinct from prior research, this study integrated different bullying roles (i.e., victimization, perpetration, bystander) with behavioral, mental health, and academic domains of adolescent functioning. We found that cumulative bullying involvement over time – either as the one who bullies, the one who is bullied, or a bystander – resulted in multiple negative outcomes for the youth. Specifically . . .

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  • Youth who are bullied: Cumulative bullying victimization was significantly associated with increased levels of aggression and internalizing symptoms (e.g., depression, anxiety), and decreased levels of self-esteem and future optimism.
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  • Bystanders who help the youth who bullies: Cumulative negative bystander behavior (e.g., laughing at the perpetrator’s behavior, joining in the bullying) was significantly associated with increased aggression and internalizing symptoms, and decreased academic achievement and future optimism.
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  • Bystanders who help the youth being bullied: Cumulative prosocial bystander behavior (e.g., directly confronting the perpetrator, getting a teacher) was significantly associated with increased levels of depression and anxiety, as well as higher academic achievement, self-esteem, and future optimism. This might mean that while these bystanders felt good about helping, they also worried about being bullied next.
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Being a perpetrator, victim, or negative bystander to bullying is particularly problematic for students’ wellbeing. To reduce negative consequences for all students involved, it is important to expand efforts to prevent and decrease bullying before the negative effects accumulate over time. Examples of prevention strategies and approaches based on the best available evidence can be found in CDC’s Youth Violence Prevention Technical Package.David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention; 2016. It is also important to teach youth to be "upstanders" – that is, to stand up as prosocial bystanders to aid those being bullied, while garnering benefits for their own health and well-being.

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Bullying Prevention Is a Community Wide Effort +

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+ Oct 25, 2019 + By: StopBullying.gov Ed Board, + + +
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Bullying can happen anywhere, not just at school. When the power of a community is brought together to address it, bullying can be prevented. Community-wide strategies can help identify and support children who are bullied, redirect the behavior of children who bully, and change the attitudes of adults and youth who tolerate bullying behaviors.

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Community partners such as mental health specialists, law enforcement officers, neighborhood associations, service groups, faith-based organizations, youth sports and recreation groups, and businesses all have a role to play in bullying prevention. Mental health specialists who understand the consequences of bullying can better identify it in children whom they treat. Law enforcement and school resource officers can work with schools and parents to help them implement bullying prevention strategies. Schools and communities can work together to improve the school climate.

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Community members can use their unique strengths and skills to prevent bullying wherever it occurs. For example, youth sports groups may train coaches to prevent bullying by being role models and encouraging positive feedback from team members. Faith-based leaders may conduct activities that promote moral engagement and help youth build empathy and foster healthy relationships. Hearing anti-bullying messages from the different adults in their lives can reinforce the message for children that bullying is unacceptable.

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Every individual serves as a role model for how to treat others with respect, tolerance, and inclusion. Bystanders to bullying can make a positive difference in bullying situations by intervening when bullying occurs. They can also reach out and extend support to the person being bullied. Every person in a community can have a positive impact by addressing or preventing bullying.

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Visit the StopBullying.gov training center with resources and user guides for Early Education and Child Care Providers, Faith Leaders, Law Enforcement Officers, and Young Professionals and Mentors.

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Create a Long-Term Strategy to Prevent or Address Bullying +

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+ Oct 25, 2019 + By: StopBullying.gov Ed Board, + + +
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National Bullying Prevention Awareness Month is a great time to mobilize your community to develop a plan to prevent and address bullying. Parents, educators, elected officials, students, health and safety providers, recreation, faith-based, and business leaders all have a role to play in keeping children and teens in your community safe from bullying. Not sure where to start? StopBullying.gov has a Bullying Prevention Training Center with resources to help you get started. Here’s what you can do today:

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  • Get inspired with The Take Action Today booklet that provides real stories of real people working hard to prevent bullying in their schools and communities.
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  • Learn how to lead a bullying prevention effort with The Bullying Prevention Training Module, a research-based resource to prepare for your bullying prevention efforts.
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  • Use the Community Action Toolkit to plan a community event to raise awareness about bullying in your community and to mobilize action. Available in English and Spanish.
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  • Download, print and post; or share the Snapshot on Bullying in America infographic with information and data on what bullying is, how children bully, who is bullied, the impacts of bullying, and bullying prevention strategies. Available in English and Spanish.
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  • Engage leaders, professionals, and educators in how to take a public health approach to bullying prevention and earn continuing education with the Bullying Prevention Continuing Education Course.
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  • Work with community leaders and share the user guides for 11 types of community stakeholders to engage them bullying prevention training and activities. Available in English and Spanish.
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Integrating Bullying Assessment into Health Care Visits +

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Integrating bullying into Health Screening + +
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Adverse childhood experiences, or ACEs, are potentially traumatic events that can have negative, lasting effects on a person. For children and youth in situations of prolonged and repeated abuse – like bullying and cyberbullying – the impact can affect their development, the way they interact with others, and how they perform in school. It may also affect mental and physical health. 

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When a child or teen is experiencing social, emotional, behavioral, and physical problems, health care professionals could probe to see if bullying may be involved. A patient may be the target of bullying, the perpetrator, or a bystander to bullying. To help prepare for talking with patients, providers can learn about the warning signs for bullying. They can also take the free bullying prevention continuing education training. Asking questions about friendships, use of technology, social media and gaming, and experiences with bullying can help health care providers understand the social experiences of their patients. 

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Protective factors that health care professionals can assess during a well-child check are parental warmth and connectedness, and perceived caring by friends and other supportive adults. It is also important for health professionals to remember that youth with certain characteristics are at greater risk for being bullied. These include youth with disabilities and special health needs. Since perceived differences are often what children who bully focus on, LGBTQ youth and religious or ethnic minorities are also at higher risk.

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Identifying and addressing bullying early can help to prevent long-term mental and physical health problems. Schools can collaborate with health care providers to train school staff and students on how to prevent and address bullying. They can also share information about bullying laws and policies in their state.

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StopBullying.gov has a training center with resources and user guides for health and safety professionals, mental health professionals, parents and caregivers, and school administrators.

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Bullying Prevention: An International Cause +

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Pictured (from left): Bethany Miller, HRSA, Injury and Violence Prevention Team Lead; Justine Larson, SAMHSA, Senior Medical Advisor; RADM Kerry Nesseler, HRSA, Director of the Office of Global Health; Nicole White, ED, Education Program Specialist + +
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Pictured (from left): Bethany Miller, HRSA, Injury and Violence Prevention Team Lead; Justine Larson, SAMHSA, Senior Medical Advisor; RADM Kerry Nesseler, HRSA, Director of the Office of Global Health; Nicole White, ED, Education Program Specialist
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Recently, the Health Resources and Services Administration (HRSA) hosted a special visit with representatives from 13 countries to discuss bullying trends and prevention.  We worked with the Department of State’s International Visitor Leadership Program (IVLP). This professional exchange program hosts nearly 5,000 foreign leaders’ visits to the U.S. each year. They come to meet with their American counterparts. This visit’s theme was bullying prevention. In the U.S., 1 in 4 children and 1 in 5 adolescents are victims of bullying.

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As a leader in federal bullying prevention efforts, HRSA, through our Office of Global Health (OGH), planned the event. There were fourteen participants from: Albania, Bulgaria, Cypress, Estonia, Georgia, Kazakhstan, Lithuania, Montenegro, North Macedonia, Poland, Slovakia, Tajikistan, and Uzbekistan.

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The HRSA Administrator, and the Director of OGH, RADM Kerry Nesseler, welcomed the delegates. Representatives from HRSA’s Maternal and Child Health Bureau, the Department of Education (ED), and the Substance Abuse and Mental Health Services Administration (SAMHSA) shared their expertise on bullying prevention.
+Some of the information shared with the delegates included:

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The delegates shared with us their experiences in bullying prevention using anti-bullying social media campaigns, mainstream media outreach, and open society projects. While there were a lot of interesting ideas, two stood out: a) facilitating children to work in groups at school from an early age to promote mutual responsibility, and b) having instructors use the social media language that children and adolescents use.

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HRSA previously brought national attention to bullying prevention as the host of the 2018 Federal Partners in Bullying Prevention Summit to Prevent Cyberbullying,  which featured the former First Lady of the United States, Mrs. Melania Trump, as the opening keynote speaker.

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The Federal Partners in Bullying Prevention, an interagency effort co-led by the Department of Education and the Department of Health and Human Services, continue to coordinate policy, research, and communications on bullying topics. The Federal Partners include representatives from the U.S. Departments of Agriculture, Defense, Education, Health and Human Services, the Interior, and Justice, as well as the Federal Trade Commission and the White House Initiative on Asian Americans and Pacific Islanders.

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Social Emotional Learning Helps Prevent Bullying +

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+ Mar 26, 2020 + By: StopBullying.gov Ed Board, + + +
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Experiencing bullying at school can impact a student's mental health, wellbeing, and academic achievement. According to CDC's Youth Risk Behavior Survey, in 2017, 19% of U.S. high school students were bullied at school, and 6.7% didn't go to school at least one day during the previous 30 days because of safety concerns. However, creating a safe and supportive school climate can help prevent bullying. One approach to creating safe and supportive school climates is to implement Social Emotional Learning (SEL), a promising approach to foster students' social skills, school connectedness, and academic achievement – especially in preschool and grade school when children are learning skills and social norms.

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The Collaborative for Academic, Social, and Emotional Learning (CASEL) developed a framework with five core social and emotional competencies that can be promoted through SEL:

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  • Responsible decision making: the ability to make constructive and respectful choices about personal behavior and social interactions.
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A meta-analysis of the effectiveness of SEL programs in schools showed that they positively affected students' emotional competencies and social behaviors, and improved academic performance. Studies have shown that schools that implement universal prevention programs including SEL, showed decreased violence. StopBullying.gov provides other strategies for creating a safe and supportive learning climate and managing classrooms to prevent bullying.

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StopBullying.gov has many resources that teachers, parents, and caregivers can use to help foster positive social interactions between youth, including strategies to support children with Disabilities and Special Needs; how Bystanders are Essential to Bullying Prevention; how to Preventing Bullying Through Moral Engagement; and the importance of teaching good Digital Citizenship Skills to children and teenagers.

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Help Children Stay Healthy While Social Distancing +

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+ Apr 22, 2020 + By: StopBullying.gov Ed Board, + + +
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During this time of social distancing, parents and caregivers play an important role in helping children stay healthy. This includes helping children remain positive, active, and connected to their friends and peers. Silence or lack of contact with friends can make some children feel rejected, insecure, or confused. Parents can help them, for example, by facilitating weekly video calls between children and their friends. They can create an art project together or discuss homework during their call.

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Some children may respond to social distancing with feelings of loneliness, boredom or uncertainty. Parents can foster a sense of inclusion by organizing family games and other fun activities together. Outdoor games in the backyard or going for walks together can boost everyone's mood. Goal-oriented projects that require daily tasks with a reward for completing them will give everyone something to look forward to, and something positive to focus on and experience together.

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Because of social distancing at home, children and teens will likely spend more time on their electronic devices, social media, and apps. Whether for entertainment or distance school learning, they will be online – meaning cyberbullying can happen. Parents should be aware of this, pay attention to their child's behavior and check in with them about who they're chatting with, the games they're playing, and the apps they are using. It is important to ask open-ended questions, and keep the lines of communication open. Watching animated videos on bullying prevention with younger children can provide an opportunity to talk about their peers and what they miss about school. Parents may likely also spend more time online during social distancing, and can model online respect and kindness for their kids.

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StopBullying.gov has resources for parents and caregivers on cyberbullying. Learn about cyberbullying tactics used by children and teens; why it's important for parents to have an awareness of their children's digital lives; and the importance of teaching good digital citizenship skills to children and teenagers.

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During this time of unprecedented change and stress, everyone should heed the advice of health and government officials and stay at home. Even through this challenge, there will be new ways to connect, appreciate, and support friends and family members.

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For more information and resources related to the United States response to Coronavirus (COVID-19), visit www.coronavirus.gov.

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Findings and conclusions reported in this article are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.

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As we have come to recognize bullying as a significant problem within our school systems, a number of programs have been developed to reduce its prevalence and impacts. Evaluating the effectiveness of those programs is critical to ensure school districts are implementing evidence-based programs.

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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Research to Prevent Bullying: Empowering Schools to Change Behavior and Attitudes, to present some of the latest research findings to bullying prevention stakeholders. The webinar was structured to provide stakeholders with actionable information to improve anti-bullying approaches at school.

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Webinar attendees had an opportunity to hear from two researchers examining critical concerns pertaining to bullying at school:

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The researchers were: Dr. Tracy Waasdorp of the Children's Hospital of Philadelphia, Center for the Study and Prevention of Violence, and Dr. Amanda Nickerson of the University at Buffalo, Alberti Center for Bullying Abuse Prevention.

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Dr. Waasdorp's research examined the effectiveness of the Bullying Classroom Check-Up (BCCU) program in helping teachers respond to classroom bullying. BCCU uses a mixed-reality simulator to train teachers on how to respond to bullying. Initial results of the randomized controlled trial indicated that BCCU successfully trained teachers in how to respond to classroom bullying without placing a great burden on their time. However, according to a report submitted to NIJ, these favorable results were not fully sustained over the two-year follow-up period.

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Dr. Nickerson's research involved an evaluation of the effectiveness of the Bully Proofing Your School program, which focuses on giving students tools to counter bullying by providing bystander intervention training. Preliminary results of the evaluation indicated that students participating in this program report greater knowledge and willingness to intervene in bullying when they see it.

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Following these two presentations, attendees engaged in a question and answer discussion with the researchers as they considered specific applications of these concepts in their schools.

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View a recording of the webinar

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Join the Twitter Chat on Mental Health and Bullying May 20 at 2 p.m. ET

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In honor of Mental Health Awareness Month, StopBullying.gov invites you to join the Twitter Chat on Mental Health and Bullying May 20 at 2 p.m. EST with our partners the American Public Health Association, ACEs Connection, and the National Federation for Children’s Mental Health.

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Bullying negatively affects the mental health of all those involved: kids who have been bullied; kids who bully others; and kids who witness bullying. Together, we will explore:

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  • the intersection between mental health and bullying
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  • how to recognize mental health issues
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  • how to recognize the effects of bullying
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  • how to help children and youth who have experienced bullying
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  • how to prevent bullying
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  • resources and treatment options for children’s mental health
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StopBullying.gov has resources for parents and caregivers on cyberbullying and bullying. Learn about the importance of establishing rules for digital use and behavior; tips to help your children deal with “haters”; and videos you can watch with younger children to teach them about how to handle bullying.

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Support Your Child’s Mental Health

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Families may have higher levels of stress and anxiety due to COVID-19. Parents and caregivers play a critical role in reassuring their children. Conveying calmness and confidence can help support children. Each individual responds to stress differently. 

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The Centers for Disease Control and Prevention (CDC) provides information about possible behavior changes to watch for in children and ways to support them. Common changes include:

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  • Excessive crying or irritation in younger children
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  • Unhealthy eating or sleeping habits
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  • Irritability and “acting out” behaviors in teens
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  • Poor school performance or avoiding school
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  • Difficulty with attention and concentration
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  • Avoidance of activities enjoyed in the past
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  • Use of alcohol, tobacco, or other drugs
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You can support children during this time by:

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  • Talk with your child or teen about the COVID-19 outbreak.
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  • Answer questions and share facts about COVID-19 in a way that your child or teen can understand.
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  • Reassure your child or teen that they are safe. Let them know it is ok if they feel upset. Share with them how you deal with your own stress so that they can learn how to cope from you.
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  • Limit your family's exposure to news coverage of the event, including social media. Children may misinterpret what they hear and can be frightened about something they do not understand.
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  • Try to keep up with regular routines. If schools are closed, create a schedule for learning activities and relaxing or fun activities.
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  • Be a role model. Take breaks, get plenty of sleep, exercise, and eat well. Connect with your friends and family members.
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Some resources that may help you or someone you know support children during this time are:

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Webinar: Understanding and Combatting Cyberbullying and Digital/Online Hate +

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On April 27, 2020, the Office of Juvenile Justice and Delinquency Prevention at the Department of Justice hosted an online webinar, “Understanding and Combatting Cyberbullying and Digital/Online Hate.”

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Watch the Webinar

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Objectives

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  • To provide an overview of cyber hate and cyberbullying and how they reach and affect our nation's youth
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  • To discuss the grooming process by hate groups, who try to recruit youth via different online platforms
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  • To offer appropriate responses and Internet safety strategies for parents, teachers, and community youth workers to help build protective factors for vulnerable youth
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Presenters

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  • Angelie Montesa, Crime and Intelligence Analyst at the San Jose Police Department
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  • Daniel Kelly, Associate Director of the Center for Technology and Society at the Anti-Defamation League
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  • Chuck Cohen, Vice President at the National White Collar Crime Center
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  • Gerri Ratliff, Deputy Director of Community Relations Service at the U.S. Department of Justice
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Summary

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Ms. Montesa discussed internet safety and how parents can play keep kids safe online by:

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  • Setting profiles to private
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  • Turning off GPS Location
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  • Setting parent controls
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  • Controlling app purchases
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  • Talking to kids about online safety
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Mr. Kelly described the spectrum of online hate and harassment and how these actions target specific identities, especially on social media and online gaming. Understanding the rules of online games spaces and how to report bad behavior is an essential step to protecting safe cyberspace.

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Captain Cohen (Ret.) illuminated how online criminal radicalization can happen through exposure to extremist propaganda, recruitment, and indoctrination. Often the process of radicalization resembles the grooming process used by sexual predators.

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Ms. Ratliff shared case studies about how education and mediation can address and combat cyberbullying, online harassment, bias incidents, and hate crimes in local communities.

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Learn more about hate crimes and digital hate from the Department of Justice.

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Take Steps for Your Family's Behavioral Health +

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+ Jun 30, 2020 + By: StopBullying.gov Ed Board, + + +
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Everyone reacts differently to stressful situations. The past several months have put unprecedented strains on many families and parents and children may not have access to familiar coping tools like sports, arts programs, hanging out with friends, or group activities. To help their children cope, parents can initiate open, age-appropriate discussions with their children about what they're experiencing or worried about. They can help their children feel supported and more secure by reassuring them that they will find positive ways to get through these challenging times together. When children feel supported by their parents they are also more likely to turn to them for help if they experience bullying.

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Children and teens may also be spending more time on their devices right now. Technology has offered  a great way to stay connected with friends. It also poses a risk for cyberbullying. StopBullying.gov has resources for parents and caregivers on cyberbullying. Learn about the importance of teaching children digital citizenship skills; tips to help children deal with "haters"; and how teaching moral engagement can help prevent bullying and peer aggression.

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What To Look For

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It's also important for parents and caregivers to be aware of signs that their children may need help from mental health professionals. Mentalhealth.gov provides more information on these signs, which can include:

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  • Feeling sad or withdrawn for more than two weeks
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  • Self-harm
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  • Experiencing overwhelming fear
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  • Showing severe, out-of-control behavior that could harm themselves or another
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  • Having intense worries or fears that get in the way of daily activities
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  • Using drugs or alcohol
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  • Drastic changes in behavior or personality
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Get Help

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Parents and adults may also be experiencing anxiety, fear, loneliness, and frustration at this time. SAMHSA provides tips for taking care of your behavioral health during social isolation and quarantine.

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If you need help, SAMHSA's National Helpline offers a 24/7/365 Treatment Referral Information Service in English and Español. Toll-Free: 1-800-662-HELP (4357).

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Inclusive Classrooms Benefit All Students +

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30th Anniversary of the Americans with Disabilities Act (ADA)

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This month marks the 30th anniversary of the Americans with Disabilities Act (ADA), which was signed into law on July 26, 1990. The ADA prohibits discrimination on the basis of disability and guarantees that people with disabilities have the same opportunities as everyone else to participate in American life -- to enjoy employment opportunities, to purchase goods and services, and to participate in state and local government programs and services. The ADA ensures that children are able to participate in public school districts, institutions of higher education, and other state and local education agencies that receive Federal funding.

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Academic and Social Benefits for All Students

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According to the National Center for Education Statistics, in 2018-2019, 14 percent of all public school students, or 7.1 million students between the ages of 3 and 21 received special education services. The number of children with disabilities and access and functional needs who are spending more than 80 percent of their time in general classes in regular schools has increased from 47 percent in fall 2000 to 64 percent in fall 2018.  This is good news for all students! Research has shown that inclusive classrooms that implement evidence-based practices can provide academic and social benefits to all students, including social diversity and learning; use of different instructional modalities that meet a variety of learning types; and opportunities to teach and learn from peers, among others. 

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Bullying Prevention for Youth with Disabilities and Special Health Needs

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Unfortunately, children with disabilities and healthcare needs are also at greater risk for bullying by their peers. Any number of factors— physical vulnerability, social skill challenges, intolerant environments, and lack of friends—may increase the risk. Having friends who are respected by peers can help prevent and protect against bullying. Schools and teachers can implement evidence-based approaches to address student’s needs that also help prevent bullying. Strategies that use a team approach, foster peer engagement and relationships, and help students develop empathy can create positive outcomes for all students. StopBullying.gov has information on Bullying and Youth with Disabilities and Special Health Needs that can help parents, educators and teachers prevent bullying.

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Civil Behavior Can Help Prevent Cyberbullying +

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+ Aug 14, 2020 + By: StopBullying.gov Ed Board, + + +
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Most teenagers have smartphones. Even before social distancing guidelines took effect, teenagers spent a lot of time on their phones and online. Social media and online platforms provide ways to connect and share thoughts with friends, acquaintances, and others. It can also be a place where conversations can quickly become contentious or uncivil.  Sometimes comments can trigger strong reactions that escalate into aggressive communication and bullying.

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Learning How to Behave Civilly

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Civil behavior uses words and actions that show respect and courtesy towards others, whether or not you agree with what they say and do. Being civil helps to maintain positive social interactions. Teaching children and teenagers how to be civil towards others – in person and online – can give them important social skills for navigating school, college, future employment, and other social settings where they will interact with all kinds of people who have beliefs that are different from their own.

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Parents are Role Models of Civility

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Parents play an important role in teaching civil behavior and good digital etiquette skills. Practicing good digital citizenship and etiquette can help protect against cyberbullying. For instance, teaching children and teens that digital interactions should follow the same social guidelines as face‐to‐face interactions gives them a way to measure their behavior. They shouldn’t say something mean, hurtful, vengeful or disrespectful to someone in person, and they shouldn’t say it or share it online, either. If a child or teen is on the receiving end of disrespectful comments online or on their device, they can block the sender and remove themselves from the conversation instead of engaging or retaliating. There are many ways to behave civilly, maintain respect, and avoid potential bullying.

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Tools for Parents

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Bullying Prevention and Remote Learning +

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+ Sep 24, 2020 + By: StopBullying.gov Ed Board, + + +
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Going back to school this year looks a bit different for all students. Some students are attending class in person, some are learning from home, and others may be doing both. Building a safe and supportive learning environment for all kinds of learning is key to preventing bullying. Bullying prevention is one way to support students so they can get the most out of their education. Educators, teachers, parents and caregivers all play a role in children's learning and in bullying prevention.

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The same principles for creating a safe, supportive classroom at school apply to online classroom environments. Establishing a culture of respect and inclusion helps every student feel welcome – both in person and online. Teachers and schools can communicate expectations using positive terms about what students should do instead of talking about what they shouldn't do. They can reward students when they show thoughtfulness and respect for peers, adults, and the school.

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Resources for Educators

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Resources for Parents

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Civil Behavior Can Help Prevent Cyberbullying
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An official website of the United States government

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+ Official websites use .gov +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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October is National Bullying Prevention Awareness Month +

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+ Oct 21, 2020 + By: StopBullying.gov Ed Board, + + +
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Prevent Bullying Every Day

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As reported on the 2019 Indicators of School Crime and Safety report, about 20% of students ages 12-18 reported being bullied in 2017. Among students ages 12-18 who reported being bullied during the school year, 15% were bullied online or by text. National Bullying Prevention Awareness Month is a month-long observance to educate and raise awareness about bullying and cyberbullying prevention. Addressing and preventing bullying is something that everyone can do, every day.

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Address Bullying At School

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Educators and teachers can create a safe, supportive learning environment and a classroom culture of positivity, inclusiveness and respect. They can reward students for positive social behavior. Schools can communicate bullying policies at their school to parents, students, teachers and staff and follow through on them. Monitoring bullying ‘hot spots’ around the school campus can also help prevent bullying.

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Talk About Bullying At Home

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Parents and caregivers can talk with their children about their school and digital life, and the many roles children can play in bullying. By asking open-ended questions, they can talk about their children’s experience and communicate expectations about appropriate behavior – in person and in their digital world. Parents are the primary role models for their children, and when they model the behavior they expect from their children, they teach through actions.

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Support Your Community

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Mentors can also model kindness, inclusivity, and respect. They can ask open-ended questions of their mentees and listen without judgement. Providing positive reinforcement to children and teenagers can help protect them from bullying and other risky behaviors.  They can also provide support to all kids involved, and help make sure the bullying doesn’t continue and its effects are minimized.

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Get Help

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Youth who experience bullying can reach out to a trusted adult to talk about it and get support. If they’re being cyberbullied, they can capture screenshots. They can block the people who are bullying. If they witness bullying, they can change the conversation and deflect it. If they feel they can do it, they can stand up for the person being bullied, either on their own or with friends as a group. If they don’t feel safe doing that, they can reach out to the person being bullied to let them know that they don’t agree with it. If youth witness cyberbullying, they shouldn’t participate or share the posts or texts. They can learn more about how bystanders are essential to bullying prevention. They can also talk to a trusted adult for advice.

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Check out these videos on how to handle different bullying situations.

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Veterans Day and Military Youth Bullying Awareness +

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Veterans Day is a day to honor the service of all US veterans. It’s also a time to recognize the families of those veterans, including the millions of US children and youth with parents who serve. Research has shown that military-connected youth may be at an increased risk for bullying.

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Military-Connected Youth and Bullying Prevention

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According to the U.S. Department of Defense, in 2018 there were 1.7 million children and youth with parents who serve in the active duty military, and selected Reserve forces. Military-connected children and youth often experience stress related to the demands of military life, including parental deployment and multiple school transitions. A study showed that two or more parental deployments was a predictor for depressive symptoms for youth in military families, which can put them at increased risk for being bullied.

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Many military families move frequently, which can impact military-connected youth’s relationships with their peers and teachers. Teachers and other school staff need to be aware of the unique stressors and challenges that military-connected youth face, and help ensure prevention supports are in place. Schools can teach activities and lessons about bullying, implement formal evidence-based programs, and train staff on how to prevent bullying.

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Educators and school administrators play a large role in preventing bullying, but they can’t do it alone. Engaging parents and youth can help all students feel safer and parents worry less, while teachers and staff can focus on their work and develop more solutions. Ways to engage parents and youth include having students take leadership roles to promote inclusion and respect, including communicating about bullying prevention with their peers. Parents can contribute to a positive school environment by participating in school functions and actively engaging in parent teacher associations.

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Educators, teachers, parents and caregivers all play an important role in children’s learning and bullying prevention. How? By helping kids understand bullying, keeping the lines of communication open, and encouraging kids to engage in activities they love. A safe and supportive school climate can help prevent bullying. 

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Resources and Tips for Military-Connected Families and Educators

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Schools across the country are gearing up for a few weeks off for winter break. This can be a great time to check in with your child and talk to them about their experiences with bullying and cyberbullying. You may have stories to share with them about how you handled bullying as a child or teenager, too. To help you start the conversation, explore resources like our new, short animated videos that show how different young people overcame being bullied in middle school.

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How to Talk about Bullying with your Child

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One important step to prevent bullying is talking to your children. According to the Substance Abuse and Mental Health Services Administration, spending just 15 minutes a day talking to your child helps prevent bullying and reassures them they can turn to you when they have a problem.

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Our new animated video series is based on real experiences. You can watch these video stories with your children to prompt a discussion about bullying they've experienced or witnessed. You can ask questions such as:

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It's Not About Me: A soccer player looks back on middle school when he was bullied because of his ethnicity and how he handled it.

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One Good Friend: A restaurant worker looks back on middle school and how she was bullied as the new kid and how making one friend helped her get past the bullying.

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To Be or Not to Be Seen: A college students looks back on middle school when she was bullied because of her weight and how joining a theater club helped her overcome her self-consciousness and get past the bullying.

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Getting into the Game: A high-school graduate looks back on middle school when she was bullied because she uses a wheelchair and how joining new activities helped her make friends who defended her from bullying.

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Back on Track: A college student looks back on middle school when he was cyberbullied for being perceived as gay and how telling his dad and the school helped stop the bullying.

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Watch more videos about bullying with your children.

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January is National Mentoring Month, an annual observance to celebrate mentoring and the positive effects mentors have on young people. Generally, mentoring describes an older, more experienced person providing support and advice to a younger person (or mentee). Mentors can help their mentees build skills, develop relationships, overcome challenges, and gain confidence.

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A mentor can be a trusted adult for a child or teen experiencing bullying. Mentoring relationships can help youth know they are not alone. Additionally, mentors may recognize the signs of bullying and intervene on their mentees’ behalf. According to the National Mentoring Resource Center, mentoring programs can help both youth who are bullied and youth who are bullying others. Mentors can learn about bullying, commit to creating a safe space free from bullying, educate children and parents about bullying, and take appropriate action when bullying occurs.

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Youth may also have informal mentors in the community through sports, arts activities, volunteering, or faith-based organizations. Whether they are coaches, pastors, or older peers, mentors can work together to reinforce the message that bullying is unacceptable and address it when it happens. These community leaders and mentors can help children develop prosocial skills and positive relationships and create safe environments for all youth – including those who are perceived to be different by their peers, due to their race, ethnicity, religion,  or disabilities. Having a mentor provides youth at increased risk for bullying a valuable trusted adult relationship, one of the protective factors for bullying.

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Being Kind Helps Prevent Bullying +

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School climate describes the quality and character of school life and is an important factor in students' social and emotional experiences. A healthy school environment is safe, inclusive, respectful, and free from violence and bullying. One of the easiest ways to create a positive school climate is by being kind. School staff and teachers who model how to treat students with kindness and respect help prevent bullying.

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Benefits of Kindness

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Being kind can have many different benefits to both the giver and the receiver. These benefits include improved:

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Both performing acts of kindness and experiencing acts of kindness have been shown to decrease:

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Encourage Students to Show Kindness at School

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Performing three acts of kindness each week can improve students' overall wellbeing and their social-acceptance among peers, according to a study of 9-11 year olds in Vancouver, Canada. School-based activities, such as a "Kindness Challenge," can encourage students to be kinder to their peers.

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Here are 7 ways students can show kindness to other kids:

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  6. Reach out to someone who is struggling or alone
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  7. Step in to deflect or defend when someone is being bullied
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Good Parenting Can Help Prevent Bullying +

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+ Apr 20, 2021 + By: MJ Alexander, parent and retired military attorney from the United States Air Force + + +
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Bullying comes up regularly in my conversations as a mother of a middle schooler.  In my family, we—like most people—are raising our son to be kind, respectful, and empathetic to everyone.  It takes work and sometimes we're not so sure these values and messages are sinking in.  I have always hoped that my son would intervene if he saw someone being bullied.  Studies show that if a bystander steps in, bullying stops within 10 seconds 57 percent of the time.

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Last fall, before COVID-19 moved his education online, my son went on a team building field trip designed to help new sixth graders from different elementary schools get to know each other and bond.  That's when and where my son faced bullying.

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My son, Niko, was sitting at his lunch table with two new boys.  The kids had assigned seats, which forced them to sit with kids who they didn't know.  One of the boys dared the other one to scream "Sally is so fat!" as loud as he could.  Sally (not her real name) is a girl in their class who was walking by to get a soda.  My son spoke up and said, "Why would you do that, don't say it… It's mean." One of the boys responded, "Don't worry, she's my sister." Niko said, "Really? Whatever…you still shouldn't do it." The other boys saw that my son was taking a stand and not falling in line with what they thought was a joke.  So, they asked him not to "snitch" to the teacher.  My son said that he wouldn't snitch, if they didn't do it, so a potentially harmful situation was avoided.

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Bullying someone about his or her weight happens often.  It is hurtful and can cause children to become depressed or anxious.  Here are some dos and don'ts for adults and youth from a blog written on this type of bullying for www.stopbullying.gov.

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Don't

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  • Concentrate on celebrity appearances—remember, photos in magazines and on social media are almost always photo-shopped!
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I'm glad my son stepped in to stop those boys from saying something hurtful.  By the way, my son found out that Sally doesn't have any siblings—not that it would make it ok to hurt a family member in that way.

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I learned a long time ago that it's not enough to teach our kids not to be mean.  We must encourage them to practice kindness and reinforce its importance.

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Return to In-Person Classes +

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+ Apr 22, 2021 + By: StopBullying.gov Ed Board, + + +
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After a year of virtual and hybrid schooling, many children are returning to in-person learning. This is welcome news. In addition to the academic and social engagement schools provide, they also offer critical services and benefits that include school supported resources like meal programs, special education, mental health services, and childcare. And while the absence of in-person education has been difficult for everyone, it has been of particular concern for students in low-resourced communities with less access to technology, those experiencing homelessness, violence in the home, or those whose parents and caregivers could not stay home to provide childcare.

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While keeping students, teachers, staff and communities safe from COVID-19 is of top concern for any return to school, there may be other challenges that returning to the classroom brings. With the return to classrooms there are many changes which may make students feel nervous or anxious: mask-requirements, physical distancing, changes to classrooms and school layouts, reduced in-person interactions with friends, and fears about contracting COVID-19. It may take some time for students (and staff) to get back into the rhythm of being in the classroom. Some students may need extra support to help them navigate the changes and cope.

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There are also children who enjoyed or even thrived during virtual learning because they were separated from children who have bullied them. Returning to in-person school may be stressful for them, fearing that they might experience bullying yet again.

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Additionally, educators should be aware that some returning children may have increasingly experienced adverse childhood experiences during this past year, such as violence in the home, financial challenges, food insecurity, and the mental and emotional challenges that the pandemic may have brought along. Additionally, many children – and their families – could have experienced different forms of loss this past year, such as the death of loved ones, changes in their routines, missed significant life events, or breaks in continuity of healthcare.

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Help Students Transition to In-Person Learning

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It is important to recognize these challenges and check in with all students as they transition back. Some ideas that may help ease students back into in-person classes:

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  • Acknowledge the changes to classroom and school norms.
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  • Have open discussions about students’ experiences with both virtual and in-person learning. What worked for them and what didn’t? What was hard, funny, or easy about both formats?
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  • Help students reflect on ways they’ve grown in the past year, or what they’ve learned about themselves.
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For children who have experienced bullying, remind them that speaking up about it and telling a trusted adult is important. For adults, recognize the warning signs of bullying. Children who are being bullied may want to avoid school, feel sick often, or show a loss of interest in schoolwork. Children who are bullying others may have behavioral problems, become increasingly aggressive, or have problems accepting responsibility for their actions. No single factor determines who is at risk of being bullied or bullying others. Often children who are perceived as different from others may be at risk of being bullied.

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Bullying Prevention Resources for Educators, Parents and Caregivers

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Here are some resources and tips for educators as schools return to in-person classes:

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+ May 27, 2021 + By: StopBullying.gov Ed Board, + + +
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May is Mental Health Awareness Month. Analyses of CDC’s 2019 Youth Risk Behavior Survey data shows that more than 1 in 3 high school students experienced persistent feelings of sadness or hopelessness in the 12 months preceding the survey, a 40 percent increase since 2009.

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Bullying may be a risk factor for some students’ poor mental health. The 2019 Indicators of School Crime and Safety reports that in 2017 about 27% of students who reported being bullied indicated that it had a negative effect on how they felt about themselves. Additionally, 19% reported that bullying had a negative effect on their school work and relationships with friends and family. Being involved in bullying in any way (i.e., by bullying others, being bullied, or being both bullied and bullying others) can have lasting negative mental health outcomes, including depression and anxiety.  In fact, a CDC report states that children who report both being bullied and bullying others (i.e., bully-victims) have the highest rates of suicide-related behaviors.

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How can we support children’s mental health?

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Children and adolescents have faced many challenges this past year due to the COVID-19 pandemic. The CDC conducted the COVID Experiences Surveys on the physical health, mental health, and emotional well-being of children ages 5-12 and adolescents ages 13-19. The survey revealed that receiving virtual only and combined (virtual and in-person) school instruction may result in increased risks for children and their parents’ mental and emotional health.

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Families and schools can help strengthen children’s mental health by fostering connectedness, a sense of being cared for and supported. Connectedness to family, peers, and school is considered a protective factor for children’s and adolescents’ mental health, substance use, and bullying.  Children and adolescents who feel connected at school and home are less likely to experience negative health outcomes related to substance use, violence, and mental health. Additionally, children who feel connected at school are more likely to do well in school, stay in school, and have higher test scores. Analyses of National Longitudinal Study of Adolescent to Adults Health data published in Adolescent Connectedness and Adult Health Outcomes suggest that adults who had strong connections when they were young are 48 – 66% less likely to have mental health issues. 

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Parental support is also one of the most important protective factors for children and adolescents. Parents and caregivers can take steps every day to strengthen connections with their children and recognize warning signs that their child may be struggling with mental health or bullying. These include signs of substance use, which some adolescents may use to treat their feelings of sadness, hopelessness or depression. If these signs are present, parents can contact a school counselor or other health care professional.

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School staff can also create safe, supportive environments that help prevent or address many social and emotional problems experienced by students in school. With support from parents and school staff, students’ mental health problems and bullying can be addressed or prevented.

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Bullying Prevention During Summer Activities +

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+ Jun 30, 2021 + By: StopBullying.gov Ed Board, + + +
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It's summertime! Now that the school year has come to an end, students will soon engage in different summer activities like sports, arts, and faith-based camps. These and other types of extra-curricular activities help children develop skills, find new friends, pursue their interests, and become involved in their community. Instructors, coaches, and camp staff can serve as mentors and play an influential role in the lives of children in their care. Building relationships with trusted adults while having fun and doing what they love can help children build resilience. However, we must remember that bullying can happen anywhere, including during extra-curricular activities.

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How To Prevent Bullying in Extra-Curricular Settings

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Every extra-curricular setting has a different culture and purpose, and opportunities for different types of bullying – and bullying prevention. For instance, sports help children practice and learn new skills, build friendships, and learn how to be part of a team. But competition can sometimes thwart teamwork. Coaches can design practice activities that foster teamwork and personal improvement. Faith-based settings are an ideal place to address bullying based on religion or spiritual beliefs. Faith based leaders can teach moral engagement and can help children learn tolerance and empathy. Art programs offer participants the opportunity for creative self-expression and performance, which can open the door to criticism or making fun of others. Instructors can teach participants how to give and receive useful feedback without making it personal.

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Get more tips on preventing bullying in extra-curricular settings.

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Resources for extra-curricular coaches, instructors, and staff

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Instructors and staff in extra-curricular settings have a primary role in addressing bullying. Here are some resources to help prevent bullying:

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Preventing Cyberbullying in the Age of Smart Phones +

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+ Jul 29, 2021 + By: StopBullying.gov Ed Board, + + +
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Smart Phones, the Internet, and Cyberbullying Prevention

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In a world where smart phone use by children and teens is very common, the internet and social media are always at their fingertips. While smart phones offer children and teens many ways to learn, connect with others, and have fun, they also may put children at increased risk of being cyberbullied.

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In addition to using smart phones to connect socially through texting and social media apps, some children also use smart phones to participate in gaming. Video games offer children ways to develop their cognitive, motor, and emotional skills while having fun. Some gaming platforms allow users to play with family members, friends, and people they have never met in person.  Playing with others online can help children improve their social skills but could also expose them to cyberbullying.

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How Parents Can Help Prevent Cyberbullying

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Parents play a protective role in guiding their children and teen’s digital lives. As a parent, you can monitor your child’s device use, check in with them about their online activities, and educate them about digital safety and etiquette. Teaching children and teens good digital citizenship skills can help prevent cyberbullying and keep them safe online. Good digital etiquette and safety tactics can change as children get older.

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Parents are also the ones to establish rules for how their children use social media and the internet. You can create privacy controls, establish which apps are age-appropriate, and discuss what content to post, view or share, dependent on a child’s age. You may also teach your child how to deal with “haters” who post negative content online.

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Read more about popular social media, apps, and sites used by children and teens.

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It's that time of year again! Children and teens around the country are returning to school with new classes and teachers, and maybe even new peers.  Many students are back together again in person, while others remain virtually connected, or in a hybrid format. Regardless, the beginning of a school year can be a fun and exciting fresh start for students to reconnect with friends, begin new projects, join clubs or activities, and form new friendships. Every school year is a great opportunity for schools, parents, and students to make improvements on bullying prevention efforts.

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10 Ways to Recharge Bullying Prevention Efforts

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By working together to recognize and prevent bullying, schools can help students have a safe and successful school year.

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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities. Inside and outside of the classroom, Asian American students have become targets of verbal assaults and at times physical violence – they were spit on, punched, and accused of causing the pandemic. News coverage was flooded with stories of Asian American families and elders being violently attacked, unprovoked in public. When schools transitioned to virtual learning, harassment moved online to social media where Asian American youth faced increased cyberbullying.

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Any type of bullying or harassment can be traumatizing to youth– with possible lasting physical, mental and emotional impacts into adulthood. The 2021 Asian American Bullying Survey Report indicated that 80% of Asian Americans have experienced bullying, in-person or online. The same report found that approximately one-third of adults did not take action after learning someone was being bullied, highlighting the need to build the capacity of educators, parents, and caregivers to stop bullying.

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As board members of Act To Change, a national non-profit organization that aims to end bullying and hate, especially amongst Asian American youth, we’ve been horrified at the levels of bullying and abuse inflicted upon our communities. Unfortunately, it is not new, as exclusionary policies and practices against Asian Americans date back to the 18th century when the first Asian Americans arrived in Louisiana.  

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However, the future is bright. We’ve seen Asian American youth stand up against bullying and take action as young activists and leaders to end hate and harassment.

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Here are some ways we can support our youth:

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  • Provide mental health and consultation services for Asian American children who have been bullied or may need help
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  • Support safe spaces and student groups for Asian American youth to talk about their identities to foster positive self-esteem and resiliency
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  • Develop easily shareable and accessible anti-bullying resources and toolkits for Asian American children, teens, caregivers, parents and educators
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  • Educate the public about the prevalence, severity and impact of anti-Asian bullying
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  • Gather data on Asian American youth and bullying
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  • Advocate for secondary school curricula that are culturally-inclusive and reflect the full diversity of our nation.
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When youth grow up learning about cultures different from their own, they build mutual respect, understanding and empathy with one another. Let’s work together to support our youth and build more tolerant communities that celebrate differences.

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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Schools can have an important role in creating safe and supportive spaces for students to learn and grow.Public Health Service. Office of the Surgeon General. Protecting Youth Mental Health: The U.S. Surgeon General’s Advisory. Rockville, MD: U.S. Department of Health and Human Services, Public Health Service, Office of the Surgeon General, 2021. Based on a systematic review of available evidence,Fraguas D, Diaz-Caneja CM, Ayora M, Duran-Cutilla M, Abregu-Crespo R, et al. Assessment of school anti-bullying interventions: a meta-analysis of randomized clinical trials. JAMA Pediatrics 2021;175(1):44-55. the Community Preventive Services Task Force (CPSTF) released a recommendation in April 2022 for school-based anti-bullying interventions to reduce bullying experiences and improve students’ mental health.

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These interventions aim to prevent bullying both inside and outside of school. School-based anti-bullying interventions can provide:

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Major Findings from the Systematic Review

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The CPSTF recommendation is based on a systematic review of 69 studies conducted by a team of experts in youth violence prevention and systematic review methods. Results showed interventions led to the following outcomes:

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  • Fewer instances of cyberbullying perpetration and victimization (5 studies)
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Who is the Community Preventive Services Task Force (CPSTF)?

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CPSTF is an independent, nonfederal panel of 15 public health prevention experts who provide evidence-based recommendations and findings on programs, services, and other interventions to protect and improve population health. Established by the U.S. Department of Health and Human Services in 1996, CPSTF is supported by 32 liaison organizations that represent the federal government and national organizations committed to improving our nation’s health. Based on rigorous systematic review methods, CPSTF recommendations are the gold standard for what works to protect and improve population health.

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Why is the CPSTF Recommendation Important?

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Bullying is common and negatively impacts all involved.

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  • 1 in 5 high school students reported being bullied on school property.Centers for Disease Control and Prevention. Youth risk behavior surveillance—United States, 2019. Morbidity and Mortality Weekly Report--Surveillance Summaries 2020;69(SS1).
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CPSTF recommendations can help communities and schools save time and money when deciding how to use limited resources. Communities can use the CPSTF recommendation to support decisions about whether to start or continue school-based anti-bullying programs. School-based anti-bullying interventions may also be used to complement community-based efforts to prevent community violence.

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Share information about this review with school administrators and decision makers in your community! Read the CPSTF recommendation and systematic review evidence for school-based anti-bullying interventions and access promotional materials, including a one-page summary to share with others. Also consider following @CPSTF and @CDCInjury or post messages about the recommendation to social media.

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Are More Resources Available to Prevent Bullying?

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Several free, publicly available resources provide guidance on bullying prevention.

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Building Support for Asian American Youth through the Pandemic and Beyond
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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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The new school year is here. For many students, the return to school is an exciting time to engage in new learning opportunities.

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At the same time, the pandemic continues to present challenges to schools, educators, and students as they seek to prevent COVID-19 exposures and infections consistent with public health recommendations and the sentiments of their communities. To address these challenges, many schools have policies to promote positive learning environments and to prevent COVID-19 exposure and infections.

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One policy that can be addressed is whether to require the use of facemasks as way to prevent the spread of COVID-19. In this new school year, we will see schools and districts approach masking differently from one another. If a school does not require universal masking and a student decides to wear a mask, it is important that schools ensure that the learning environment is welcoming and students do not experience bullying, harassment, or exclusion from school activities because of their decision.

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Educators and parents who model respect for others’ masking decisions can help create the supportive environment we all seek for our students.

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People can feel passionate about their decision to use or not use masks. It is important to remember that part of supporting students is understanding their needs. With respect to masking, some students may need to wear a mask in school because of their disability, while others may choose to do so because they live with others who are at increased risk of injury if infected. Other students may not be able to wear a mask or cannot safely wear a mask because of their disability. To build a foundation of respect in our school communities, consider using what we do and do not know about these questions:

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How common is bullying related to masking or not masking?

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There are no national data yet on the prevalence of bullying related to masking or not masking. However, bullying in general is common, and you may have experienced tensions in your own schools related to mask wearing that cause you concern. By treating others with kindness and respect, you can model the behaviors you expect from others. Just like other forms of bullying, there is no place for bullying others about their masking decisions.

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What are the best ways to reduce bullying related to masking or not masking?

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Though there are no proven practices yet—the COVID-19 pandemic is still too new to have reliable and sufficient data on this specific aspect of bullying—we do know that building a safe and supportive school climate and training school staff and students can prevent and address all forms of bullying.

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More resources for parents and adults, educators, teens and kids are on Stopbullying.gov.

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Is there a federal policy about mask wearing in schools?

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No, there is no federal law specific to the use of masks in schools. School policies are usually locally- and/or state-determined. However, federal civil rights laws require schools to consider the health and safety needs of their students with disabilities so they can attend school in-person. A school may determine it is necessary for other individuals in school settings to wear masks, depending on the specific circumstances of the student with a disability and in consideration of relevant health guidance.  Federal agencies such as the Centers for Disease Control and Prevention and the U.S. Department of Education have provided federal resources to guide local policy to support safe, in person learning while reducing the spread of COVID-19, including when a school should require masking.

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How can I support safe, in-person learning?

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These federal resources can help you understand how to create safe learning environments for everyone:

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National Center on Safe and Supportive Learning Environments (funded by the U.S. Department of Education), Brief on Students Bullied Over Mask-Wearing: What Schools Need to Know to Prevent and Address the Problem

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This document provides educators and parents an overview of the problem of bullying over mask-wearing, as well as strategies for schools to prevent and intervene in bullying. It recommends schools take a vocal stance that mask bullying will not be tolerated and clearly and frequently communicating anti-bullying policies. It notes that while schools may not have specific anti-bullying policies related to mask-wearing, language specific to mask-wearing can be interwoven into existing anti-bullying programming. Prevention strategies such as fostering an overall healthy school climate, communicating anti-bullying policies, modeling good behavior, learning the warning signs of bullying, and staying informed about local anti-bullying laws are included in this resource. Intervention strategies such as encouraging students to speak to a trusted adult and to be upstanders as well as reminders for educators to investigate all instances of bullying are also included in this resource.

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U.S. Department of Education, Letter to Educators and Parents Regarding New CDC Recommendations and Their Impact on Children with Disabilities

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This document helps educators, staff and families thoughtfully design learning experiences for all students, including students with disabilities. In it, you can find links to information about masks and school’s obligation under federal disability rights and special education laws to make reasonable modifications for particular students with disabilities.

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U.S. Department of Education, Office for Civil Rights, Dear Colleague Letter:  Responding to Bullying of Students with Disabilities

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This document describes a school’s obligation to address bullying and harassment with protections for students with disabilities. The Department has also published a parent fact sheet which explains schools’ responsibilities to address bullying of students with disabilities and provides additional resources.

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U.S. Centers for Disease Control, Operational Guidance for K-12 Schools and Early Care and Education (ECE) Programs to Support Safe In-Person Learning

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The CDC provides this guidance that supplements but is not meant to replace any federal, state, tribal, local, or territorial health and safety laws, rules and regulations with which schools and Early Care and Education (ECE) programs must comply. In this guidance, you can find facts and information about reducing transmission, masking, and recommendations for action at various levels of community transmission (e.g. high, medium, low levels).

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Help Prevent Bullying of Muslim Youth +

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+ Oct 22, 2024 + By: Dr. Amaarah DeCuir, Department of Education + + +
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Findings from the American Muslim Poll 2022, by the Institute for Social Policy and Understanding, show that nearly half (48%) of Muslim families with school-age children reported an incident of religious-based bullying in the previous year.  One out of five families report that the bullying occurred nearly every school day.  Muslims are often bullied for faith-related practices such as prayer, fasting, or wearing religious attire- like Muslim girls wearing hijab (head scarves).  Bullying that targets Muslim students occurs both by trusted adults in school (42%) and online by peers (31%).  Schools need to provide more education of anti-Muslim bullying to students and educators to foster safe and inclusive learning environments. 

The US Department of Education Office of Civil Rights reports there has been an alarming increase in reports of bias and discrimination facing Muslim students.  Federal laws exist to protect us all from religious discrimination, to learn more visit StopBullying.gov.

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Confronting Antisemitic Bullying in Schools: Steps Toward Understanding and Change
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Confronting Antisemitic Bullying in Schools: Steps Toward Understanding and Change +

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+ Jan 13, 2025 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + +
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In recent years, antisemitism has been increasing and intensifying in many segments of our daily lives: on the streets, in rhetoric, through the media, in politics, workplaces and in digital spaces.

Schools have not escaped this surge. In 2023, antisemitic incidents at K-12 schools increased by 135% from the previous year to 1,162 incidents overall. Further, FBI data reveals that hate crimes in schools have more than doubled over the past five years; the most frequent victims of these hate crimes are Black, LGBTQ+ and Jewish students. With antisemitism growing in schools, in November 2023 the U.S. Department of Education Office for Civil Rights issued a Dear Colleague letter reminding school leaders of their legal obligation to address discrimination against Jewish, Israeli, Muslim, Arab, and other students.

As students move through the hallways, classrooms and lunchrooms of our K-12 schools, antisemitism shows up in a variety of ways, including bullying. Bullying is often the way that different forms of bias (e.g., antisemitism, racism, anti-Muslim bias, ableism) target young people in schools.

The ADL defines bullying as the repeated actions or threats of action directed toward a person by one or more people who have (or are perceived to have) more power or status than their target in order to cause fear, distress or harm. Unfortunately bullying is common in schools.  Bullying can include verbal actions like taunting, teasing and name-calling; social interactions such as exclusion and spreading rumors; and physical actions including hitting, pushing, or breaking or taking someone’s things. In addition, more than 54% of young people face cyberbullying over their lifetimes, which can take place during the school day, after school or when students go home.

The targets of bullying and cyberbullying are often young people in various marginalized communities, including Jewish students. Much of the bullying we see take place in schools is identity-based bullying, which is bullying related to a person’s identity—their religion, race, ethnicity, disability, sexual orientation, etc. Because identity-based bullying targets who the student is—a core part of their identity—it can be especially harmful. Antisemitic bullying focuses on a person’s Jewish identity and uses antisemitic actions, language and behaviors to cause fear, distress and harm.

There are a variety of ways that antisemitic bullying shows up in schools and targets Jewish students. Some examples include: writing a swastika on a Jewish student’s notebook; taunting Jewish students with antisemitic remarks; spewing insults by blaming Jewish students for the war in Gaza; targeting Jewish students using stereotypes, tropes and conspiracy theories; pulling off a Jewish student’s kippah; directing praise for Hitler or Holocaust “jokes” and concentration camp references toward Jewish students; and more. Because our online lives often mirror our in-person realities, exclusion, harassment and attacks follow young people home and into their digital lives, making the bullying constant and perpetual—24/7. Because bullying behavior is repeated over and over and its threat is always looming, there is compounded and ongoing harm caused to those who are targeted.

As young people face antisemitic bullying and prolonged feelings of stress and fear, they will likely be impacted in harmful ways that can interfere with their daily well-being in school, at home and in their community. The negative impact on Jewish students experiencing antisemitic bullying can be emotional (e.g., pessimism, anxiety, depression), physical (e.g., fatigue, nightmares, headaches), behavioral (e.g., clinging, aggression, withdrawing) and academic (e.g., decreased engagement, school avoidance, lower grades). 

Here are some suggestions for what schools, educators, community youth programs and others who work with young people can do proactively to address and reduce antisemitic bullying:

  • Work as a school (or organization) to be proactive. Make sure that your school’s policies and procedures regarding bullying, harassment and discrimination are up to date and all staff are aware of their responsibilities. Because antisemitic bullying can often happen in the context of antisemitic school-based incidents, it is important to review policies and practices to empower educators and school administrators to strengthen school responses to school-based incidents.
  • Be more approachable for students to report bullying to you and other trusted adults—and take them seriously when they do. Research shows that students are reluctant to report bullying and that reluctance increases with age. Their hesitation stems from their concern that reporting will not improve their situation and in fact, it will make it worse and they may face retaliation.
  • As an educator, learn about antisemitism, so that you can support Jewish students and teach others. Increase your confidence to recognize, discuss and learn more about antisemitism. Spend time in your classroom discussing antisemitism and how to counteract it and how to address bullying specifically.
  • Teach students the skills, knowledge and mindset for how to act as allies for when they or their peers experience bullying. Because so much of bullying takes place when adults are not around or watching and students are reluctant to report, young people can act as allies when they face or encounter bullying.
  • Learn more and teach students about Jewish people, culture, identity and the Jewish experience in its diversity and complexity. Learning about Jewish people and the Jewish experience can have an impact on reducing antisemitism, helping to dispel misconceptions and stereotypes and increasing understanding and empathy.

All students deserve to feel safe at school—both physically and emotionally. In order to help Jewish students feel safe, it is critical that we address and counteract all forms of bullying, including bullying that targets Jewish students and spreads antisemitism.

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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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What is Bullying? A New Uniform Definition for Research

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+ Feb 10, 2014 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and R. Matthew Gladden, Division of Violence Prevention, Centers for Disease Control and Prevention + +
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In order to stop bullying before it begins, it is necessary to improve the consistency and comparability of data on bullying.

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Cartoon Network

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Federal Partners and Cartoon Network Team Up with Youth

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Policy Specialist, Illinois Policy, Ounce of Prevention Fund

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Stopping Bullying from the Beginning

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+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention

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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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Angelika H. Claussen

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Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team

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Everyone Can Help Stop Bullying of Children With Tourette Syndrome

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+ Jun 03, 2015 + By: Angelika H. Claussen, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + + and Rebecca H. Bitskov, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + +
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May 15-June 15 is Tourette Syndrome Awareness Month.

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U.S. Department of Health and Human Services

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Anna Holcombe

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Anonymous

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Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Posted In
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Warning Signs
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Tagged
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Effects
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Health
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Help
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Suicide
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Anthony Rizkalla

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U.S. Department of Education

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Posted In
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Profiles/Voices from the Field
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Tagged
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Community
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Community Organizations
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Educators
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Secondary school
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Student Leaders
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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+ U.S. flag +
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+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Ben Powell

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+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Beverly Fortson

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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Posted In
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Prevention
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Tagged
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Parents
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Preschool
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Resources
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  3. + Caren Harp +
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Caren Harp

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Administrator, Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  1. + Home +
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Carlos Dunlap

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NFL player with the Cincinnati Bengals

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Response
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Tagged
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Effects
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Elementary school
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Health
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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+
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Caroline B.R. Evans, Ph.D.

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North Carolina Youth Violence Prevention Center (NC YVPC)

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Girl looks as other girls gossip about her + + +
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Bullying Has Negative Consequences For All Involved

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+
+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
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Posted In
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Prevention
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Response
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Tagged
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Research
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Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

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+ + +
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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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+
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  1. + Home +
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  3. + Carolyn Duff +
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Carolyn Duff

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National Association of School Nurses

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Take Action Today: School Nurses Strive to Build Positive School Climates

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+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Educators
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Elementary school
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Secondary school
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Carolyn Duff, president of the National Association of School Nurses reflects on the role school-located health professionals play in bullying prevention.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/catherine-bradshaw b/blog/authors/catherine-bradshaw new file mode 100644 index 0000000..ca9ecad --- /dev/null +++ b/blog/authors/catherine-bradshaw @@ -0,0 +1,1124 @@ + + + + + + + + + + + + + + + + + + + + + + Catherine Bradshaw | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
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  1. + Home +
    2. +
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  3. + Catherine Bradshaw +
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Catherine Bradshaw

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National Center on Safe and Supportive Learning Environments

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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Posted In
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Response
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Tagged
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Community
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Educators
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Effects
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Research
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Resources
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Secondary school
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Webinar
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The issue of bullying is a growing concern in schools across the United States.

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An official website of the United States government

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+ Secure .gov websites use HTTPS +

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Catherine E. Lahmon

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Assistant Secretary for Civil Rights, U.S. Department of Education

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Centers for Disease Control and Prevention (CDC)

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+ U.S. flag +
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An official website of the United States government

+ +
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

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Chelsea Perugini

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U.S. Department of Health and Human Services

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Chevese Turner

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Founder, President & CEO, The Binge Eating Disorder Association

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Bullying and Binge Eating Disorder (BED)

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+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Risk Factors
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Tagged
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Effects
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Elementary school
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Health
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Research
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Secondary school
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Colby Lokey

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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Posted In
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Tagged
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Parents
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Preschool
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Resources
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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+ + +
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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Colleen O’Neill

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Teen Advocate

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Corinne David-Ferdon

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New CDC Resource Can Help States and Communities Prevent Youth Violence

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+ Jun 14, 2017 + By: Corinne David-Ferdon, + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Health
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Resources
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Violence
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Bullying is a form of youth violence – and the U.S. Centers for Disease Control and Prevention has resources states and communities can use to stop it.

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+ U.S. flag +
+
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An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Deb Stone, Sc.D., M.S.W., M.P.H.

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CDC’s National Center for Injury Prevention and Control

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Preventing Suicide: A Technical Package of Policy, Programs, and Practices + + +
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New CDC Resource Can Help States and Communities Prevent Suicide Among Youth

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+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Posted In
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CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. 

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Deborah Boyer, MS

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University of Delaware, Center for Disabilities Studies

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Posted In
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Prevention
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Specific Groups
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Tagged
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Disabilities
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Youth with Disabilities
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Educators
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Parents
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
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Doua Thor

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Executive Director of the White House Initiative on Asian Americans and Pacific Islanders

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/dr-amaarah-decuir b/blog/authors/dr-amaarah-decuir new file mode 100644 index 0000000..6da6fce --- /dev/null +++ b/blog/authors/dr-amaarah-decuir @@ -0,0 +1,1121 @@ + + + + + + + + + + + + + + + + + + + + + + Dr. Amaarah DeCuir | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Dr. Amaarah DeCuir

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Department of Education

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Dr. Dan Reidenberg

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Suicide Awareness Voices of Education

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The Importance of the Recommendations for Media Reporting on Bullying

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Response
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Dr. Deborah Temkin

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U.S. Department of Education

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Posted In
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Prevention
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Educators
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community Organizations
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Educators
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Effects
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Events
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Federal
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Student Leaders
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Suicide
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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+ U.S. flag +
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An official website of the United States government

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+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Dr. Marci Hertz

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U.S. Centers for Disease Control and Prevention (CDC)

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+
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+ U.S. flag +
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An official website of the United States government

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+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Dr. Rosemarie Truglio

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Senior Vice President, Content and Research, Sesame Workshop

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Take Action Today: Preventing Bullying from the Very Beginning

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+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Elementary school
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Resources
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Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. ©

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  1. + Home +
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Dr. Stephen West

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Superintendent, Winona Area Public Schools

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Take Action Today: Where Policy Meets Practice in Making Schools Safer

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+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Elementary school
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Secondary school
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The top priority of school administrators is protecting students. Preventing bullying supports empowering teachers and educators to reach all children.

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+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  1. + Home +
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    3. +
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Elizabeth Edgerton, MD, MPH

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Health Resources and Services Administration

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New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

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+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Online
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Research
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Social Media
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Social media, when done right, holds great promise for public health practitioners.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Effects
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Elementary school
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Health
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Online
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Research
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Secondary school
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Social Media
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Violence
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Posted In
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Prevention
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Tagged
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Federal
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/ellen-singer b/blog/authors/ellen-singer new file mode 100644 index 0000000..df62a66 --- /dev/null +++ b/blog/authors/ellen-singer @@ -0,0 +1,1176 @@ + + + + + + + + + + + + + + + + + + + + + + Ellen Singer | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
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+
+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  3. + Ellen Singer +
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Ellen Singer

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Center for Adoption Support and Education

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Empowering Adopted Youth to Handle Questions or Comments About Adoption

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+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Specific Groups
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Community Organizations
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Effects
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Parents
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Resources
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It is the rare adopted child who has not received questions and comments about adoption.

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Risk Factors
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Tagged
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Help
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Research
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Resources
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Suicide
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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+ +
+ +
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+ + + + +
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  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Erin Reiney, MPH, CHES +
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Erin Reiney, MPH, CHES

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Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member

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Take Action Today Blog Series Booklet: Now Available!

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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Tagged
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Elementary school
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Resources
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Secondary school
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Training
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This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

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Stopping Bullying from the Beginning

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+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Elementary school
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Parents
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Research
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The earlier we start, the better the outcomes - experts agree that the foundation for healthy relationships begins at birth.

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+ + +

Making Bullying Prevention Part of the Medical Profession’s DNA

+

+ + +
+
+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Health
+
Help
+
Research
+
+
+ +

As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Making Bullying Everyone’s Business

+

+ + +
+
+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
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Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Parents
+
Research
+
+
+ +

Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations.

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+ +
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+ +
+ + +

Take Action Today: Where Policy Meets Practice in Making Schools Safer

+ + +
+
+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

The top priority of school administrators is protecting students. Preventing bullying supports empowering teachers and educators to reach all children.

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+ + +
+
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+ +
+
+ +
+ + +

Take Action Today: Preventing Bullying from the Very Beginning

+

+ + +
+
+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Resources
+
+
+ +

Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. ©

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+
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+ +
+
+ +
+ + +

Take Action Today: Creating Safe School Environments and Building Bridges

+

+ + +
+
+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.

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+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: School Nurses Strive to Build Positive School Climates

+ + +
+
+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

Carolyn Duff, president of the National Association of School Nurses reflects on the role school-located health professionals play in bullying prevention.

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+ +
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+ +
+ + +

Take Action Today: Mayors Bringing the Community Together to Stop Bullying

+ + +
+
+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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Posted In
+
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Prevention
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+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Events
+
Health
+
Parents
+
Resources
+
+
+ +

In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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+ + +
+
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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Erin Reiney, MPH, CHES

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Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member

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Take Action Today Blog Series Booklet: Now Available!

+

+ + +
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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
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+ +
+
Tagged
+
+
Elementary school
+
Resources
+
Secondary school
+
Training
+
+
+ +

This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

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Stopping Bullying from the Beginning

+

+ + +
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+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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+ +
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Posted In
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+
Prevention
+
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+ +
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Tagged
+
+
Elementary school
+
Parents
+
Research
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The earlier we start, the better the outcomes - experts agree that the foundation for healthy relationships begins at birth.

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+
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+ +
+
+ +
+ + +

Making Bullying Prevention Part of the Medical Profession’s DNA

+

+ + +
+
+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Health
+
Help
+
Research
+
+
+ +

As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Making Bullying Everyone’s Business

+

+ + +
+
+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Parents
+
Research
+
+
+ +

Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: Where Policy Meets Practice in Making Schools Safer

+ + +
+
+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

The top priority of school administrators is protecting students. Preventing bullying supports empowering teachers and educators to reach all children.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: Preventing Bullying from the Very Beginning

+

+ + +
+
+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Resources
+
+
+ +

Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. ©

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: Creating Safe School Environments and Building Bridges

+

+ + +
+
+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: School Nurses Strive to Build Positive School Climates

+ + +
+
+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

Carolyn Duff, president of the National Association of School Nurses reflects on the role school-located health professionals play in bullying prevention.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: Mayors Bringing the Community Together to Stop Bullying

+ + +
+
+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Events
+
Health
+
Parents
+
Resources
+
+
+ +

In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

+
+ +
+ +
+
+ + +
+
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/erin-reiney-mph-ches?page=1 b/blog/authors/erin-reiney-mph-ches?page=1 new file mode 100644 index 0000000..e87ef24 --- /dev/null +++ b/blog/authors/erin-reiney-mph-ches?page=1 @@ -0,0 +1,1614 @@ + + + + + + + + + + + + + + + + + + + + + + Erin Reiney, MPH, CHES | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Erin Reiney, MPH, CHES +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
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+ + +
+ + + +

Erin Reiney, MPH, CHES

+ + +
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Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

+

+ + +
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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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+ +
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Posted In
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Prevention
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Tagged
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+
Community Organizations
+
Online
+
Parents
+
Resources
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+ +

The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying.

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+ +
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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

+

+ + +
+
+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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+
Posted In
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Prevention
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Tagged
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+
Community
+
Community Organizations
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Elementary school
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Resources
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Secondary school
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Student Leaders
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+
+ +

Natasha Herring, a manager with D.C.

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+ + +

Take Action Today: Youth Professionals and Mentors in Bullying Prevention

+

+ + +
+
+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
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+
Prevention
+
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Tagged
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+
Community
+
Community Organizations
+
Resources
+
Secondary school
+
Student Leaders
+
+
+ +

The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

+

+ + +
+
+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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+ +
+ +
+
Posted In
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Prevention
+
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Tagged
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+
Community
+
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+
Training
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+ +

In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

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+ + +

Why We Don’t Use the Word “Bully” to Label Kids

+ + +
+
+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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+ +
+ +
+
Posted In
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Response
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Tagged
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+
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Effects
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Research
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Youth with Disabilities
+
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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+ + +

A Community-Based Approach to Bullying

+

+ + +
+
+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
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Tagged
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+
Community
+
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Effects
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Elementary school
+
Laws and Policies
+
Parents
+
Resources
+
Secondary school
+
Student Leaders
+
Training
+
+
+ +

We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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HRSA and GLSEN Work Together in Support of No Name Calling Week

+ + +
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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
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Tagged
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Community
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Federal
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Training
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+ +

The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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PODCAST: Talking About Bullying

+

+ + +
+
+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Educators
+
Elementary school
+
Parents
+
Resources
+
Secondary school
+
+
+ +

Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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+ +
+ + +

Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention

+

+ + +
+
+ Aug 16, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Elementary school
+
Resources
+
Secondary school
+
+
+ +

When leaders began a major effort to raise awareness about bullying, some groups insisted bullying was a normal part of growing up or “kids just being kids.”

+ +
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/frances-m-harding b/blog/authors/frances-m-harding new file mode 100644 index 0000000..2a5c79f --- /dev/null +++ b/blog/authors/frances-m-harding @@ -0,0 +1,1119 @@ + + + + + + + + + + + + + + + + + + + + + + Frances M. Harding | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Frances M. Harding +
    4. +
+ +
+ +
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+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Frances M. Harding

+ + +
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+ + +
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Director, Center for Substance Abuse Prevention at SAMHSA

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Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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An official website of the United States government

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Ingrid Donato

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Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member

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February 26- March 4, 2018 Is National Eating Disorders Awareness Week

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+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
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February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders.

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Back to School with StopBullying.gov

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Posted In
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Online
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Now that September has rolled around again and it's back to school, it's also a great time to help kids prevent bullying.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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New Video Resource: Bullying, Harassment, & Civil Rights

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Effects
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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Pueblo City Schools, Pueblo, Colorado Safe Haven: Building Community Support

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+ Mar 05, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Kim Storey, EdD, National Center for Mental Health Promotion and Youth Violence Prevention + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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After a survey found that students didn’t feel safe in their Pueblo, Colorado community, the Safe Haven for Pueblo Bullying Victims Project stepped in to mak

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Teaching Social Skills to Prevent Bullying in Young Children

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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Bullying among young children is not uncommon.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Jaana Juvonen, Ph.D.

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Professor of Psychology, University of California, Los Angeles

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Making Bullying Everyone’s Business

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+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Research
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Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations.

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+ + +
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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Jackie Mazeikas

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Southeast Alaska Regional Health Consortium

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+ + +
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+
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+ U.S. flag +
+
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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James Wright, LCPC

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Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member

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Bullying Knows No Boundaries – Lessons Learned from the UK

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+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

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The Warning Signs of Bullying

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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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At the National Suicide Prevention Lifeline , we believe it's important to raise awareness about the effects of bullying.

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The Importance of the Recommendations for Media Reporting on Bullying

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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Bullying and Suicide: What’s the Connection?

+

+ + +
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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Risk Factors
+
+
+ +
+
Tagged
+
+
Effects
+
Help
+
Research
+
Resources
+
Suicide
+
+
+ +

In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

+ +
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/jamie-lok b/blog/authors/jamie-lok new file mode 100644 index 0000000..646fb48 --- /dev/null +++ b/blog/authors/jamie-lok @@ -0,0 +1,1128 @@ + + + + + + + + + + + + + + + + + + + + + + Jamie Lok | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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Jamie Lok

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Board member, Act To Change

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Posted In
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Prevention
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Tagged
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Resources
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Asian American Pacific Islander
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Data
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Information
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Survey
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AAPI
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/janet-olsen b/blog/authors/janet-olsen new file mode 100644 index 0000000..8e50ea4 --- /dev/null +++ b/blog/authors/janet-olsen @@ -0,0 +1,1118 @@ + + + + + + + + + + + + + + + + + + + + + + Janet Olsen | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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Janet Olsen

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Health & Nutrition Institute, Michigan State University Extension

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An official website of the United States government

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Jennifer Allison, PhD

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Director, Children’s Safety Network Program

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Jennifer Tyson

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Research Coordinator, Office of Juvenile Justice and Delinquency Prevention (OJJDP)

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New OJJDP Resource Helps Schools Implement Evidence-Based Bullying Prevention Programs

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+ Nov 29, 2016 + By: Jennifer Tyson, Research Coordinator, Office of Juvenile Justice and Delinquency Prevention (OJJDP) + + +
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Posted In
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The I-Guide discusses how to assess or understand school-based bullying and recommends ways to implement the right program for a particular school.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Jessica Swain-Bradway, Ph.D.

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Research and Evaluation Director, Midwest PBIS Network

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Restorative Justice Practices and Bullying Prevention

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+ Mar 02, 2016 + By: Jessica Swain-Bradway, Ph.D., Research and Evaluation Director, Midwest PBIS Network + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expu

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+ U.S. flag +
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An official website of the United States government

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+ +
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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Jill Yu

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Co-Founder/Managing Director, Act To Change

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Posted In
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Prevention
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Tagged
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Resources
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Survey
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Jillian Lampert

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Emily Program and the Eating Disorders Coalition

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February 26- March 4, 2018 Is National Eating Disorders Awareness Week

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+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
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Posted In
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Response
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February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders.

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+ U.S. flag +
+
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Jinnie Spiegler

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Director of Curriculum, Anti-Defamation League

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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Specific Groups
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Tagged
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Community
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Educators
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Elementary school
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Secondary school
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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John Kelly, Ph.D.

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School Psychologist, Commack High School

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

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+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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John Sadowski, M.Ed.

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Delaware Department of Education

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Posted In
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Prevention
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Tagged
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Disabilities
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Youth with Disabilities
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Educators
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Parents
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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Joseph L. Wright, MD, MPH

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Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine

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Making Bullying Prevention Part of the Medical Profession’s DNA

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+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Joslyn P. Smith

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National Eating Disorder Association and Binge Eating Disorder Association

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Overweight bully + + +
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Preventing Weight-Based Bullying

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+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Warning Signs
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Specific Groups
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Tagged
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Educators
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Student Leaders
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Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

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+ U.S. flag +
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An official website of the United States government

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+ +
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Julie Baron

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LCSW-C

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+ U.S. flag +
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An official website of the United States government

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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Julie Hertzog

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Director, PACER’s National Bullying Prevention Center

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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Posted In
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Prevention
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Community
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Community Organizations
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Educators
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Effects
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Events
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Resources
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Julie Holmquist

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PACER Center

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Posted In
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Prevention
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Tagged
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Community
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Community Organizations
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Educators
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Effects
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Events
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Resources
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Social Media
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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+ U.S. flag +
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+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  1. + Home +
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Kaitlin Barnes

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U.S. Department of Education

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/kaitlyn-harrington b/blog/authors/kaitlyn-harrington new file mode 100644 index 0000000..61b4091 --- /dev/null +++ b/blog/authors/kaitlyn-harrington @@ -0,0 +1,1227 @@ + + + + + + + + + + + + + + + + + + + + + + Kaitlyn Harrington | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Kaitlyn Harrington

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Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services

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Vote in the StopBullying.gov Video Challenge!

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Online
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Secondary school
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Social Media
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Student Leaders
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Youth, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Response
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Tagged
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Challenge
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Community
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Community Organizations
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Events
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Federal
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Online
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Secondary school
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Social Media
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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Protect Kids Online at OnGuardOnline.gov

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Posted In
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Cyberbullying
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Tagged
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Effects
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Federal
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Online
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Resources
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Social Media
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Texting
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Today’s kids use technology more than ever.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/karen-pace b/blog/authors/karen-pace new file mode 100644 index 0000000..4a4721d --- /dev/null +++ b/blog/authors/karen-pace @@ -0,0 +1,1120 @@ + + + + + + + + + + + + + + + + + + + + + + Karen Pace | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  1. + Home +
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Karen Pace

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Health & Nutrition Institute, Michigan State University Extension

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Posted In
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Prevention
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Tagged
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Community
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Community Organizations
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Elementary school
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Secondary school
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/kathleen-oquinn b/blog/authors/kathleen-oquinn new file mode 100644 index 0000000..3e1a3d3 --- /dev/null +++ b/blog/authors/kathleen-oquinn @@ -0,0 +1,1123 @@ + + + + + + + + + + + + + + + + + + + + + + Kathleen O’Quinn | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Kathleen O’Quinn +
    4. +
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Kathleen O’Quinn

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U.S. Department of Justice Community Relations Service

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/kathryn-tullis-phd b/blog/authors/kathryn-tullis-phd new file mode 100644 index 0000000..112c175 --- /dev/null +++ b/blog/authors/kathryn-tullis-phd @@ -0,0 +1,1130 @@ + + + + + + + + + + + + + + + + + + + + + + Kathryn Tullis, Ph.D. | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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  1. + Home +
    2. +
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  3. + Kathryn Tullis, Ph.D. +
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Kathryn Tullis, Ph.D.

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Delaware Division of Public Health

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+
+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Posted In
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Prevention
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Specific Groups
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Tagged
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Disabilities
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Youth with Disabilities
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Educators
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Parents
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/katie-gorscak b/blog/authors/katie-gorscak new file mode 100644 index 0000000..ab7b4b7 --- /dev/null +++ b/blog/authors/katie-gorscak @@ -0,0 +1,1378 @@ + + + + + + + + + + + + + + + + + + + + + + Katie Gorscak | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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+ +
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  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Katie Gorscak +
    4. +
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Katie Gorscak

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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Katrina Lowe

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U.S. Department of Agriculture

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Kelsey Kannenberg

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Howard County Executive

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Effects
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Ken Ulman

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Howard County Executive

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Effects
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Kevin J. Vagi, PhD

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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Posted In
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Tagged
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Prevention
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School
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Teachers
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Khiya J. Marshall, Dr.P.H.

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National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC)

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Girl looks as other girls gossip about her + + +
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Bullying Has Negative Consequences For All Involved

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+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
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Posted In
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Prevention
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Response
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Tagged
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Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

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+ U.S. flag +
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An official website of the United States government

+ +
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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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National Center for Mental Health Promotion and Youth Violence Prevention

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Pueblo City Schools, Pueblo, Colorado Safe Haven: Building Community Support

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+ Mar 05, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Kim Storey, EdD, National Center for Mental Health Promotion and Youth Violence Prevention + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Posted In
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After a survey found that students didn’t feel safe in their Pueblo, Colorado community, the Safe Haven for Pueblo Bullying Victims Project stepped in to mak

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Kiran Ahuja

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Executive Director of the White House Initiative on Asian Americans and Pacific Islanders

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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LAPD Lieutenant Andrea Grossman

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Internet Crimes Against Children Task Force

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Cyberbullying
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Tagged
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Educators
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Harassment
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Online
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Parents
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Resources
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Social Media
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Cyberbullying is bullying that takes place using electronic technology.

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+ U.S. flag +
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An official website of the United States government

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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Laurie Nathan

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Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Cyberbullying
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Tagged
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Educators
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Elementary school
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Online
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Secondary school
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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Lee Hirsch

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The BULLY Project

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Leslie Preddy

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President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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The library is one of the safe places at school - where everyone can feel welcome and comfortable asking for advice and resources.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Liam Hackett

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Founder and CEO of Ditch the Label

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Bullying Knows No Boundaries – Lessons Learned from the UK

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+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Lisa Furst, LMSW, MPH

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Assistant Vice President, Training and Quality Improvement, MHA-NYC

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The Warning Signs of Bullying

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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Prevention
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Suicide
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At the National Suicide Prevention Lifeline , we believe it's important to raise awareness about the effects of bullying.

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+ U.S. flag +
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An official website of the United States government

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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Mary K. Wakefield, PhD, RN

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Administrator, Health Resources and Services Administration

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Mary Pat King

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National Parent Teacher Association

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Online
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The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying.

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+ U.S. flag +
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An official website of the United States government

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+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Mary Poulin Carlton, Ph.D.

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Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice

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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Posted In
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Response
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Counselors
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Educators
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Elementary school
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Preschool
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Research
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Secondary school
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Student Leaders
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Maureen Perkins

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Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Prevention
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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Read New Cyberbullying Content on Revamped StopBullying.gov + + +
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New Cyberbullying Content on Revamped StopBullying.gov

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Cyberbullying
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Online
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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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Read How far can you move the needle on bullying prevention? + + +
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How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Federal Partners in Bullying Prevention
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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Read That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying + + +
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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression.

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New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

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+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Federal Partners in Bullying Prevention
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Social media, when done right, holds great promise for public health practitioners.

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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The library is one of the safe places at school - where everyone can feel welcome and comfortable asking for advice and resources.

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An official website of the United States government

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Melissa C. Mercado-Crespo, PhD, MSc, MA

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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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Bullying Has Negative Consequences For All Involved

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+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
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Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

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Preventing Suicide: A Technical Package of Policy, Programs, and Practices + + +
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New CDC Resource Can Help States and Communities Prevent Suicide Among Youth

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+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. 

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New CDC Resource Can Help States and Communities Prevent Youth Violence

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+ Jun 14, 2017 + By: Corinne David-Ferdon, + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Bullying is a form of youth violence – and the U.S. Centers for Disease Control and Prevention has resources states and communities can use to stop it.

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Overcoming Perceived Differences to Prevent Bullying

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+ Oct 14, 2015 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + +
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Longer ago than I like to admit, I was a Puerto Rican middle school student.

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An official website of the United States government

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Michael C. Lu, MD, MPH

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Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA)

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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An official website of the United States government

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+ Official websites use .gov +

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Michael Yudin

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Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ Secure .gov websites use HTTPS +

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Michelle Boyd

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U.S. Department of Health and Human Services

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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

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+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Michelle Lynn Nelson

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Intern, U.S. Department of Education

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Mike Sousane

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Teen Advocate

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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MJ Alexander

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parent and retired military attorney from the United States Air Force

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Mo Canady

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National Association of School Resource Officers

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Take Action Today: Creating Safe School Environments and Building Bridges

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+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Educators
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Elementary school
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Secondary school
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There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.

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An official website of the United States government

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+ Official websites use .gov +

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Morrisa Rice

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U.S. Department of Education

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Natasha Herring

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D.C. Department of Parks & Recreation

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Student Leaders
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Natasha Herring, a manager with D.C.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Nazmia E.A. Comrie

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U.S. Department of Justice Office of Community Oriented Policing Services

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Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

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+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Educators
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Elementary school
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Secondary school
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Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Nels Ericson

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U.S. Department of Justice

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+ U.S. flag +
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An official website of the United States government

+ +
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+
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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Nicole White

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Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member

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First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Cyberbullying
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Tagged
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Research
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Federal
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Community Organizations
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Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Nikila Kakarla

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U.S. Department of Education

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+ U.S. flag +
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An official website of the United States government

+ +
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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Patricia Burke, BS

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Delaware Division of Public Health

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Posted In
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Prevention
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Specific Groups
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Tagged
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Disabilities
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Youth with Disabilities
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Educators
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Parents
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Paul R. Smokowski, Ph.D.

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NC YVPC, and School of Social Welfare, University of Kansas

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Girl looks as other girls gossip about her + + +
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Bullying Has Negative Consequences For All Involved

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+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
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Posted In
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Prevention
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Response
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Tagged
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Research
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Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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R. Matthew Gladden

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Division of Violence Prevention, Centers for Disease Control and Prevention

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What is Bullying? A New Uniform Definition for Research

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+ Feb 10, 2014 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and R. Matthew Gladden, Division of Violence Prevention, Centers for Disease Control and Prevention + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Federal
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Research
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Resources
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In order to stop bullying before it begins, it is necessary to improve the consistency and comparability of data on bullying.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/rebecca-bauer b/blog/authors/rebecca-bauer new file mode 100644 index 0000000..06957c1 --- /dev/null +++ b/blog/authors/rebecca-bauer @@ -0,0 +1,1124 @@ + + + + + + + + + + + + + + + + + + + + + + Rebecca Bauer | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Rebecca Bauer

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Intern, Health Resources and Services Administration (HRSA)

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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Rebecca H. Bitskov

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Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team

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Everyone Can Help Stop Bullying of Children With Tourette Syndrome

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+ Jun 03, 2015 + By: Angelika H. Claussen, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + + and Rebecca H. Bitskov, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + +
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May 15-June 15 is Tourette Syndrome Awareness Month.

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An official website of the United States government

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Rebecca Odor

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U.S. Department of Health and Human Services

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Robyn Glass

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Executive Director for Project Change

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Ron Slaby, PhD

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National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration

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Pueblo City Schools, Pueblo, Colorado Safe Haven: Building Community Support

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+ Mar 05, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Kim Storey, EdD, National Center for Mental Health Promotion and Youth Violence Prevention + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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After a survey found that students didn’t feel safe in their Pueblo, Colorado community, the Safe Haven for Pueblo Bullying Victims Project stepped in to mak

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Teaching Social Skills to Prevent Bullying in Young Children

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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Posted In
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Prevention
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Preschool
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Bullying among young children is not uncommon.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Russell Corker

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UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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+
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+ U.S. flag +
+
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Sally Harris

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U.S. Department of Health and Human Services

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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Posted In
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Prevention
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Community
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Educators
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Effects
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Events
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Resources
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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+ U.S. flag +
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+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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    4. +
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Sarah Sisaye

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U.S. Department of Education and former  StopBullying.gov Ed Board member

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Profiles/Voices from the Field
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Tagged
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Events
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Federal
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Student Leaders
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Youth with Disabilities
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“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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Restorative Justice Practices and Bullying Prevention

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+ Mar 02, 2016 + By: Jessica Swain-Bradway, Ph.D., Research and Evaluation Director, Midwest PBIS Network + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expu

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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Specific Groups
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Tagged
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Community
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Educators
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Elementary school
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Secondary school
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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Bullying Rates Drop

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+ May 15, 2015 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Bullying remains a serious issue for students and their families, and efforts to reduce bullying concern policy makers, administrators, and educators.

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Cyberbullying
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Tagged
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Educators
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Elementary school
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Online
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Secondary school
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens.

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Overcoming Challenges Through Perseverance and the Arts

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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Profiles/Voices from the Field
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Secondary school
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Student Leaders
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Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Educators
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Effects
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Federal
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Health
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Parents
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Research
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Resources
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Social Media
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community Organizations
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Educators
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Effects
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Elementary school
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Federal
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Health
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Resources
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Secondary school
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Social Media
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Student Leaders
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Community Organizations
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Effects
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Events
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Federal
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Secondary school
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Social Media
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Student Leaders
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/seth-gordon-lipkin b/blog/authors/seth-gordon-lipkin new file mode 100644 index 0000000..979a1d6 --- /dev/null +++ b/blog/authors/seth-gordon-lipkin @@ -0,0 +1,1121 @@ + + + + + + + + + + + + + + + + + + + + + + Seth A. Gordon-Lipkin | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ U.S. flag +
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An official website of the United States government

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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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  1. + Home +
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+ + + +

Seth A. Gordon-Lipkin

+ + +
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+ + +
+ + +
+
+ + +
+ +

Project Director, Education, Anti-Defamation League Washington DC Regional Office

+ +
+
+ +
+ +
+
+ +
+
+ +
+ + +

Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

+

+ + +
+
+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Resources
+
Secondary school
+
+
+ +

The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

+ +
+ +
+
+ + +
+
+ +
+ + +
+
+ +
+
+ + +
+
 
+
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+ +
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/sharon-burton b/blog/authors/sharon-burton new file mode 100644 index 0000000..4b8edfc --- /dev/null +++ b/blog/authors/sharon-burton @@ -0,0 +1,1123 @@ + + + + + + + + + + + + + + + + + + + + + + Sharon Burton | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
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+
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+
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    +
  1. + Home +
    2. +
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    4. +
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+ +
+ + + +
+
+ + +
+ + + +

Sharon Burton

+ + +
+
+ + +
+ + +
+
+ + +
+ +

U.S. Department of Education

+ +
+
+ +
+ +
+
+ + +
+ +
+ + +
+
+ +
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+
+
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/steffie-rapp b/blog/authors/steffie-rapp new file mode 100644 index 0000000..dbeefb2 --- /dev/null +++ b/blog/authors/steffie-rapp @@ -0,0 +1,1614 @@ + + + + + + + + + + + + + + + + + + + + + + Steffie Rapp | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Steffie Rapp +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Steffie Rapp

+ + +
+
+ + +
+ + +
+
+ + +
+ +

Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member

+ +
+
+ +
+ +
+
+ +
+
+
+
Overweight bully + + +
+
+ +
+ + +

Preventing Weight-Based Bullying

+ + +
+
+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Warning Signs
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Educators
+
Student Leaders
+
+
+ +

Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Sara Kanter + + +
+
+ +
+ + +

In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

+ + +
+
+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Elementary school
+
Teachers
+
Counselors
+
+
+ +

As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
boys-bump-fists-730x487.jpeg + + +
+
+ +
+ + +

Can Kindness Overcome Bullying?

+ + +
+
+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Help
+
+
+ +

While being kind might sound easy, it is complex.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

+

+ + +
+
+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Educators
+
Harassment
+
Online
+
Parents
+
Resources
+
Social Media
+
+
+ +

Cyberbullying is bullying that takes place using electronic technology.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

+

+ + +
+
+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Bullying and Binge Eating Disorder (BED)

+

+ + +
+
+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Risk Factors
+
+
+ +
+
Tagged
+
+
Effects
+
Elementary school
+
Health
+
Research
+
Secondary school
+
+
+ +

It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

+

+ + +
+
+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Resources
+
Secondary school
+
+
+ +

The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

College Senior Credits Supportive Relationships as Essential to Bullying Prevention

+

+ + +
+
+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Community
+
Student Leaders
+
+
+ +

Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Empowering Adopted Youth to Handle Questions or Comments About Adoption

+

+ + +
+
+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Effects
+
Parents
+
Resources
+
+
+ +

It is the rare adopted child who has not received questions and comments about adoption.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Federal Partners and Cartoon Network Team Up with Youth

+ + +
+
+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Events
+
Federal
+
Health
+
Online
+
Resources
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

+ +
+ +
+
+ + +
+
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/steffie-rapp?page=0 b/blog/authors/steffie-rapp?page=0 new file mode 100644 index 0000000..cf0e726 --- /dev/null +++ b/blog/authors/steffie-rapp?page=0 @@ -0,0 +1,1614 @@ + + + + + + + + + + + + + + + + + + + + + + Steffie Rapp | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Steffie Rapp +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Steffie Rapp

+ + +
+
+ + +
+ + +
+
+ + +
+ +

Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member

+ +
+
+ +
+ +
+
+ +
+
+
+
Overweight bully + + +
+
+ +
+ + +

Preventing Weight-Based Bullying

+ + +
+
+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Warning Signs
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Educators
+
Student Leaders
+
+
+ +

Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Sara Kanter + + +
+
+ +
+ + +

In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

+ + +
+
+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Elementary school
+
Teachers
+
Counselors
+
+
+ +

As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
boys-bump-fists-730x487.jpeg + + +
+
+ +
+ + +

Can Kindness Overcome Bullying?

+ + +
+
+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Help
+
+
+ +

While being kind might sound easy, it is complex.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

+

+ + +
+
+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Educators
+
Harassment
+
Online
+
Parents
+
Resources
+
Social Media
+
+
+ +

Cyberbullying is bullying that takes place using electronic technology.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

+

+ + +
+
+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Secondary school
+
+
+ +

Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Bullying and Binge Eating Disorder (BED)

+

+ + +
+
+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Risk Factors
+
+
+ +
+
Tagged
+
+
Effects
+
Elementary school
+
Health
+
Research
+
Secondary school
+
+
+ +

It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

+

+ + +
+
+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Resources
+
Secondary school
+
+
+ +

The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

College Senior Credits Supportive Relationships as Essential to Bullying Prevention

+

+ + +
+
+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Community
+
Student Leaders
+
+
+ +

Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Empowering Adopted Youth to Handle Questions or Comments About Adoption

+

+ + +
+
+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Effects
+
Parents
+
Resources
+
+
+ +

It is the rare adopted child who has not received questions and comments about adoption.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Federal Partners and Cartoon Network Team Up with Youth

+ + +
+
+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Events
+
Federal
+
Health
+
Online
+
Resources
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

+ +
+ +
+
+ + +
+
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/steffie-rapp?page=1 b/blog/authors/steffie-rapp?page=1 new file mode 100644 index 0000000..b05087e --- /dev/null +++ b/blog/authors/steffie-rapp?page=1 @@ -0,0 +1,1234 @@ + + + + + + + + + + + + + + + + + + + + + + Steffie Rapp | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

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Steffie Rapp

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Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member

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Defending Childhood: Challenging Our Perceptions on Bullying

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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Steve Hahn, M.S.

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Anti-Bullying Collaboration Director

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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StopBullying.gov Ed Board

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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Posted In
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Tagged
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+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
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+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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+ U.S. flag +
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An official website of the United States government

+ +
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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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StopBullying.gov Ed Board

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
+
+ +
+ + +

Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
+
+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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StopBullying.gov Ed Board

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+ + +
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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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+ +
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StopBullying.gov Ed Board

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Susan P. Limber, Ph.D.

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Clemson University

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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Posted In
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Tagged
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Community
+
Educators
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Effects
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Federal
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Health
+
Parents
+
Research
+
Social Media
+
Youth with Disabilities
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+ +

The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/susan-swearer b/blog/authors/susan-swearer new file mode 100644 index 0000000..c868596 --- /dev/null +++ b/blog/authors/susan-swearer @@ -0,0 +1,1124 @@ + + + + + + + + + + + + + + + + + + + + + + Susan Swearer | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
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Susan Swearer

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Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network

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+
boys-bump-fists-730x487.jpeg + + +
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Can Kindness Overcome Bullying?

+ + +
+
+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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+
Prevention
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Tagged
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+
Community
+
Help
+
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+ +

While being kind might sound easy, it is complex.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/tarsha-cavanaugh b/blog/authors/tarsha-cavanaugh new file mode 100644 index 0000000..9e274bd --- /dev/null +++ b/blog/authors/tarsha-cavanaugh @@ -0,0 +1,1124 @@ + + + + + + + + + + + + + + + + + + + + + + Tarsha Cavanaugh | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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+ +
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Tarsha Cavanaugh

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U.S. Department of Health and Human Services

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/authors/tatiana-falcone-md-fapa b/blog/authors/tatiana-falcone-md-fapa new file mode 100644 index 0000000..797da13 --- /dev/null +++ b/blog/authors/tatiana-falcone-md-fapa @@ -0,0 +1,1126 @@ + + + + + + + + + + + + + + + + + + + + + + Tatiana Falcone, M.D., FAPA | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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+ + + + +
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    +
  1. + Home +
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Tatiana Falcone, M.D., FAPA

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Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic

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Read That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying + + +
+
+ +
+ + +

That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

+ + +
+
+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
+
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+
Posted In
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+
Prevention
+
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Tagged
+
+
Community
+
Health
+
Parents
+
Resources
+
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+ +

We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression.

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Tessa Burton

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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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Overcoming Challenges Through Perseverance and the Arts

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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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4-H

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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+ Official websites use .gov +

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CEO and Executive Director, U.S. Conference of Mayors

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ Secure .gov websites use HTTPS +

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Youth Advocate

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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U.S. Department of Education, Office of Safe and Supportive Schools

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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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White House Initiative on Asian Americans and Pacific Islanders

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Whitney Dockrey

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Advocate

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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

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+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

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Being an Upstander Is Linked to Future Optimism +

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+ Oct 10, 2019 + By: StopBullying.gov Ed Board, + + +
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Everyone involved in a bullying situation is affected. A recent study on cumulative experiences of bullying found that youth involvement in bullying over time – either as the one who bullies, the one who is bullied, or as a bystander who helps bullies – resulted in multiple negative outcomes. Negative outcomes for the targets of bullying included depression, anxiety, and lower self-esteem. Bullying perpetrators and the bystanders who helped them over time were associated with increased aggression. All three groups experienced decreased levels of optimism about the future.

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There’s some good news in the study that suggests becoming an upstander to bullying has positive impacts for youth who address bullying. Bystanders who helped the targets of bullying through pro-social behavior were associated with higher academic achievement, self-esteem, and future optimism. Taking action to address bullying could include things like confronting the perpetrator or telling a teacher. The study suggests that these bystanders also worried about being bullied next, but they felt good about helping. There are many ways that bystanders can prevent or address bullying. For instance, they can interrupt a bullying situation by using humor to deflect, they can walk with a target of bullying to show support, or they can stand up to a perpetrator of bullying with a group of peers. Implementing bullying prevention and intervention strategies can help lower the risk and consequences of bullying for all.

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StopBullying.gov has a blog post on the negative consequences of bullying for all involved, a research summary on the Consequences of Bullying, and resources for bystanders to bullying and how schools can build a safe and supportive environment to prevent bullying.

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Take Action to Prevent Bullying
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Bullying Has Negative Consequences For All Involved
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Bullying Has Negative Consequences For All Involved +

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+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
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Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbalance that is observed or perceived (i.e., youth bullying others have more physical and/or social power than bullied youth). The behavior is intentional and can result in harm or distress.Gladden, R.M., Vivolo-Kantor, A.M., Hamburger, M.E. & Lumpkin, C.D. Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements, Version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education; 2014. Bullying behavior can be physical (e.g., hitting), verbal (e.g., name calling either oral or written), relational (e.g., spreading rumors), or via property damage. Every year about 21 percent of U.S. middle- and high-school students are victims of bullying.U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS - Version 1) to the National Crime Victimization Survey, 2015.

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Past research suggests a dose-response relationship between bullying victimization and behavioral health outcomes.Evans, C. B. R., Smokowski, P. R., & Cotter, K. L. (2014). "Cumulative bullying victimization: An investigation of the does-response relationship between victimization and the associated mental health outcomes, social supports, and school experiences of rural adolescents. " Children and Youth Services Review, 44: 256-264. In other words, increased exposure to bullying victimization – over time and experiencing multiple types of bullying – is associated with progressively worse behavioral health outcomes among bullied youth. This is potentially also true for bullying perpetration – the more a youth bullies others over time, the more likely they could be of engaging in a lifestyle of violence and aggression.Loeber, R. & Burke, J. D. (2011). "Developmental pathways in juvenile externalizing and internalizing problems." Journal of Research on Adolescence, 21(1): 34-46., Farrington, D. & Baldry, A. (2010). "Individual risk factors for school bullying." Journal of Aggression, Conflict and Peace Research, 2(1): 4-16. Yet, limited research has examined the cumulative impact of being a bystander to bullying on youth’s health and well-being.

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We recently conducted a studyEvans, C. B. R., Smokowski, P. R., Rose, R. A., Mercado, M. C., & Marshall, K. J. (2018). "Cumulative bullying experiences, adolescent behavioral and mental health, and academic achievement: An integrated model of perpetration, victimization, and bystander behavior." Journal of Children and Family Studies. [Online first] doi: 10.1007/s10826-018-1078-4. to learn more about the relationship between cumulative bullying experiences over 2-5 years, and different types of youth outcomes among over 6,000 rural middle- and high-school youth in North Carolina. Distinct from prior research, this study integrated different bullying roles (i.e., victimization, perpetration, bystander) with behavioral, mental health, and academic domains of adolescent functioning. We found that cumulative bullying involvement over time – either as the one who bullies, the one who is bullied, or a bystander – resulted in multiple negative outcomes for the youth. Specifically . . .

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  • Youth who are bullied: Cumulative bullying victimization was significantly associated with increased levels of aggression and internalizing symptoms (e.g., depression, anxiety), and decreased levels of self-esteem and future optimism.
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  • Youth who bully others: Cumulative bullying perpetration was significantly associated with increased levels of aggression, and decreased levels of future optimism.
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  • Bystanders who help the youth who bullies: Cumulative negative bystander behavior (e.g., laughing at the perpetrator’s behavior, joining in the bullying) was significantly associated with increased aggression and internalizing symptoms, and decreased academic achievement and future optimism.
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  • Bystanders who help the youth being bullied: Cumulative prosocial bystander behavior (e.g., directly confronting the perpetrator, getting a teacher) was significantly associated with increased levels of depression and anxiety, as well as higher academic achievement, self-esteem, and future optimism. This might mean that while these bystanders felt good about helping, they also worried about being bullied next.
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Being a perpetrator, victim, or negative bystander to bullying is particularly problematic for students’ wellbeing. To reduce negative consequences for all students involved, it is important to expand efforts to prevent and decrease bullying before the negative effects accumulate over time. Examples of prevention strategies and approaches based on the best available evidence can be found in CDC’s Youth Violence Prevention Technical Package.David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention; 2016. It is also important to teach youth to be "upstanders" – that is, to stand up as prosocial bystanders to aid those being bullied, while garnering benefits for their own health and well-being.

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Cyberbullying

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First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

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Read New Cyberbullying Content on Revamped StopBullying.gov + + +
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New Cyberbullying Content on Revamped StopBullying.gov

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Cyberbullying is bullying that takes place using electronic technology.

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First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

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Read New Cyberbullying Content on Revamped StopBullying.gov + + +
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New Cyberbullying Content on Revamped StopBullying.gov

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Cyberbullying is bullying that takes place using electronic technology.

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An official website of the United States government

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens.

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Protect Kids Online at OnGuardOnline.gov

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Today’s kids use technology more than ever.

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An official website of the United States government

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+ Secure .gov websites use HTTPS +

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Federal Partners in Bullying Prevention

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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

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Read How far can you move the needle on bullying prevention? + + +
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How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

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+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Social media, when done right, holds great promise for public health practitioners.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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New Video Resource: Bullying, Harassment, & Civil Rights

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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An official website of the United States government

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Federal Partners in Bullying Prevention

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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
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2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

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Read How far can you move the needle on bullying prevention? + + +
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How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

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+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Social media, when done right, holds great promise for public health practitioners.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Posted In
+
+
Federal Partners in Bullying Prevention
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+
Tagged
+
+
Educators
+
Elementary school
+
Federal
+
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Resources
+
Secondary school
+
+
+ +

New Video Resource: Bullying, Harassment, & Civil Rights

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+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

+

+ + +
+
+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
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Posted In
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Federal Partners in Bullying Prevention
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Secondary school
+
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+
Student Leaders
+
White House
+
+
+ +

“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

+ +
+ +
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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Federal Partners in Bullying Prevention

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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What is Bullying? A New Uniform Definition for Research

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+ Feb 10, 2014 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and R. Matthew Gladden, Division of Violence Prevention, Centers for Disease Control and Prevention + +
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In order to stop bullying before it begins, it is necessary to improve the consistency and comparability of data on bullying.

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HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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Vote in the StopBullying.gov Video Challenge!

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Youth, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Posted In
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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Prevention

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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Posted In
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Tagged
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Elementary school
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School
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Teachers
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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+ + +

School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Posted In
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+
+ +

A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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+ + +
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+
+
Little girl bullying in school classroom. + + +
+
+ +
+ + +

Building Support for Asian American Youth through the Pandemic and Beyond

+ + +
+
+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
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Tagged
+
+
Resources
+
Asian American Pacific Islander
+
Data
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Information
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Survey
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AAPI
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/categories/prevention?page=0 b/blog/categories/prevention?page=0 new file mode 100644 index 0000000..2f8d4b3 --- /dev/null +++ b/blog/categories/prevention?page=0 @@ -0,0 +1,1644 @@ + + + + + + + + + + + + + + + + + + + + + Prevention | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
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+
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  1. + Home +
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+ + +
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Prevention

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+
+ + +
+ +
+
+ +
+ +
+
+ +
+
+
+
A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
+
+ +
+ + +

Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
+
+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
+
+ +
+ + +

School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Educators
+
Prevention
+
Research
+
School
+
Teachers
+
+
+ +

A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Little girl bullying in school classroom. + + +
+
+ +
+ + +

Building Support for Asian American Youth through the Pandemic and Beyond

+ + +
+
+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
+
+ +
+ +
+
Posted In
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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An official website of the United States government

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Prevention

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An official website of the United States government

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Prevention

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Bullying Has Negative Consequences For All Involved

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+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
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Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Prevention

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February 26- March 4, 2018 Is National Eating Disorders Awareness Week

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+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
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February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders.

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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Read How far can you move the needle on bullying prevention? + + +
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How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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Preventing Suicide: A Technical Package of Policy, Programs, and Practices + + +
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New CDC Resource Can Help States and Communities Prevent Suicide Among Youth

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+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. 

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Can Kindness Overcome Bullying?

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+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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While being kind might sound easy, it is complex.

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Read That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying + + +
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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression.

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New CDC Resource Can Help States and Communities Prevent Youth Violence

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+ Jun 14, 2017 + By: Corinne David-Ferdon, + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Bullying is a form of youth violence – and the U.S. Centers for Disease Control and Prevention has resources states and communities can use to stop it.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Prevention

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New OJJDP Resource Helps Schools Implement Evidence-Based Bullying Prevention Programs

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+ Nov 29, 2016 + By: Jennifer Tyson, Research Coordinator, Office of Juvenile Justice and Delinquency Prevention (OJJDP) + + +
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The I-Guide discusses how to assess or understand school-based bullying and recommends ways to implement the right program for a particular school.

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Back to School with StopBullying.gov

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Now that September has rolled around again and it's back to school, it's also a great time to help kids prevent bullying.

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Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

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+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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Restorative Justice Practices and Bullying Prevention

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+ Mar 02, 2016 + By: Jessica Swain-Bradway, Ph.D., Research and Evaluation Director, Midwest PBIS Network + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expu

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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The library is one of the safe places at school - where everyone can feel welcome and comfortable asking for advice and resources.

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

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The Warning Signs of Bullying

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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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At the National Suicide Prevention Lifeline , we believe it's important to raise awareness about the effects of bullying.

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Take Action Today Blog Series Booklet: Now Available!

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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Prevention

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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Stopping Bullying from the Beginning

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+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The earlier we start, the better the outcomes - experts agree that the foundation for healthy relationships begins at birth.

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Making Bullying Everyone’s Business

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+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations.

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Take Action Today: Where Policy Meets Practice in Making Schools Safer

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+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The top priority of school administrators is protecting students. Preventing bullying supports empowering teachers and educators to reach all children.

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Bullying Rates Drop

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+ May 15, 2015 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Bullying remains a serious issue for students and their families, and efforts to reduce bullying concern policy makers, administrators, and educators.

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Take Action Today: Preventing Bullying from the Very Beginning

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+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. ©

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Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

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+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

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Take Action Today: Creating Safe School Environments and Building Bridges

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+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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Take Action Today: School Nurses Strive to Build Positive School Climates

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+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Carolyn Duff, president of the National Association of School Nurses reflects on the role school-located health professionals play in bullying prevention.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying.

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Natasha Herring, a manager with D.C.

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

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+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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+ U.S. flag +
+
+

An official website of the United States government

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+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Prevention

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Teaching Social Skills to Prevent Bullying in Young Children

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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Bullying among young children is not uncommon.

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

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+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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Overcoming Challenges Through Perseverance and the Arts

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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

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+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/categories/profilesvoices-field?page=0 b/blog/categories/profilesvoices-field?page=0 new file mode 100644 index 0000000..f928fc3 --- /dev/null +++ b/blog/categories/profilesvoices-field?page=0 @@ -0,0 +1,1607 @@ + + + + + + + + + + + + + + + + + + + + + Profiles/Voices from the Field | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
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+ + +
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+ + + + +
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+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Profiles/Voices from the Field +
    4. +
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Profiles/Voices from the Field

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Sara Kanter + + +
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+ +
+ + +

In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

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+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
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Tagged
+
+
Elementary school
+
Teachers
+
Counselors
+
+
+ +

As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

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+ +
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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

+

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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+ +
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+
Posted In
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+
Federal Partners in Bullying Prevention
+
Profiles/Voices from the Field
+
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Tagged
+
+
Disabilities
+
Educators
+
Events
+
Federal
+
Student Leaders
+
Youth with Disabilities
+
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+ +

“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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+ +
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Overcoming Challenges Through Perseverance and the Arts

+

+ + +
+
+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Disabilities
+
Secondary school
+
Student Leaders
+
+
+ +

Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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+ +
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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

+

+ + +
+
+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Community
+
Student Leaders
+
+
+ +

Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

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+ + +
+
+ +
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+ +
+ + +

Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

+

+ + +
+
+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

+
+ +
+ +
+
+ + +
+
+
+ + +
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/categories/profilesvoices-field?page=1 b/blog/categories/profilesvoices-field?page=1 new file mode 100644 index 0000000..fc799a6 --- /dev/null +++ b/blog/categories/profilesvoices-field?page=1 @@ -0,0 +1,1446 @@ + + + + + + + + + + + + + + + + + + + + + Profiles/Voices from the Field | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Profiles/Voices from the Field +
    4. +
+ +
+ +
+ +
+
+
+ + + +
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Profiles/Voices from the Field

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+
+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Secondary school
+
Student Leaders
+
+
+ +

Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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+ + +
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+ +
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+ +
+ + +

Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

+

+ + +
+
+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Health
+
Secondary school
+
Student Leaders
+
+
+ +

Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/categories/response b/blog/categories/response new file mode 100644 index 0000000..8453d9f --- /dev/null +++ b/blog/categories/response @@ -0,0 +1,1630 @@ + + + + + + + + + + + + + + + + + + + + + Response | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Response +
    4. +
+ +
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+ +
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+ + + +
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+ +
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+ + +
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Response

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+ +
+
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+
Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Girl looks as other girls gossip about her + + +
+
+ +
+ + +

Bullying Has Negative Consequences For All Involved

+ + +
+
+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Research
+
+
+ +

Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+
+
eating-disorders-730.jpg + + +
+
+ +
+ + +

February 26- March 4, 2018 Is National Eating Disorders Awareness Week

+ + +
+
+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Health
+
+
+ +

February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Carlos Dunlap talks with kids on his anti-bullying tour. + + +
+
+ +
+ + +

Choose Kindness and Sportsmanship, Not Bullying

+ + +
+
+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Effects
+
Elementary school
+
Health
+
+
+ +

You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+ +
+ + +

Bullying Knows No Boundaries – Lessons Learned from the UK

+

+ + +
+
+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Online
+
Research
+
Resources
+
+
+ +

The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

The Importance of the Recommendations for Media Reporting on Bullying

+ + +
+
+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Effects
+
Health
+
Resources
+
Social Media
+
Suicide
+
+
+ +

Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

+ + +
+
+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Health
+
Online
+
Research
+
Resources
+
Social Media
+
+
+ +

On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

+ +
+ +
+
+ + +
+
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/categories/response?page=0 b/blog/categories/response?page=0 new file mode 100644 index 0000000..92ccee0 --- /dev/null +++ b/blog/categories/response?page=0 @@ -0,0 +1,1630 @@ + + + + + + + + + + + + + + + + + + + + + Response | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Response +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Response

+ + +
+
+ + +
+ + +
+
+ + +
+ +
+
+ +
+ +
+
+ + +
+
+ +
+
+
+
Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Girl looks as other girls gossip about her + + +
+
+ +
+ + +

Bullying Has Negative Consequences For All Involved

+ + +
+
+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Research
+
+
+ +

Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+
+
eating-disorders-730.jpg + + +
+
+ +
+ + +

February 26- March 4, 2018 Is National Eating Disorders Awareness Week

+ + +
+
+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Health
+
+
+ +

February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Carlos Dunlap talks with kids on his anti-bullying tour. + + +
+
+ +
+ + +

Choose Kindness and Sportsmanship, Not Bullying

+ + +
+
+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Effects
+
Elementary school
+
Health
+
+
+ +

You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+ +
+ + +

Bullying Knows No Boundaries – Lessons Learned from the UK

+

+ + +
+
+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Online
+
Research
+
Resources
+
+
+ +

The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

The Importance of the Recommendations for Media Reporting on Bullying

+ + +
+
+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Effects
+
Health
+
Resources
+
Social Media
+
Suicide
+
+
+ +

Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

+ + +
+
+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Health
+
Online
+
Research
+
Resources
+
Social Media
+
+
+ +

On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

+ +
+ +
+
+ + +
+
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Response

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Laws and Policies
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Student Leaders
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Training
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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Pueblo City Schools, Pueblo, Colorado Safe Haven: Building Community Support

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+ Mar 05, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Kim Storey, EdD, National Center for Mental Health Promotion and Youth Violence Prevention + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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After a survey found that students didn’t feel safe in their Pueblo, Colorado community, the Safe Haven for Pueblo Bullying Victims Project stepped in to mak

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Defending Childhood: Challenging Our Perceptions on Bullying

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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Posted In
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence.

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Challenge
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Events
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Online
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Secondary school
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Social Media
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Risk Factors

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Everyone Can Help Stop Bullying of Children With Tourette Syndrome

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+ Jun 03, 2015 + By: Angelika H. Claussen, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + + and Rebecca H. Bitskov, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + +
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Risk Factors
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May 15-June 15 is Tourette Syndrome Awareness Month.

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Bullying and Binge Eating Disorder (BED)

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+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Risk Factors
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Elementary school
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Health
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Research
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Secondary school
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Risk Factors
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Tagged
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Effects
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Help
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Research
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Resources
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Suicide
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Specific Groups

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Overweight bully + + +
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Preventing Weight-Based Bullying

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+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Warning Signs
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Specific Groups
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Tagged
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Educators
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Student Leaders
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Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Posted In
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Prevention
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Specific Groups
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Tagged
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Disabilities
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Youth with Disabilities
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Educators
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Parents
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/categories/specific-groups?page=0 b/blog/categories/specific-groups?page=0 new file mode 100644 index 0000000..f526625 --- /dev/null +++ b/blog/categories/specific-groups?page=0 @@ -0,0 +1,1608 @@ + + + + + + + + + + + + + + + + + + + + + Specific Groups | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
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Specific Groups

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Overweight bully + + +
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Preventing Weight-Based Bullying

+ + +
+
+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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+ +
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Posted In
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+
Warning Signs
+
Specific Groups
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+ +
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Tagged
+
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Educators
+
Student Leaders
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+ +

Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

+ +
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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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+ +
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Posted In
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Prevention
+
Specific Groups
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Tagged
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Disabilities
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Youth with Disabilities
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Educators
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Parents
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
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+ + + + +
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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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Overcoming Perceived Differences to Prevent Bullying

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+ Oct 14, 2015 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + +
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Longer ago than I like to admit, I was a Puerto Rican middle school student.

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Making Bullying Prevention Part of the Medical Profession’s DNA

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+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

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Empowering Adopted Youth to Handle Questions or Comments About Adoption

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+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Resources
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It is the rare adopted child who has not received questions and comments about adoption.

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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Disabilities
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Effects
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Elementary school
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Federal
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Resources
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Secondary school
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Youth with Disabilities
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Posted In
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Specific Groups
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Tagged
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Community
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Community Organizations
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Effects
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Elementary school
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Parents
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Secondary school
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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+ U.S. flag +
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An official website of the United States government

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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Warning Signs

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Overweight bully + + +
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Preventing Weight-Based Bullying

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+
+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Warning Signs
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Specific Groups
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Tagged
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Educators
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Student Leaders
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Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

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Read New Cyberbullying Content on Revamped StopBullying.gov + + +
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New Cyberbullying Content on Revamped StopBullying.gov

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Posted In
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Cyberbullying
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Warning Signs
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Tagged
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Resources
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Online
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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Posted In
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Warning Signs
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Tagged
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Effects
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Suicide
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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AAPI

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Posted In
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+
Prevention
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Tagged
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Resources
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Asian American Pacific Islander
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Data
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Information
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Survey
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AAPI
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+ U.S. flag +
+
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Asian American Pacific Islander

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

+ + +
+
+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Resources
+
Asian American Pacific Islander
+
Data
+
Information
+
Survey
+
AAPI
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+ +

Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Challenge

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Response
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Tagged
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Challenge
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Community
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Community Organizations
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Events
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Federal
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Online
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Secondary school
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Social Media
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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+
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Civil Rights

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Posted In
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Prevention
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Tagged
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Community
+
Educators
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Prevention
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Research
+
School
+
Teachers
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Posted In
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Response
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Counselors
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Educators
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Elementary school
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Preschool
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Research
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Resources
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Secondary school
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Student Leaders
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Teachers
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
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Community Organizations

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First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
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+ +
+ + +

2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

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+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Cyberbullying
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Tagged
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Research
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Federal
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Community Organizations
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Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

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Bullying Knows No Boundaries – Lessons Learned from the UK

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+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Tagged
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Online
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Research
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The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Posted In
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Prevention
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Tagged
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Elementary school
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

+

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Posted In
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Prevention
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Tagged
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Community Organizations
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/community-organizations?page=0 b/blog/tags/community-organizations?page=0 new file mode 100644 index 0000000..9365c7f --- /dev/null +++ b/blog/tags/community-organizations?page=0 @@ -0,0 +1,1620 @@ + + + + + + + + + + + + + + + + + + + + + Community Organizations | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
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+ +
+ +
+ + + + +
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+ + + +
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  1. + Home +
    2. +
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    4. +
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Community Organizations

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+
First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
+
+ +
+ + +

2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

+ + +
+
+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Research
+
Federal
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Community Organizations
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Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

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Bullying Knows No Boundaries – Lessons Learned from the UK

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+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Community Organizations

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Effects
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Elementary school
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Online
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Violence
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Federal Partners in Bullying Prevention
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying.

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community Organizations
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Educators
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Effects
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Elementary school
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Federal
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Health
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Resources
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Secondary school
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Social Media
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Student Leaders
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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+ + +
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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Community Organizations

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Natasha Herring, a manager with D.C.

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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Profiles/Voices from the Field
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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Empowering Adopted Youth to Handle Questions or Comments About Adoption

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+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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It is the rare adopted child who has not received questions and comments about adoption.

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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Tagged
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Community
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Community Organizations
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Events
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Federal
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Health
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Online
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Resources
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Secondary school
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Social Media
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Student Leaders
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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+ U.S. flag +
+
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Profiles/Voices from the Field
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Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Community
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Response
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Tagged
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Community
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Community Organizations
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Educators
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Effects
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Elementary school
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Laws and Policies
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Parents
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Resources
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Secondary school
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Student Leaders
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Training
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Community Organizations
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Educators
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Federal
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Resources
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Training
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Posted In
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Profiles/Voices from the Field
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention

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+ Aug 16, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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When leaders began a major effort to raise awareness about bullying, some groups insisted bullying was a normal part of growing up or “kids just being kids.”

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Federal Partners in Bullying Prevention
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Can Kindness Overcome Bullying?

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+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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While being kind might sound easy, it is complex.

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Read That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying + + +
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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression.

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Back to School with StopBullying.gov

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Now that September has rolled around again and it's back to school, it's also a great time to help kids prevent bullying.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Community

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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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The library is one of the safe places at school - where everyone can feel welcome and comfortable asking for advice and resources.

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

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+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Natasha Herring, a manager with D.C.

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

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+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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Youth with Disabilities
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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An official website of the United States government

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+ Official websites use .gov +

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+ Secure .gov websites use HTTPS +

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Community

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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Pueblo City Schools, Pueblo, Colorado Safe Haven: Building Community Support

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+ Mar 05, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Kim Storey, EdD, National Center for Mental Health Promotion and Youth Violence Prevention + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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After a survey found that students didn’t feel safe in their Pueblo, Colorado community, the Safe Haven for Pueblo Bullying Victims Project stepped in to mak

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HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Community
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Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Profiles/Voices from the Field
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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Vote in the StopBullying.gov Video Challenge!

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Online
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Student Leaders
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Youth, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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+ U.S. flag +
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An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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Posted In
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Prevention
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Tagged
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Prevention
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Response
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Challenge
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Community
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention

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+ Aug 16, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Community
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Elementary school
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Resources
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When leaders began a major effort to raise awareness about bullying, some groups insisted bullying was a normal part of growing up or “kids just being kids.”

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+ U.S. flag +
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An official website of the United States government

+ +
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+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Posted In
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Response
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Federal Partners in Bullying Prevention
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Tagged
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Preschool
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Teachers
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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Sara Kanter + + +
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In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

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+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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Profiles/Voices from the Field
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Tagged
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Elementary school
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Teachers
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As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

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+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Posted In
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Prevention
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Tagged
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Resources
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Asian American Pacific Islander
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Data
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Information
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Survey
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AAPI
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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Dating

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Dating

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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Digital

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+

An official website of the United States government

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+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Disabilities

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Posted In
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Parents
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Profiles/Voices from the Field
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Tagged
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Educators
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Events
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“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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Overcoming Challenges Through Perseverance and the Arts

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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Profiles/Voices from the Field
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Tagged
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Disabilities
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Secondary school
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Student Leaders
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Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/educators b/blog/tags/educators new file mode 100644 index 0000000..6e50bc8 --- /dev/null +++ b/blog/tags/educators @@ -0,0 +1,1659 @@ + + + + + + + + + + + + + + + + + + + + + Educators | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ U.S. flag +
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An official website of the United States government

+ +
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+
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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Educators

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

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+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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Posted In
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Tagged
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Posted In
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Prevention
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Tagged
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Community
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Educators
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Teachers
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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+ +
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Posted In
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Response
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Counselors
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Elementary school
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Preschool
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Research
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Secondary school
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Student Leaders
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Teachers
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Upstander
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+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/educators?page=0 b/blog/tags/educators?page=0 new file mode 100644 index 0000000..532352a --- /dev/null +++ b/blog/tags/educators?page=0 @@ -0,0 +1,1659 @@ + + + + + + + + + + + + + + + + + + + + + Educators | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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Educators

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+
A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
+
+ +
+ + +

Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
+
+ +
+ +
+
Posted In
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+
Prevention
+
+
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+
Tagged
+
+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
+
+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
+
+ +
+ + +

School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Educators
+
Prevention
+
Research
+
School
+
Teachers
+
+
+ +

A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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+ +
+
+ + +
+
+
+ + +
+
+ + +
+
+ + +
+
+ + +
+
+ + +
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+ + +
+
+ +
+
+
+
Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/educators?page=1 b/blog/tags/educators?page=1 new file mode 100644 index 0000000..10ed26f --- /dev/null +++ b/blog/tags/educators?page=1 @@ -0,0 +1,1628 @@ + + + + + + + + + + + + + + + + + + + + + Educators | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
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Educators

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Overweight bully + + +
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Preventing Weight-Based Bullying

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+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Warning Signs
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Tagged
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Student Leaders
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Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Disabilities
+
Youth with Disabilities
+
Educators
+
Parents
+
+
+ +

Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+ +
+ + +

New OJJDP Resource Helps Schools Implement Evidence-Based Bullying Prevention Programs

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+ Nov 29, 2016 + By: Jennifer Tyson, Research Coordinator, Office of Juvenile Justice and Delinquency Prevention (OJJDP) + + +
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Posted In
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Prevention
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Tagged
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Laws and Policies
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The I-Guide discusses how to assess or understand school-based bullying and recommends ways to implement the right program for a particular school.

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Cyberbullying
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Educators
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Harassment
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Online
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Resources
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Social Media
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Cyberbullying is bullying that takes place using electronic technology.

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

+

+ + +
+
+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Disabilities
+
Educators
+
Events
+
Federal
+
Student Leaders
+
Youth with Disabilities
+
+
+ +

“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

+ +
+ +
+
+ + +
+
+
+ + +
+ +
+ + + +
+
+ +
+
+ + +
+
 
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/educators?page=2 b/blog/tags/educators?page=2 new file mode 100644 index 0000000..7effada --- /dev/null +++ b/blog/tags/educators?page=2 @@ -0,0 +1,1595 @@ + + + + + + + + + + + + + + + + + + + + + Educators | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
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Educators

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Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

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+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Educators
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Elementary school
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Secondary school
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Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

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Restorative Justice Practices and Bullying Prevention

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+ Mar 02, 2016 + By: Jessica Swain-Bradway, Ph.D., Research and Evaluation Director, Midwest PBIS Network + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Prevention
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Educators
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Research
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Resources
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States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expu

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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Specific Groups
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Tagged
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Community
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Educators
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Elementary school
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Secondary school
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Community
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Educators
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Elementary school
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Secondary school
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The library is one of the safe places at school - where everyone can feel welcome and comfortable asking for advice and resources.

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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Making Bullying Everyone’s Business

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+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations.

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Everyone Can Help Stop Bullying of Children With Tourette Syndrome

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+ Jun 03, 2015 + By: Angelika H. Claussen, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + + and Rebecca H. Bitskov, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + +
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May 15-June 15 is Tourette Syndrome Awareness Month.

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Take Action Today: Where Policy Meets Practice in Making Schools Safer

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+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The top priority of school administrators is protecting students. Preventing bullying supports empowering teachers and educators to reach all children.

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Online
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Educators

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Take Action Today: Preventing Bullying from the Very Beginning

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+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. ©

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Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

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+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

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Take Action Today: Creating Safe School Environments and Building Bridges

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+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.

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Take Action Today: School Nurses Strive to Build Positive School Climates

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+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Carolyn Duff, president of the National Association of School Nurses reflects on the role school-located health professionals play in bullying prevention.

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Federal Partners in Bullying Prevention
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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New Video Resource: Bullying, Harassment, & Civil Rights

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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Educators
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Effects
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Federal
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Health
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Secondary school
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Social Media
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Student Leaders
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Educators

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Student Leaders
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Training
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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+ + +
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Educators

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Teaching Social Skills to Prevent Bullying in Young Children

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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Bullying among young children is not uncommon.

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community Organizations
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Educators
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Effects
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Events
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Federal
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Student Leaders
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Suicide
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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+ +
+ + +

Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Posted In
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+
Prevention
+
Response
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+ +
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Tagged
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+
Effects
+
Elementary school
+
Health
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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Read How far can you move the needle on bullying prevention? + + +
+
+ +
+ + +

How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Federal Partners in Bullying Prevention
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Tagged
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Effects
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Resources
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Health
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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The Warning Signs of Bullying

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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Effects
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Resources
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Suicide
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At the National Suicide Prevention Lifeline , we believe it's important to raise awareness about the effects of bullying.

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Overcoming Perceived Differences to Prevent Bullying

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+ Oct 14, 2015 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + +
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Posted In
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Specific Groups
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Tagged
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Elementary school
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Secondary school
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Longer ago than I like to admit, I was a Puerto Rican middle school student.

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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Posted In
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+
Prevention
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Tagged
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Community
+
Community Organizations
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Educators
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Effects
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Events
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Resources
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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+ + +
+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Effects

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
+
+ +
+ + +

Choose Kindness and Sportsmanship, Not Bullying

+ + +
+
+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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+ +
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+
Posted In
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+
Prevention
+
Response
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+ +
+
Tagged
+
+
Effects
+
Elementary school
+
Health
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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+ +
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+
+
Read How far can you move the needle on bullying prevention? + + +
+
+ +
+ + +

How far can you move the needle on bullying prevention?

+ + +
+
+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
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+
Prevention
+
Federal Partners in Bullying Prevention
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+ +
+
Tagged
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Effects
+
Resources
+
Health
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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The Warning Signs of Bullying

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+ + +
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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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+ +
+ +
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Posted In
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+
Prevention
+
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Tagged
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Effects
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Resources
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Suicide
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At the National Suicide Prevention Lifeline , we believe it's important to raise awareness about the effects of bullying.

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+ + +
+
+
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+ +
+ + +

Overcoming Perceived Differences to Prevent Bullying

+

+ + +
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+ Oct 14, 2015 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Specific Groups
+
+
+ +
+
Tagged
+
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Effects
+
Elementary school
+
Secondary school
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Longer ago than I like to admit, I was a Puerto Rican middle school student.

+
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+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

October is National Bullying Prevention Awareness Month

+

+ + +
+
+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Effects
+
Events
+
Resources
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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+
+
+
+
+ +
+ +
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Bullying and Binge Eating Disorder (BED)

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+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Risk Factors
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Health
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Research
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Secondary school
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

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The Importance of the Recommendations for Media Reporting on Bullying

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Prevention
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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Effects
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Posted In
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Effects
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Elementary school
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Health
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Online
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Violence
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community Organizations
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Educators
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Effects
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Federal
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Health
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Parents
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Research
+
Resources
+
Social Media
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community Organizations
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Educators
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Effects
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Elementary school
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Federal
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Health
+
Resources
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Secondary school
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Social Media
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Student Leaders
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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Posted In
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Response
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Educators
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Health
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Online
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
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+
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Effects

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Community Organizations
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Effects
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Events
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Federal
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Secondary school
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Social Media
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Student Leaders
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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Posted In
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Profiles/Voices from the Field
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Social Media
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Student Leaders
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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Empowering Adopted Youth to Handle Questions or Comments About Adoption

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+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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It is the rare adopted child who has not received questions and comments about adoption.

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Risk Factors
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Suicide
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Profiles/Voices from the Field
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Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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An official website of the United States government

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+ Secure .gov websites use HTTPS +

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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Teaching Social Skills to Prevent Bullying in Young Children

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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Bullying among young children is not uncommon.

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Defending Childhood: Challenging Our Perceptions on Bullying

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence.

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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Protect Kids Online at OnGuardOnline.gov

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Texting
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Today’s kids use technology more than ever.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Posted In
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Federal Partners in Bullying Prevention
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Elementary school

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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Health
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Response
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Counselors
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Educators
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Elementary school
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Preschool
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Research
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Resources
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Secondary school
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Student Leaders
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Teachers
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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Sara Kanter + + +
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In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

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+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
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+ + + + +
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Elementary school

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
+
+ +
+ + +

Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
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Tagged
+
+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
+
+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

+ +
+ +
+
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+
+ + +
+
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+
+
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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

+ +
+ +
+
+ + +
+
+
+ + +
+
+ + +
+
+ + +
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+ +
+
+
+
Sara Kanter + + +
+
+ +
+ + +

In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

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+
+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
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Tagged
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Elementary school
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Teachers
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Counselors
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As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Elementary school
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Elementary school

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Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

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+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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The library is one of the safe places at school - where everyone can feel welcome and comfortable asking for advice and resources.

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Take Action Today Blog Series Booklet: Now Available!

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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

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Overcoming Perceived Differences to Prevent Bullying

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+ Oct 14, 2015 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + +
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Longer ago than I like to admit, I was a Puerto Rican middle school student.

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Stopping Bullying from the Beginning

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+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The earlier we start, the better the outcomes - experts agree that the foundation for healthy relationships begins at birth.

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Take Action Today: Where Policy Meets Practice in Making Schools Safer

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+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The top priority of school administrators is protecting students. Preventing bullying supports empowering teachers and educators to reach all children.

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Bullying and Binge Eating Disorder (BED)

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+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens.

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Elementary school

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Take Action Today: Preventing Bullying from the Very Beginning

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+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. ©

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Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

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+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

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Take Action Today: Creating Safe School Environments and Building Bridges

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+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.

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Take Action Today: School Nurses Strive to Build Positive School Climates

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+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Carolyn Duff, president of the National Association of School Nurses reflects on the role school-located health professionals play in bullying prevention.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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New Video Resource: Bullying, Harassment, & Civil Rights

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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Federal
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Student Leaders
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Natasha Herring, a manager with D.C.

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Response
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Community
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Elementary school
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Laws and Policies
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Resources
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Secondary school
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Student Leaders
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Training
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Prevention
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Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention

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+ Aug 16, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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When leaders began a major effort to raise awareness about bullying, some groups insisted bullying was a normal part of growing up or “kids just being kids.”

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+ + +
+
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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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+
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  1. + Home +
    2. +
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    3. +
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    4. +
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Events

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

+

+ + +
+
+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Disabilities
+
Educators
+
Events
+
Federal
+
Student Leaders
+
Youth with Disabilities
+
+
+ +

“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

October is National Bullying Prevention Awareness Month

+

+ + +
+
+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Effects
+
Events
+
Resources
+
+
+ +

This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

+
+ +
+ +
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+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: Mayors Bringing the Community Together to Stop Bullying

+ + +
+
+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Events
+
Health
+
Parents
+
Resources
+
+
+ +

In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

+
+ +
+ +
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+ + +
+
+
+ +
+
+ +
+ + +

4-H Youth Provide Input on Bullying Prevention in Schools

+

+ + +
+
+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Events
+
Federal
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Federal Partners and Cartoon Network Team Up with Youth

+ + +
+
+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Events
+
Federal
+
Health
+
Online
+
Resources
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

+ +
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/events?page=0 b/blog/tags/events?page=0 new file mode 100644 index 0000000..2518a8b --- /dev/null +++ b/blog/tags/events?page=0 @@ -0,0 +1,1615 @@ + + + + + + + + + + + + + + + + + + + + + Events | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
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+ +
+ +
+ + + + +
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+ + + +
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  1. + Home +
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    3. +
  3. + Events +
    4. +
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Events

+ + +
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+
+ +
+ +
+
+ + +
+
+ + +
+
+ + +
+
+ + +
+
+ +
+
+ +
+ + +

2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

+

+ + +
+
+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Disabilities
+
Educators
+
Events
+
Federal
+
Student Leaders
+
Youth with Disabilities
+
+
+ +

“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

October is National Bullying Prevention Awareness Month

+

+ + +
+
+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Effects
+
Events
+
Resources
+
+
+ +

This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: Mayors Bringing the Community Together to Stop Bullying

+ + +
+
+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Events
+
Health
+
Parents
+
Resources
+
+
+ +

In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

4-H Youth Provide Input on Bullying Prevention in Schools

+

+ + +
+
+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Effects
+
Events
+
Federal
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Federal Partners and Cartoon Network Team Up with Youth

+ + +
+
+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Events
+
Federal
+
Health
+
Online
+
Resources
+
Secondary school
+
Social Media
+
Student Leaders
+
+
+ +

The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

+ +
+ +
+
+ + +
+
+
+ + +
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
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+ +
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/events?page=1 b/blog/tags/events?page=1 new file mode 100644 index 0000000..27453aa --- /dev/null +++ b/blog/tags/events?page=1 @@ -0,0 +1,1450 @@ + + + + + + + + + + + + + + + + + + + + + Events | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Events +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Events

+ + +
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+ + +
+
+ +
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+ +
+ + +

Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

+

+ + +
+
+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Educators
+
Effects
+
Events
+
Health
+
Student Leaders
+
Training
+
Webinar
+
+
+ +

It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

A History of Bullying Prevention Month

+

+ + +
+
+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
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+ +
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Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Effects
+
Events
+
Resources
+
Social Media
+
+
+ +

Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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+ +
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+ +
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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

+

+ + +
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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Challenge
+
Community
+
Community Organizations
+
Events
+
Federal
+
Online
+
Secondary school
+
Social Media
+
+
+ +

Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

+ +
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+
+
+ + +
+
+ +
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+ +
+ + +

Following the Summit, What Are You Going to Do to Prevent Bullying?

+

+ + +
+
+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Events
+
Federal
+
Student Leaders
+
Suicide
+
+
+ +

Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

+ +
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+
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/federal b/blog/tags/federal new file mode 100644 index 0000000..2cc0a48 --- /dev/null +++ b/blog/tags/federal @@ -0,0 +1,1618 @@ + + + + + + + + + + + + + + + + + + + + + Federal | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Federal +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Federal

+ + +
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First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
+
+ +
+ + +

2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

+ + +
+
+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Research
+
Federal
+
Community Organizations
+
+
+ +

Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

+

+ + +
+
+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Disabilities
+
Educators
+
Events
+
Federal
+
Student Leaders
+
Youth with Disabilities
+
+
+ +

“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

+

+ + +
+
+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Federal
+
+
+ +

Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+ +
+ + +

Bullying Prevention in 2014: HRSA’s Perspective

+ + +
+
+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Federal
+
Health
+
Research
+
Resources
+
+
+ +

Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Working Together to Provide Resources to Prevent Bullying This Month and Every Month

+ + +
+
+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Federal
+
Health
+
Parents
+
Research
+
Resources
+
Social Media
+
+
+ +

October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

New Video Resource: Bullying, Harassment, & Civil Rights

+

+ + +
+
+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Federal
+
Laws and Policies
+
Resources
+
Secondary school
+
+
+ +

New Video Resource: Bullying, Harassment, & Civil Rights

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

+

+ + +
+
+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Elementary school
+
Federal
+
Health
+
Resources
+
Secondary school
+
Social Media
+
Student Leaders
+
White House
+
+
+ +

“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

+ +
+ +
+
+ + +
+
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/federal?page=0 b/blog/tags/federal?page=0 new file mode 100644 index 0000000..c1bcef0 --- /dev/null +++ b/blog/tags/federal?page=0 @@ -0,0 +1,1618 @@ + + + + + + + + + + + + + + + + + + + + + Federal | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Federal +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Federal

+ + +
+
+ + +
+ + +
+
+ + +
+ +
+
+ +
+ +
+
+ + +
+
+ + +
+
+ +
+
+
+
First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
+
+ +
+ + +

2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

+ + +
+
+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Research
+
Federal
+
Community Organizations
+
+
+ +

Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

+ +
+ +
+
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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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Bullying Performance Measure Selected by 17 States and Jurisdictions in MCH Block Grant Program

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+ Dec 09, 2015 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Research confirms what many public health practitioners, educators, parents, and children have long known—that bullying is a serious issue facing our nation.

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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New Video Resource: Bullying, Harassment, & Civil Rights

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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An official website of the United States government

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Federal

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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What is Bullying? A New Uniform Definition for Research

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+ Feb 10, 2014 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and R. Matthew Gladden, Division of Violence Prevention, Centers for Disease Control and Prevention + +
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In order to stop bullying before it begins, it is necessary to improve the consistency and comparability of data on bullying.

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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+ U.S. flag +
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An official website of the United States government

+ +
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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Federal

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Defending Childhood: Challenging Our Perceptions on Bullying

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence.

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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Protect Kids Online at OnGuardOnline.gov

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Today’s kids use technology more than ever.

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Cyberbullying is bullying that takes place using electronic technology.

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+ + +
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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Health

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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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February 26- March 4, 2018 Is National Eating Disorders Awareness Week

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+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
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February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders.

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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Read How far can you move the needle on bullying prevention? + + +
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How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Prevention
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Federal Partners in Bullying Prevention
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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Preventing Suicide: A Technical Package of Policy, Programs, and Practices + + +
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New CDC Resource Can Help States and Communities Prevent Suicide Among Youth

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+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. 

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An official website of the United States government

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+ Official websites use .gov +

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+ Secure .gov websites use HTTPS +

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Health

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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February 26- March 4, 2018 Is National Eating Disorders Awareness Week

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+ Feb 28, 2018 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Jillian Lampert, Emily Program and the Eating Disorders Coalition + +
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February 26 – March 4, 2018 is Eating Disorders Awareness Week and an opportunity to talk about the connection between bullying and eating disorders.

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Carlos Dunlap talks with kids on his anti-bullying tour. + + +
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Choose Kindness and Sportsmanship, Not Bullying

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+ Feb 07, 2018 + By: Carlos Dunlap, NFL player with the Cincinnati Bengals + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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You might think that an NFL player wouldn’t know what it feels like to be bullied, but I do.

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Read How far can you move the needle on bullying prevention? + + +
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How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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Preventing Suicide: A Technical Package of Policy, Programs, and Practices + + +
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New CDC Resource Can Help States and Communities Prevent Suicide Among Youth

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+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. 

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Read That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying + + +
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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression.

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New CDC Resource Can Help States and Communities Prevent Youth Violence

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+ Jun 14, 2017 + By: Corinne David-Ferdon, + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Bullying is a form of youth violence – and the U.S. Centers for Disease Control and Prevention has resources states and communities can use to stop it.

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Making Bullying Prevention Part of the Medical Profession’s DNA

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+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

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Everyone Can Help Stop Bullying of Children With Tourette Syndrome

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+ Jun 03, 2015 + By: Angelika H. Claussen, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + + and Rebecca H. Bitskov, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + +
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May 15-June 15 is Tourette Syndrome Awareness Month.

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Bullying and Binge Eating Disorder (BED)

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+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

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The Importance of the Recommendations for Media Reporting on Bullying

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Health

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Federal Partners in Bullying Prevention
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

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+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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+
+
+
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+
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Health

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Warning Signs
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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Can Kindness Overcome Bullying?

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+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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While being kind might sound easy, it is complex.

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Making Bullying Prevention Part of the Medical Profession’s DNA

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+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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boys-bump-fists-730x487.jpeg + + +
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Can Kindness Overcome Bullying?

+ + +
+
+ Jul 26, 2017 + By: Susan Swearer, Professor with the University of Nebraska–Lincoln and Co-Director of the Bullying Research Network + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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While being kind might sound easy, it is complex.

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Making Bullying Prevention Part of the Medical Profession’s DNA

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+ + +
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+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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Pueblo City Schools, Pueblo, Colorado Safe Haven: Building Community Support

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+ Mar 05, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Kim Storey, EdD, National Center for Mental Health Promotion and Youth Violence Prevention + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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After a survey found that students didn’t feel safe in their Pueblo, Colorado community, the Safe Haven for Pueblo Bullying Victims Project stepped in to mak

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Information

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Laws and Policies

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New OJJDP Resource Helps Schools Implement Evidence-Based Bullying Prevention Programs

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+ Nov 29, 2016 + By: Jennifer Tyson, Research Coordinator, Office of Juvenile Justice and Delinquency Prevention (OJJDP) + + +
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The I-Guide discusses how to assess or understand school-based bullying and recommends ways to implement the right program for a particular school.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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New Video Resource: Bullying, Harassment, & Civil Rights

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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+ U.S. flag +
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An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Mental Health

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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Mentoring

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
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Online

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Read New Cyberbullying Content on Revamped StopBullying.gov + + +
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+ + +

New Cyberbullying Content on Revamped StopBullying.gov

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Posted In
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Cyberbullying
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Warning Signs
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Tagged
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Resources
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Online
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Research
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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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+ + +

Bullying Knows No Boundaries – Lessons Learned from the UK

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+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Response
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Tagged
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Community Organizations
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Online
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Research
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The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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+ +
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Posted In
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+
Cyberbullying
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+
Tagged
+
+
Educators
+
Harassment
+
Online
+
Parents
+
Resources
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Social Media
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Cyberbullying is bullying that takes place using electronic technology.

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Online

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Read New Cyberbullying Content on Revamped StopBullying.gov + + +
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New Cyberbullying Content on Revamped StopBullying.gov

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Posted In
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+
Cyberbullying
+
Warning Signs
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Tagged
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Resources
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Online
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Research
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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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+ +
+ + +

Bullying Knows No Boundaries – Lessons Learned from the UK

+

+ + +
+
+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Online
+
Research
+
Resources
+
+
+ +

The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

+

+ + +
+
+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Educators
+
Harassment
+
Online
+
Parents
+
Resources
+
Social Media
+
+
+ +

Cyberbullying is bullying that takes place using electronic technology.

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+ + +
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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Online

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Back to School with StopBullying.gov

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Tagged
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Community
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Online
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Parents
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Resources
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School
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Now that September has rolled around again and it's back to school, it's also a great time to help kids prevent bullying.

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New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

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+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Online
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Research
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Social Media
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Social media, when done right, holds great promise for public health practitioners.

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ + +
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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Cyberbullying
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Tagged
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Educators
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Elementary school
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Online
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Secondary school
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Posted In
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Prevention
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Tagged
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Community Organizations
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Effects
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Elementary school
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Health
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Online
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Research
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Secondary school
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Social Media
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Violence
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Online
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The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying.

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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Response
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Educators
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Effects
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Online
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Research
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Resources
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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Posted In
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Prevention
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Tagged
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Community
+
Community Organizations
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Events
+
Federal
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Health
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Online
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Resources
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Secondary school
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Social Media
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Student Leaders
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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+ + +
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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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+ +
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Online

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Vote in the StopBullying.gov Video Challenge!

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Online
+
Secondary school
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Social Media
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Student Leaders
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Youth, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Response
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Challenge
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Community
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Community Organizations
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Events
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Federal
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Online
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Secondary school
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Social Media
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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Protect Kids Online at OnGuardOnline.gov

+

+ + +
+
+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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+ +
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Posted In
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Cyberbullying
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Tagged
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Effects
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Federal
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Online
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Resources
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Social Media
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Texting
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Today’s kids use technology more than ever.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
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+
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+ +
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Parents

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
+
+ +
+ + +

Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
+
+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/parents?page=0 b/blog/tags/parents?page=0 new file mode 100644 index 0000000..84940ed --- /dev/null +++ b/blog/tags/parents?page=0 @@ -0,0 +1,1641 @@ + + + + + + + + + + + + + + + + + + + + + Parents | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
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+
+
+ +
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+ + + + +
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  3. + Parents +
    4. +
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Parents

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+ +
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+
A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
+
+ +
+ + +

Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
+
+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

+ +
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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/parents?page=1 b/blog/tags/parents?page=1 new file mode 100644 index 0000000..235ebf5 --- /dev/null +++ b/blog/tags/parents?page=1 @@ -0,0 +1,1633 @@ + + + + + + + + + + + + + + + + + + + + + Parents | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
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+ + + + +
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  1. + Home +
    2. +
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  3. + Parents +
    4. +
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Parents

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A teacher works with a student with a disability + + +
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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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An official website of the United States government

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Parents

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Read That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying + + +
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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression.

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Cyberbullying is bullying that takes place using electronic technology.

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Back to School with StopBullying.gov

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Now that September has rolled around again and it's back to school, it's also a great time to help kids prevent bullying.

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Stopping Bullying from the Beginning

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+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The earlier we start, the better the outcomes - experts agree that the foundation for healthy relationships begins at birth.

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Making Bullying Everyone’s Business

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+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations.

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Everyone Can Help Stop Bullying of Children With Tourette Syndrome

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+ Jun 03, 2015 + By: Angelika H. Claussen, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + + and Rebecca H. Bitskov, Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Child Development Studies Team + +
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May 15-June 15 is Tourette Syndrome Awareness Month.

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Federal Partners in Bullying Prevention
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying.

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Empowering Adopted Youth to Handle Questions or Comments About Adoption

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+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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It is the rare adopted child who has not received questions and comments about adoption.

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Warning Signs
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Parents

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Teaching Social Skills to Prevent Bullying in Young Children

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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Bullying among young children is not uncommon.

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Preschool

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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Student Leaders
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Teachers
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

+

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Posted In
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Prevention
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Tagged
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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Teaching Social Skills to Prevent Bullying in Young Children

+

+ + +
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+ Jan 03, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + and Ron Slaby, PhD, National Center for Mental Health Promotion and Youth Violence Prevention, Substance Abuse and Mental Health Services Administration + +
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Posted In
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Prevention
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Tagged
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Educators
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Effects
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Parents
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Preschool
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Bullying among young children is not uncommon.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/prevention b/blog/tags/prevention new file mode 100644 index 0000000..637e6e9 --- /dev/null +++ b/blog/tags/prevention @@ -0,0 +1,1456 @@ + + + + + + + + + + + + + + + + + + + + + Prevention | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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An official website of the United States government

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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Prevention

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Posted In
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Tagged
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Community
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+ +

A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/research b/blog/tags/research new file mode 100644 index 0000000..cf43b66 --- /dev/null +++ b/blog/tags/research @@ -0,0 +1,1633 @@ + + + + + + + + + + + + + + + + + + + + + Research | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
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Research

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
+
+ +
+ + +

School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Posted In
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Prevention
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Tagged
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Community
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Educators
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Prevention
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+
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+ +

A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

+ +
+ +
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+ + +
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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
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+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
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Tagged
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Community
+
Counselors
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Educators
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Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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Girl looks as other girls gossip about her + + +
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Bullying Has Negative Consequences For All Involved

+ + +
+
+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Research
+
+
+ +

Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

+ +
+ +
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+ + +
+
+
+ +
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+
First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
+
+ +
+ + +

2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

+ + +
+
+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Research
+
Federal
+
Community Organizations
+
+
+ +

Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Read New Cyberbullying Content on Revamped StopBullying.gov + + +
+
+ +
+ + +

New Cyberbullying Content on Revamped StopBullying.gov

+ + +
+
+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Cyberbullying
+
Warning Signs
+
+
+ +
+
Tagged
+
+
Resources
+
Online
+
Research
+
+
+ +

The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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+
Preventing Suicide: A Technical Package of Policy, Programs, and Practices + + +
+
+ +
+ + +

New CDC Resource Can Help States and Communities Prevent Suicide Among Youth

+ + +
+
+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Health
+
Research
+
+
+ +

CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. 

+ +
+ +
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+ + +
+
+
+ +
+
+ +
+ + +

Bullying Knows No Boundaries – Lessons Learned from the UK

+

+ + +
+
+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Online
+
Research
+
Resources
+
+
+ +

The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/research?page=0 b/blog/tags/research?page=0 new file mode 100644 index 0000000..2aa0d9f --- /dev/null +++ b/blog/tags/research?page=0 @@ -0,0 +1,1633 @@ + + + + + + + + + + + + + + + + + + + + + Research | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
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+ +
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+
+
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Research

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+ + +
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+ + +
+
+ +
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+
+
A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
+
+ +
+ + +

School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Educators
+
Prevention
+
Research
+
School
+
Teachers
+
+
+ +

A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+
+
Girl looks as other girls gossip about her + + +
+
+ +
+ + +

Bullying Has Negative Consequences For All Involved

+ + +
+
+ Oct 10, 2019 + By: Caroline B.R. Evans, Ph.D., North Carolina Youth Violence Prevention Center (NC YVPC) + + and Khiya J. Marshall, Dr.P.H., National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (NCIPC, CDC) + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Paul R. Smokowski, Ph.D., NC YVPC, and School of Social Welfare, University of Kansas + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
Response
+
+
+ +
+
Tagged
+
+
Research
+
+
+ +

Bullying is an unwanted aggressive behavior characterized by repetition (i.e., it is repeated or has a high likelihood of being repeated), and a power imbala

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
First Lady Melania Trump Addresses the 2018 Federal Partners in Bullying Prevention Summit on Cyberbullying + + +
+
+ +
+ + +

2018 Federal Partners in Bullying Prevention Summit on Cyberbullying

+ + +
+
+ Sep 28, 2018 + By: Nicole White, Program Specialist for the Office of Safe and Healthy Students of the U.S. Department of Education, and StopBullying.gov Editorial Board Member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Research
+
Federal
+
Community Organizations
+
+
+ +

Former First Lady Melania Trump talked about online safety and highlighted her initiative that encourages teaching children the importance of social, emotion

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Read New Cyberbullying Content on Revamped StopBullying.gov + + +
+
+ +
+ + +

New Cyberbullying Content on Revamped StopBullying.gov

+ + +
+
+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Cyberbullying
+
Warning Signs
+
+
+ +
+
Tagged
+
+
Resources
+
Online
+
Research
+
+
+ +

The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

+ +
+ +
+
+ + +
+
+
+ +
+
+
+
Preventing Suicide: A Technical Package of Policy, Programs, and Practices + + +
+
+ +
+ + +

New CDC Resource Can Help States and Communities Prevent Suicide Among Youth

+ + +
+
+ Sep 14, 2017 + By: Deb Stone, Sc.D., M.S.W., M.P.H., CDC’s National Center for Injury Prevention and Control + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Health
+
Research
+
+
+ +

CDC’s suicide prevention technical package is based on the best available evidence to prevent or reduce public health problems like suicide. 

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Bullying Knows No Boundaries – Lessons Learned from the UK

+

+ + +
+
+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Online
+
Research
+
Resources
+
+
+ +

The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

+
+ +
+ +
+
+ + +
+
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/research?page=1 b/blog/tags/research?page=1 new file mode 100644 index 0000000..aaaf10f --- /dev/null +++ b/blog/tags/research?page=1 @@ -0,0 +1,1599 @@ + + + + + + + + + + + + + + + + + + + + + Research | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Research +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
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+ + +
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Research

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+
+ +
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New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

+ + +
+
+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
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+
Online
+
Research
+
Social Media
+
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+ +

Social media, when done right, holds great promise for public health practitioners.

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+ + +
+
+
+ +
+
+ +
+ + +

Restorative Justice Practices and Bullying Prevention

+

+ + +
+
+ Mar 02, 2016 + By: Jessica Swain-Bradway, Ph.D., Research and Evaluation Director, Midwest PBIS Network + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Research
+
Resources
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States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expu

+ +
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+
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+ + +

Stopping Bullying from the Beginning

+

+ + +
+
+ Aug 06, 2015 + By: Allison Lowe-Fotos, MSW, LCSW, Policy Specialist, Illinois Policy, Ounce of Prevention Fund + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Elementary school
+
Parents
+
Research
+
+
+ +

The earlier we start, the better the outcomes - experts agree that the foundation for healthy relationships begins at birth.

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+
+ +
+ + +

Making Bullying Prevention Part of the Medical Profession’s DNA

+

+ + +
+
+ Jul 22, 2015 + By: Joseph L. Wright, MD, MPH, Professor and Chair, Department of Pediatrics and Child Health, Howard University College of Medicine + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
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Posted In
+
+
Specific Groups
+
+
+ +
+
Tagged
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+
Health
+
Help
+
Research
+
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+ +

As a pediatric emergency medicine physician, seeing sick and injured kids in and out of your emergency department can be difficult, but a part of the job.

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+ + +
+
+
+ +
+
+ +
+ + +

Making Bullying Everyone’s Business

+

+ + +
+
+ Jun 24, 2015 + By: Jaana Juvonen, Ph.D., Professor of Psychology, University of California, Los Angeles + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Educators
+
Parents
+
Research
+
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+ +

Bullying is more than a problem of one child bullying another. The power imbalance that defines bullying is also reflected in classroom social relations.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Bullying Rates Drop

+ + +
+
+ May 15, 2015 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Research
+
Secondary school
+
+
+ +

Bullying remains a serious issue for students and their families, and efforts to reduce bullying concern policy makers, administrators, and educators.

+ +
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+
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+
+
+ +
+
+ +
+ + +

Bullying and Binge Eating Disorder (BED)

+

+ + +
+
+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Health
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Research
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Secondary school
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Prevention
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Tagged
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Community Organizations
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Effects
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Elementary school
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Health
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Online
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Secondary school
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Violence
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Federal Partners in Bullying Prevention
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Educators
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Effects
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Federal
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Social Media
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Research

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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What is Bullying? A New Uniform Definition for Research

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+ Feb 10, 2014 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and R. Matthew Gladden, Division of Violence Prevention, Centers for Disease Control and Prevention + +
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In order to stop bullying before it begins, it is necessary to improve the consistency and comparability of data on bullying.

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Suicide
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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Effects
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Federal
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Health
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Parents
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Research
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Social Media
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Youth with Disabilities
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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+ U.S. flag +
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An official website of the United States government

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+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Research

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+ + +
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+
+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Posted In
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Prevention
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Tagged
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Resources
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Asian American Pacific Islander
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Data
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Information
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Survey
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AAPI
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Posted In
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Response
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Counselors
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Educators
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Elementary school
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Preschool
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Research
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Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
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+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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Resources

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Little girl bullying in school classroom. + + +
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+ + +

Building Support for Asian American Youth through the Pandemic and Beyond

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+
+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Resources
+
Asian American Pacific Islander
+
Data
+
Information
+
Survey
+
AAPI
+
+
+ +

Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

+ +
+ +
+
+ + +
+
+
+ + +
+
+ + +
+
+ + +
+
+ +
+
+
+
Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
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+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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+ +
+ +
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Resources

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Read New Cyberbullying Content on Revamped StopBullying.gov + + +
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New Cyberbullying Content on Revamped StopBullying.gov

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+ Oct 31, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Posted In
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Cyberbullying
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Warning Signs
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Tagged
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Online
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Research
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The redeveloped StopBullying.gov makes it easier to understand what cyberbullying is, where the vulnerable online spaces are, and how best to respond when on

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Read How far can you move the needle on bullying prevention? + + +
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How far can you move the needle on bullying prevention?

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+ Oct 04, 2017 + By: Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Federal Partners in Bullying Prevention
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After an exhaustive review of research, the Assessing Prevention and Implementing Change resource was developed by the Health Resources and Services Administ

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Read That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying + + +
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That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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+
+ Jul 12, 2017 + By: Tatiana Falcone, M.D., FAPA, Child and Adolescent Psychiatrist with the Epilepsy Center at the Cleveland Clinic + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Prevention
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We know that for otherwise healthy children, bullying can affect social skills and friendships, self-esteem, and may increase anxiety and depression.

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New CDC Resource Can Help States and Communities Prevent Youth Violence

+

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+ Jun 14, 2017 + By: Corinne David-Ferdon, + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Bullying is a form of youth violence – and the U.S. Centers for Disease Control and Prevention has resources states and communities can use to stop it.

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Bullying Knows No Boundaries – Lessons Learned from the UK

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+ Jan 26, 2017 + By: Liam Hackett, Founder and CEO of Ditch the Label + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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The impact of bullying behavior is not confined to geographic boundaries. Negative impacts and lessons learned can be found across the world.

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

+

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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Cyberbullying
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Tagged
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Educators
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Harassment
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Online
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Parents
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Resources
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Social Media
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Cyberbullying is bullying that takes place using electronic technology.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/resources?page=2 b/blog/tags/resources?page=2 new file mode 100644 index 0000000..ee45f69 --- /dev/null +++ b/blog/tags/resources?page=2 @@ -0,0 +1,1602 @@ + + + + + + + + + + + + + + + + + + + + + Resources | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Back to School with StopBullying.gov

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Now that September has rolled around again and it's back to school, it's also a great time to help kids prevent bullying.

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Restorative Justice Practices and Bullying Prevention

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+ Mar 02, 2016 + By: Jessica Swain-Bradway, Ph.D., Research and Evaluation Director, Midwest PBIS Network + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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States and districts are increasingly in support of policies and practices that shift school discipline away from zero tolerance, such as suspension and expu

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The Warning Signs of Bullying

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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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At the National Suicide Prevention Lifeline , we believe it's important to raise awareness about the effects of bullying.

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Take Action Today Blog Series Booklet: Now Available!

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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

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October is National Bullying Prevention Awareness Month

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+ Oct 05, 2015 + By: Julie Hertzog, Director, PACER’s National Bullying Prevention Center + + and Sally Harris, U.S. Department of Health and Human Services + +
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This month, thousands of schools, communities, organizations, and individuals will come together to raise awareness for bullying prevention.

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Take Action Today: Preventing Bullying from the Very Beginning

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+ Apr 02, 2015 + By: Dr. Rosemarie Truglio, Senior Vice President, Content and Research, Sesame Workshop + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Big Bird changes himself to try to become a member of the “Good Birds Club” in a Sesame Street episode developed specifically to address bullying. ©

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Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

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+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

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CDC’s Essentials for Parenting Toddlers and Preschoolers: Using Positive Parenting to Promote Safe, Stable, and Nurturing Relationships

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+ Dec 17, 2014 + By: Beverly Fortson, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Colby Lokey, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + and Tessa Burton, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + +
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Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and PreventionParents help their kids.

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The Importance of the Recommendations for Media Reporting on Bullying

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/resources?page=3 b/blog/tags/resources?page=3 new file mode 100644 index 0000000..f7b6503 --- /dev/null +++ b/blog/tags/resources?page=3 @@ -0,0 +1,1621 @@ + + + + + + + + + + + + + + + + + + + + + Resources | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Resources

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Bullying Prevention in 2014: HRSA’s Perspective

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+ Oct 22, 2014 + By: Mary K. Wakefield, PhD, RN, Administrator, Health Resources and Services Administration + + +
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Effects
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Resources
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Alongside communities across the country, the Health Resources and Services Administration (HRSA) is promoting Bullying Prevention Awareness Month.

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Take Action Today: Mayors Bringing the Community Together to Stop Bullying

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+ Oct 15, 2014 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Lee Hirsch, The BULLY Project + and Tom Cochran, CEO and Executive Director, U.S. Conference of Mayors + +
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In the post below, Tom Cochran and Lee Hirsch discuss their new joint initiative to spark action on bullying prevention nationwide.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Effects
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Federal
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Health
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Research
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Resources
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Social Media
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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Take Action Today: How Families and Students Can Take the Lead in Creating Safer School Environments

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+ Sep 16, 2014 + By: Mary Pat King, National Parent Teacher Association + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The National Parent Teacher Association (PTA) is committed to ensuring all children can learn in a safe school environment that is free of bullying.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Educators
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Elementary school
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Federal
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Laws and Policies
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New Video Resource: Bullying, Harassment, & Civil Rights

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community Organizations
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Educators
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Effects
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Elementary school
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Federal
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Health
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Resources
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Secondary school
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Social Media
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Student Leaders
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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Effects
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Online
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Natasha Herring, a manager with D.C.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/resources?page=4 b/blog/tags/resources?page=4 new file mode 100644 index 0000000..c805599 --- /dev/null +++ b/blog/tags/resources?page=4 @@ -0,0 +1,1611 @@ + + + + + + + + + + + + + + + + + + + + + Resources | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
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Resources

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

+

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+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

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Empowering Adopted Youth to Handle Questions or Comments About Adoption

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+ Feb 24, 2014 + By: Ellen Singer, Center for Adoption Support and Education + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Specific Groups
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Effects
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It is the rare adopted child who has not received questions and comments about adoption.

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What is Bullying? A New Uniform Definition for Research

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+ Feb 10, 2014 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and R. Matthew Gladden, Division of Violence Prevention, Centers for Disease Control and Prevention + +
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Posted In
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Federal Partners in Bullying Prevention
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Federal
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Research
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In order to stop bullying before it begins, it is necessary to improve the consistency and comparability of data on bullying.

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What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

+

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Posted In
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Risk Factors
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Tagged
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Effects
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Help
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Research
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Resources
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Suicide
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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Posted In
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Prevention
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Tagged
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Community
+
Community Organizations
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Events
+
Federal
+
Health
+
Online
+
Resources
+
Secondary school
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Social Media
+
Student Leaders
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/resources?page=5 b/blog/tags/resources?page=5 new file mode 100644 index 0000000..bc008e5 --- /dev/null +++ b/blog/tags/resources?page=5 @@ -0,0 +1,1614 @@ + + + + + + + + + + + + + + + + + + + + + Resources | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Resources +
    4. +
+ +
+ +
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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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Protect Kids Online at OnGuardOnline.gov

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Today’s kids use technology more than ever.

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Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention

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+ Aug 16, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Resources
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When leaders began a major effort to raise awareness about bullying, some groups insisted bullying was a normal part of growing up or “kids just being kids.”

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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School

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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Tagged
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Elementary school
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Health
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School
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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School

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
+
+ +
+ + +

Back to School: Let’s Respect Mask Wearing Decisions

+ + +
+
+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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+ +
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Posted In
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+
Prevention
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Tagged
+
+
Educators
+
Elementary school
+
Health
+
Parents
+
School
+
Teachers
+
Youth with Disabilities
+
+
+ +

When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

+ +
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+ + +
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+
+ +
+
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+
A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

+ + +
+
+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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Posted In
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+
Prevention
+
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Tagged
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+
Community
+
Educators
+
Prevention
+
Research
+
School
+
Teachers
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+ +

A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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School

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New OJJDP Resource Helps Schools Implement Evidence-Based Bullying Prevention Programs

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+ Nov 29, 2016 + By: Jennifer Tyson, Research Coordinator, Office of Juvenile Justice and Delinquency Prevention (OJJDP) + + +
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The I-Guide discusses how to assess or understand school-based bullying and recommends ways to implement the right program for a particular school.

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Back to School with StopBullying.gov

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+ Sep 08, 2016 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Now that September has rolled around again and it's back to school, it's also a great time to help kids prevent bullying.

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
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Secondary school

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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Response
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Federal Partners in Bullying Prevention
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Elementary school
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Preschool
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Resources
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Student Leaders
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

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+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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+ Secure .gov websites use HTTPS +

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Secondary school

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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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Response
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Federal Partners in Bullying Prevention
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Elementary school
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Student Leaders
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Upstander
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On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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Using Community Policing in Schools to Prevent and Respond to Bullying and Intolerance

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+ May 10, 2016 + By: Nazmia E.A. Comrie, U.S. Department of Justice Office of Community Oriented Policing Services + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Community policing is the concept of law enforcement and the community working together to ensure public safety for all in the community.

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Developing Youth and Adult Partnerships Can Help Address Bullying

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+ Mar 17, 2016 + By: Karen Pace, Health & Nutrition Institute, Michigan State University Extension + + and Amy McCune, 4-H National Headquarters, NIFA/USDA + +
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Youth-adult partnerships involve multiple youth and adults working together to address issues important to the overall health of people, groups and communiti

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Protecting Our Muslim Youth from Bullying: the Role of the Educator

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+ Feb 09, 2016 + By: Jinnie Spiegler, Director of Curriculum, Anti-Defamation League + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Not since the days and months after September 11 has the Muslim community faced anti-Muslim bias and bullying that has been seen over the past several months

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+ U.S. flag +
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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Secondary school

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Bullying Can Happen Anywhere – Online and Offline

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+ Jan 14, 2016 + By: Leslie Preddy, President of American Association of School Librarians (AASL) and school librarian at Perry Meridian Middle School in Indianapolis, Indiana + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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The library is one of the safe places at school - where everyone can feel welcome and comfortable asking for advice and resources.

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Take Action Today Blog Series Booklet: Now Available!

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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

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Overcoming Perceived Differences to Prevent Bullying

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+ Oct 14, 2015 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + +
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Longer ago than I like to admit, I was a Puerto Rican middle school student.

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Take Action Today: Where Policy Meets Practice in Making Schools Safer

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+ May 27, 2015 + By: Dr. Stephen West, Superintendent, Winona Area Public Schools + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The top priority of school administrators is protecting students. Preventing bullying supports empowering teachers and educators to reach all children.

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Bullying Rates Drop

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+ May 15, 2015 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Bullying remains a serious issue for students and their families, and efforts to reduce bullying concern policy makers, administrators, and educators.

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Bullying and Binge Eating Disorder (BED)

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+ May 12, 2015 + By: Chevese Turner, Founder, President & CEO, The Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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It was time for everyone in my 6th grade class to line up in the school gym for our annual weight/height measurements by the school nurse.

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How Should Law Enforcement Respond to Cyberbullying Incidents?

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+ Apr 15, 2015 + By: Laurie Nathan, Deputy Director, Programs and Partnerships, National Center for Missing & Exploited Children + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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More and more, law-enforcement officers are being called in to handle cases of cyberbullying among kids and teens.

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Overcoming Challenges Through Perseverance and the Arts

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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Profiles/Voices from the Field
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Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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Starting the Conversation: Creating Inclusive Learning Environments Through Exploration of Identity

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+ Feb 19, 2015 + By: Seth A. Gordon-Lipkin, Project Director, Education, Anti-Defamation League Washington DC Regional Office + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute works with schools and communities around the country to build safe, inclusive and respectful l

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Take Action Today: Creating Safe School Environments and Building Bridges

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+ Feb 03, 2015 + By: Mo Canady, National Association of School Resource Officers + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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There are more than 14,000 School Resource Officers (SROs) serving in elementary, middle and high schools across the United States.

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Secondary school

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Take Action Today: School Nurses Strive to Build Positive School Climates

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+ Nov 13, 2014 + By: Carolyn Duff, National Association of School Nurses + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Carolyn Duff, president of the National Association of School Nurses reflects on the role school-located health professionals play in bullying prevention.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Prevention
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Effects
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Elementary school
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Health
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Online
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Social Media
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Violence
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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New Video Resource: Bullying, Harassment, & Civil Rights

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+ Sep 03, 2014 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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New Video Resource: Bullying, Harassment, & Civil Rights

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Federal Partners in Bullying Prevention
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Federal
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Social Media
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Student Leaders
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White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Natasha Herring, a manager with D.C.

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Prevention
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/secondary-school?page=3 b/blog/tags/secondary-school?page=3 new file mode 100644 index 0000000..68c76f5 --- /dev/null +++ b/blog/tags/secondary-school?page=3 @@ -0,0 +1,1617 @@ + + + + + + + + + + + + + + + + + + + + + Secondary school | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
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  1. + Home +
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Secondary school

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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Posted In
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Profiles/Voices from the Field
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Tagged
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Community
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Community Organizations
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Effects
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Secondary school
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Social Media
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Student Leaders
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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Prevention
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Student Leaders
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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Effects
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Elementary school
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Federal
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Secondary school
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Youth with Disabilities
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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Bullying at Camp – What Parents Should Know

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+ Jul 30, 2013 + By: Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + + +
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Posted In
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Specific Groups
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Tagged
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Community
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Parents
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Secondary school
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It's summertime! School's out and there is a good chance that your kids will be spending some time at summer camp.

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+ U.S. flag +
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An official website of the United States government

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+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Secondary school

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Response
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Training
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Posted In
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Warning Signs
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Tagged
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Effects
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Health
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Help
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Suicide
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Secondary school

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PODCAST: Talking About Bullying

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+ Dec 28, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Tagged
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Community
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Elementary school
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Parents
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Resources
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Secondary school
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Bullying can happen anywhere. It can happen in person, online, or behind your back. But there are some groups that are at higher risk.

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Posted In
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Profiles/Voices from the Field
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Tagged
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Community Organizations
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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Vote in the StopBullying.gov Video Challenge!

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Online
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Secondary school
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Social Media
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Student Leaders
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Youth, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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Defending Childhood: Challenging Our Perceptions on Bullying

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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Posted In
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence.

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Response
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Tagged
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Challenge
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Community
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Community Organizations
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Events
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Federal
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Online
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Secondary school
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Social Media
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/secondary-school?page=6 b/blog/tags/secondary-school?page=6 new file mode 100644 index 0000000..88e2434 --- /dev/null +++ b/blog/tags/secondary-school?page=6 @@ -0,0 +1,1131 @@ + + + + + + + + + + + + + + + + + + + + + Secondary school | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Secondary school

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Summer Camps ‘Explore’ New Lessons in Reading and Bullying Prevention

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+ Aug 16, 2012 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Tagged
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Community
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Community Organizations
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Elementary school
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Resources
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Secondary school
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When leaders began a major effort to raise awareness about bullying, some groups insisted bullying was a normal part of growing up or “kids just being kids.”

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
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+ + + + +
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  1. + Home +
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Social Media

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Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

+

+ + +
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+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Posted In
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Cyberbullying
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Tagged
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Educators
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Harassment
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Online
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Parents
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Resources
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Social Media
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Cyberbullying is bullying that takes place using electronic technology.

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New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

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+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Online
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Research
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Social Media
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Social media, when done right, holds great promise for public health practitioners.

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The Importance of the Recommendations for Media Reporting on Bullying

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Posted In
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Suicide
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Posted In
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Prevention
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Community Organizations
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Effects
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Elementary school
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Health
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Online
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Research
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Social Media
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Violence
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Effects
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Federal
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Social Media
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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+
Federal Partners in Bullying Prevention
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+ +
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Tagged
+
+
Community Organizations
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Educators
+
Effects
+
Elementary school
+
Federal
+
Health
+
Resources
+
Secondary school
+
Social Media
+
Student Leaders
+
White House
+
+
+ +

“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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+ +
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Posted In
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+
Response
+
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Tagged
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Community Organizations
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Educators
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Effects
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Health
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Online
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Research
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Resources
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Social Media
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/social-media?page=0 b/blog/tags/social-media?page=0 new file mode 100644 index 0000000..08431c0 --- /dev/null +++ b/blog/tags/social-media?page=0 @@ -0,0 +1,1623 @@ + + + + + + + + + + + + + + + + + + + + + Social Media | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Social Media +
    4. +
+ +
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Social Media

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+
+ + +
+
+ +
+
+ +
+ + +

Law Enforcement’s Reminder: the Negative Effects of Cyberbullying

+

+ + +
+
+ Oct 27, 2016 + By: LAPD Lieutenant Andrea Grossman, Internet Crimes Against Children Task Force + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Cyberbullying
+
+
+ +
+
Tagged
+
+
Educators
+
Harassment
+
Online
+
Parents
+
Resources
+
Social Media
+
+
+ +

Cyberbullying is bullying that takes place using electronic technology.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

New Journal Article Applies Online Health Communications Best Practices to Bullying Prevention

+ + +
+
+ May 25, 2016 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Online
+
Research
+
Social Media
+
+
+ +

Social media, when done right, holds great promise for public health practitioners.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

The Importance of the Recommendations for Media Reporting on Bullying

+ + +
+
+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Response
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Effects
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Posted In
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Working Together to Provide Resources to Prevent Bullying This Month and Every Month

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+ Sep 30, 2014 + By: Katie Gorscak, U.S. Department of Health and Human Services + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Educators
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Effects
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Federal
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Health
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Parents
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Research
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Resources
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Social Media
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October is National Bullying Prevention Awareness Month, a good time for schools, communities, districts, and states to reduce and prevent bullying.

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Educators
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Effects
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Elementary school
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Federal
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Health
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Resources
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Secondary school
+
Social Media
+
Student Leaders
+
White House
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Bullying Prevention Workshop Brings Together Leaders to Work Towards Solutions

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+ Aug 06, 2014 + By: Michael C. Lu, MD, MPH, Maternal and Child Health Bureau, Health Resources & Services Administration (HRSA) + + +
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Posted In
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On April 9-10, 2014, practitioners, researchers, students, educators, and community members came together at the National Academy of Sciences in Washington,

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+ U.S. flag +
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Social Media

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Community Organizations
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Effects
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Events
+
Federal
+
Secondary school
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Social Media
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Student Leaders
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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Posted In
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Profiles/Voices from the Field
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Tagged
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Community
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Community Organizations
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Effects
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Secondary school
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Social Media
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Student Leaders
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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Posted In
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Prevention
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Tagged
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Community
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Community Organizations
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Events
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Federal
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Health
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Online
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Resources
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Secondary school
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Social Media
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Student Leaders
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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Posted In
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Tagged
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Community
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Educators
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Effects
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Parents
+
Research
+
Social Media
+
Youth with Disabilities
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/social-media?page=2 b/blog/tags/social-media?page=2 new file mode 100644 index 0000000..ea2bd7d --- /dev/null +++ b/blog/tags/social-media?page=2 @@ -0,0 +1,1343 @@ + + + + + + + + + + + + + + + + + + + + + Social Media | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Social Media

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Vote in the StopBullying.gov Video Challenge!

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Federal Partners in Bullying Prevention
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Tagged
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Community
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Online
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Secondary school
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Social Media
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Student Leaders
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Youth, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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A History of Bullying Prevention Month

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+ Oct 02, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + and Julie Holmquist, PACER Center + +
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Posted In
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Prevention
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Tagged
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Community
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Community Organizations
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Educators
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Effects
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Events
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Resources
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Social Media
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Groups across the country committed to stop bullying will release resources, campaigns, and efforts aimed at bringing awareness to this issue facing our yout

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Are You Up to the Challenge? Show Us How You’re More Than a Bystander

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+ Sep 28, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Posted In
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Response
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Tagged
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Challenge
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Community
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Community Organizations
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Events
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Federal
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Online
+
Secondary school
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Social Media
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Federal Partners in Bullying Prevention are looking for informative and entertaining videos with positive messages to youth about being "more than a bys

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Protect Kids Online at OnGuardOnline.gov

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Posted In
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+
Cyberbullying
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Tagged
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Effects
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Federal
+
Online
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Resources
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Social Media
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Texting
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Today’s kids use technology more than ever.

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+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/student-leaders b/blog/tags/student-leaders new file mode 100644 index 0000000..474a971 --- /dev/null +++ b/blog/tags/student-leaders @@ -0,0 +1,1629 @@ + + + + + + + + + + + + + + + + + + + + + Student Leaders | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
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+ + + +
    +
  1. + Home +
    2. +
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  3. + Student Leaders +
    4. +
+ +
+ +
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+
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+ + + +
+
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Student Leaders

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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

+ +
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+ + +
+
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+
Overweight bully + + +
+
+ +
+ + +

Preventing Weight-Based Bullying

+ + +
+
+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Warning Signs
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Educators
+
Student Leaders
+
+
+ +

Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

+

+ + +
+
+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Disabilities
+
Educators
+
Events
+
Federal
+
Student Leaders
+
Youth with Disabilities
+
+
+ +

“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

+ +
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+
+ + +
+
+
+ +
+
+ +
+ + +

Overcoming Challenges Through Perseverance and the Arts

+

+ + +
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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
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+ +
+
Tagged
+
+
Disabilities
+
Secondary school
+
Student Leaders
+
+
+ +

Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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+ +
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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

+

+ + +
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+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Community
+
Student Leaders
+
+
+ +

Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

+

+ + +
+
+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community Organizations
+
Educators
+
Effects
+
Elementary school
+
Federal
+
Health
+
Resources
+
Secondary school
+
Social Media
+
Student Leaders
+
White House
+
+
+ +

“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

+ +
+ +
+
+ + +
+
+
+ + +
+ +
+ + + +
+
+ +
+
+ + +
+
 
+
+
+ +
+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/student-leaders?page=0 b/blog/tags/student-leaders?page=0 new file mode 100644 index 0000000..9785c4e --- /dev/null +++ b/blog/tags/student-leaders?page=0 @@ -0,0 +1,1629 @@ + + + + + + + + + + + + + + + + + + + + + Student Leaders | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Student Leaders +
    4. +
+ +
+ +
+ +
+
+
+ + + +
+
+ +
+ + + +
+
+ + +
+ + + +

Student Leaders

+ + +
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+ + +
+ + +
+
+ + +
+ +
+
+ +
+ +
+
+ + +
+
+ + +
+
+ +
+
+
+
Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+
+
Overweight bully + + +
+
+ +
+ + +

Preventing Weight-Based Bullying

+ + +
+
+ Nov 02, 2018 + By: Joslyn P. Smith, National Eating Disorder Association and Binge Eating Disorder Association + + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Warning Signs
+
Specific Groups
+
+
+ +
+
Tagged
+
+
Educators
+
Student Leaders
+
+
+ +

Many people living in higher-weight bodies have experienced stigma and discrimination. One manifestation of this is weight-based bullying.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

+

+ + +
+
+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
Profiles/Voices from the Field
+
+
+ +
+
Tagged
+
+
Disabilities
+
Educators
+
Events
+
Federal
+
Student Leaders
+
Youth with Disabilities
+
+
+ +

“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

+ +
+ +
+
+ + +
+
+
+ +
+
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Overcoming Challenges Through Perseverance and the Arts

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+ Mar 03, 2015 + By: Thomas Ledbetter, + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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Thomas creates inspirational artwork in his Studio and Media Art class to encourage students to consider the effects of bullying and to inspire hope.

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College Senior Credits Supportive Relationships as Essential to Bullying Prevention

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+ Nov 24, 2014 + By: Whitney Dockrey, Advocate + + and Michelle Boyd, U.S. Department of Health and Human Services + and Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + +
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Bullying is preventable. Having just one friend makes it less likely that a child will be bullied.

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Student Leaders

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4-H Youth Provide Input on Bullying Prevention in Schools

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+ Jul 10, 2014 + By: Kelsey Kannenberg, Howard County Executive + + and Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + +
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April 2014, 34 4-H youth from across the country arrived at US Department of Education (ED) to participate in a briefing as part of the National 4-H Conferen

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Local Parks and Recreation Office Works to Prevent Bullying in Their DC Community

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+ Jun 30, 2014 + By: Natasha Herring, D.C. Department of Parks & Recreation + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Natasha Herring, a manager with D.C.

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Take Action Today: Youth Professionals and Mentors in Bullying Prevention

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+ May 01, 2014 + By: Russell Corker, UNITY Youth Councils Coordinator, Youth Leader and Western Region Representative + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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The United National Indian Tribal Youth (UNITY) organization was an early partner in federal efforts to stop bullying.

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Teen Takes Personal Experiences and Turns Them into Visual Bullying Prevention Campaign

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+ Mar 19, 2014 + By: Michelle Boyd, U.S. Department of Health and Human Services + + and Tifara Brown, 4-H + +
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An image can be more impactful than hundreds of words - especially when it is used to raise awareness of an important issue.

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Federal Partners and Cartoon Network Team Up with Youth

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+ Nov 06, 2013 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + and Alice Cahn, Cartoon Network + +
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The Federal Partners in Bullying Prevention, a group of representatives from across the federal government came up with a great way of having youth and adult

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Teen Shares His Story About Both Sides of Bullying, Advocates Starting Conversations in Communities

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+ Aug 30, 2013 + By: Ann Stock, U.S. Department of Health and Human Services + + and Tyler Pascavis, Youth Advocate + +
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Tyler Pascavis wants us to talk about bullying. He believes that the only way we can put a stop to bullying is to bring it out in the open.

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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Student Leaders

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A Community-Based Approach to Bullying

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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Bullying Victim Turns Advocate to Help Make a Difference in Teens’ Lives

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+ Dec 12, 2012 + By: Anthony Rizkalla, U.S. Department of Education + + +
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Nikki Allinson is a great example of how some students who have been bullied can turn their experience into a passion for helping others.

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Vote in the StopBullying.gov Video Challenge!

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+ Dec 03, 2012 + By: Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + + +
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Federal Partners in Bullying Prevention
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Youth, aged 13 to 18 years, took our challenge and submitted almost 900 entries for the 2012 StopBullying.gov Video Challenge!

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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Following the Summit, What Are You Going to Do to Prevent Bullying?

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+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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Posted In
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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An official website of the United States government

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+ Dot gov +
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+ Secure .gov websites use HTTPS +

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Suicide

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The Warning Signs of Bullying

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+ Oct 29, 2015 + By: Lisa Furst, LMSW, MPH, Assistant Vice President, Training and Quality Improvement, MHA-NYC + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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At the National Suicide Prevention Lifeline , we believe it's important to raise awareness about the effects of bullying.

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The Importance of the Recommendations for Media Reporting on Bullying

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+ Oct 28, 2014 + By: Dr. Dan Reidenberg, Suicide Awareness Voices of Education + + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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Discover why experts created media guidelines and recommendations to use when covering or reporting on the topic of bullying.

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Bullying and Suicide: What’s the Connection?

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+ Dec 30, 2013 + By: Alana Vivolo-Kantor, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention + + and Ellen Singer, Center for Adoption Support and Education + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + and James Wright, LCPC, Public Health Advisor for SAMHSA and Stopbullying.gov Ed Board member + +
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In the past decade, headlines reporting the tragic stories of a young person's suicide death linked in some way to bullying have become regrettably comm

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Mother to Mother

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+ Jan 15, 2013 + By: Anonymous, Mother was a participant in a grant program offered by the Substance Abuse and Mental Health Services Administration + + +
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Late one Tuesday night, I received a text from the mother of my son’s friend. She told me that we needed to talk NOW; would I call her?

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Following the Summit, What Are You Going to Do to Prevent Bullying?

+

+ + +
+
+ Aug 12, 2012 + By: Dr. Deborah Temkin, U.S. Department of Education + + +
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+ +
+ +
+
Posted In
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+
Federal Partners in Bullying Prevention
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Tagged
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Effects
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Federal
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Student Leaders
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Suicide
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Student leaders from Quantico high school, 4H, Baltimore Intersection and DC Mayors Youth Advisory Council played a big role at the Bullying Prevention Summi

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+ U.S. flag +
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An official website of the United States government

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+
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Survey

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Little girl bullying in school classroom. + + +
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Building Support for Asian American Youth through the Pandemic and Beyond

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+ May 10, 2022 + By: Jill Yu, Co-Founder/Managing Director, Act To Change + + and Jamie Lok, Board member, Act To Change + +
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Posted In
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Prevention
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Resources
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Asian American Pacific Islander
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Data
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Information
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Survey
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AAPI
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Since the start of the COVD-19 pandemic, there’s been an alarming rise in harassment and bullying against Asian American communities.

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+ U.S. flag +
+
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An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

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+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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Teachers

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A child in a wheelchair sits at a desk in a classroom with other children and a teacher all wearing masks. + + +
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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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Posted In
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Tagged
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Educators
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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A group of middle school students wearing backpacks smiling and running down a school hall together. + + +
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School-Based Anti-Bullying Interventions Work!

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+ Sep 12, 2022 + By: Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + + and Kevin J. Vagi, PhD, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + and Amy Lansky, PhD, MPH, Community Guide Office, Office of the Associate Director for Policy & Strategy, Centers for Disease Control and Prevention + +
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A review of 69 studies shows school-based anti-bullying interventions reduce bullying—both in-person and cyber—and improve students’ mental health.

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Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
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Empowering Schools to Change Behavior and Attitudes

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+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
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+ +
+ +
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Posted In
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Response
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Federal Partners in Bullying Prevention
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Tagged
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Elementary school
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Research
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Secondary school
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Student Leaders
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Teachers
+
Upstander
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+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

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Sara Kanter + + +
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+ + +

In the Field: Elementary School Counselor Plays a Role in Preventing Bullying

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+ May 24, 2018 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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Posted In
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Profiles/Voices from the Field
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Tagged
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Elementary school
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Teachers
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Counselors
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As a school counselro in Potomac, Maryland, Mrs. Sarah Kanter has made it her mission to cut bullying off at the pass….before it starts.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Texting

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Protect Kids Online at OnGuardOnline.gov

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+ Sep 20, 2012 + By: Aditi Jhaveri, Aditi Jhaveri works at the Division of Consumer and Business Education of the Federal Trade Commission + + and Kaitlyn Harrington, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services + +
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Posted In
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Cyberbullying
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Effects
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Federal
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Online
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Texting
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Today’s kids use technology more than ever.

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+
+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Training

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Take Action Today Blog Series Booklet: Now Available!

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+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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Posted In
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Prevention
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Tagged
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Elementary school
+
Resources
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Secondary school
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Training
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This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

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Take Action Today: How Mental Health Professionals Can Prevent Bullying

+

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+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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Prevention
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Tagged
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Community
+
Health
+
Resources
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Training
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In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

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+ + +
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+ +
+ + +

What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

+

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+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
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Posted In
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Prevention
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Tagged
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Community
+
Community Organizations
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Educators
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Federal
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Resources
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Training
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Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

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A Community-Based Approach to Bullying

+

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+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
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Posted In
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+
Response
+
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Tagged
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+
Community
+
Community Organizations
+
Educators
+
Effects
+
Elementary school
+
Laws and Policies
+
Parents
+
Resources
+
Secondary school
+
Student Leaders
+
Training
+
+
+ +

We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

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+ +
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+ + +

HRSA and GLSEN Work Together in Support of No Name Calling Week

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+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
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+ +
+ +
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Posted In
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+
Federal Partners in Bullying Prevention
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Tagged
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Community
+
Community Organizations
+
Educators
+
Federal
+
Parents
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Resources
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Training
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The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Training

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Take Action Today Blog Series Booklet: Now Available!

+

+ + +
+
+ Oct 21, 2015 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Elementary school
+
Resources
+
Secondary school
+
Training
+
+
+ +

This year StopBullying.gov featured a series of blog posts co-authored by bullying prevention subject matter experts at HRSA and other partner organizations.

+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

Take Action Today: How Mental Health Professionals Can Prevent Bullying

+

+ + +
+
+ Mar 04, 2014 + By: John Kelly, Ph.D., School Psychologist, Commack High School + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Health
+
Resources
+
Training
+
+
+ +

In my 27 years as a school psychologist, I have seen an increase in how many students and families are concerned about bullying.

+
+ +
+ +
+
+ + +
+
+
+ +
+
+ +
+ + +

What’s New on StopBullying.gov: A Redesigned Training Center Plus 11 User Guides

+

+ + +
+
+ Jan 07, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Federal
+
Resources
+
Training
+
+
+ +

Conversations with communities has taught us that training tools are the most sought-after resources promoting bullying prevention research and best practice

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+ +
+ + +

A Community-Based Approach to Bullying

+

+ + +
+
+ Jun 17, 2013 + By: Ken Ulman, Howard County Executive + + and Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + +
+
+ +
+ +
+
Posted In
+
+
Response
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Effects
+
Elementary school
+
Laws and Policies
+
Parents
+
Resources
+
Secondary school
+
Student Leaders
+
Training
+
+
+ +

We needed to tackle bullying and cyber-harassment, after a few serious incidents focused our attention and raised awareness of these problems in our communit

+ +
+ +
+
+ + +
+
+
+ + +
+
+ +
+
+ +
+ + +

HRSA and GLSEN Work Together in Support of No Name Calling Week

+ + +
+
+ Jan 22, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + +
+
+ +
+ +
+
Posted In
+
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Community Organizations
+
Educators
+
Federal
+
Parents
+
Resources
+
Training
+
+
+ +

The Health Resources and Services Administration (HRSA) is proud of its long history of working with the Gay, Lesbian and Straight Education Network (GLSEN)

+ +
+ +
+
+ + +
+
+
+ + +
+ +
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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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+ +
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Training

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Defending Childhood: Challenging Our Perceptions on Bullying

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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Posted In
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+
Response
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Tagged
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Effects
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Federal
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Secondary school
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Training
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Violence
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence.

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

+

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
+
+ +
+ +
+
Posted In
+
+
Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Educators
+
Effects
+
Events
+
Health
+
Student Leaders
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Training
+
Webinar
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+
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
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+ + + + +
+
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    +
  1. + Home +
    2. +
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    4. +
+ +
+ +
+ +
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+ + + +
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+ + +
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Upstander

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+ + +
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+ + +
+ +
+
+ +
+ +
+
+ +
+
+
+
Two diverse school kids walking home together after school and talking together. Back to school photo of diverse school children wearing backpacks in the school yard + + +
+
+ +
+ + +

Empowering Schools to Change Behavior and Attitudes

+ + +
+
+ May 05, 2020 + By: Mary Poulin Carlton, Ph.D., Social Science Analyst, National Institute of Justice (NIJ), U.S. Department of Justice + + +
+
+ +
+ +
+
Posted In
+
+
Response
+
Federal Partners in Bullying Prevention
+
+
+ +
+
Tagged
+
+
Community
+
Counselors
+
Educators
+
Elementary school
+
Preschool
+
Research
+
Resources
+
Secondary school
+
Student Leaders
+
Teachers
+
Upstander
+
+
+ +

On December 3, 2019, the National Institute of Justice (NIJ) and the Federal Partners in Bullying Prevention co-sponsored a webinar, Applying the Latest Rese

+ +
+ +
+
+ + +
+
+
+ + +
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+ + +
+ +
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+
+ +
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+ + +
+
 
+
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+ + + + +
+ + +
+
+ +
+ + + +
+ + + + + + + + + + + + + + + + + + diff --git a/blog/tags/violence b/blog/tags/violence new file mode 100644 index 0000000..0762f42 --- /dev/null +++ b/blog/tags/violence @@ -0,0 +1,1278 @@ + + + + + + + + + + + + + + + + + + + + + Violence | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
+
+ +
+ +
+
+
+ + +
+
+ +
+ +
+ + + + +
+
+
+ + + +
    +
  1. + Home +
    2. +
  2. + Blog +
    3. +
  3. + Violence +
    4. +
+ +
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Violence

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New CDC Resource Can Help States and Communities Prevent Youth Violence

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+ Jun 14, 2017 + By: Corinne David-Ferdon, + + and Melissa C. Mercado-Crespo, PhD, MSc, MA, Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and StopBullying.gov Ed Board member + +
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Bullying is a form of youth violence – and the U.S. Centers for Disease Control and Prevention has resources states and communities can use to stop it.

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Building Capacity to Reduce Bullying – A Workshop Summary from the Institute of Medicine and the National Research Council

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+ Oct 08, 2014 + By: Elizabeth Edgerton, MD, MPH, Health Resources and Services Administration + + and Jennifer Allison, PhD, Director, Children’s Safety Network Program + +
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Every October, communities around the country participate in National Bullying Prevention Awareness Month.

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Defending Childhood: Challenging Our Perceptions on Bullying

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+ Nov 20, 2012 + By: Steffie Rapp, Juvenile Justice Specialist, Office of Justice Programs, U.S. Department of Justice, and StopBullying.gov Ed Board member + + +
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In 2010, Attorney General Eric Holder launched the Defending Childhood initiative to address children’s exposure—as victims and as witnesses—to violence.

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Bullying, Violence, and Gangs

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+ May 14, 2013 + By: Catherine Bradshaw, National Center on Safe and Supportive Learning Environments + + and Ingrid Donato, Chief, Mental Health Promotion Branch, Substance Abuse and Mental Health Services Administration, and StopBullying.gov Ed Board member + +
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The issue of bullying is a growing concern in schools across the United States.

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Bullying Prevention Training for School-Based Health Care Workers, Administrators, and Parents

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+ Oct 09, 2012 + By: Rebecca Bauer, Intern, Health Resources and Services Administration (HRSA) + + +
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It's important to remember that bullying can threaten students' physical and emotional safety at school, and can adversely impact their ability to

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2014 Federal Bullying Prevention Summit Addresses Importance of Collaboration

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+ Aug 28, 2014 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Outstanding” and “irreplaceable” were just two adjectives used to describe the fourth Federal Bullying Prevention Summit – “Keeping Kids Safe: Opportunities

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Youth with Disabilities

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Back to School: Let’s Respect Mask Wearing Decisions

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+ Sep 15, 2022 + By: U.S. Department of Education, Office of Safe and Supportive Schools, + + and Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health, + and StopBullying.gov Ed Board, + +
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When we respect each other’s’ masking decisions, we help create a supportive environment for all students.

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When Students with Disabilities Become Bullying Targets

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+ Mar 26, 2018 + By: Deborah Boyer, MS, University of Delaware, Center for Disabilities Studies + + and John Sadowski, M.Ed., Delaware Department of Education + and Kathryn Tullis, Ph.D., Delaware Division of Public Health + and Maureen Perkins, Public Health Analyst with the Health Resources and Services Administration and StopBullying.gov Ed Board member + and Patricia Burke, BS, Delaware Division of Public Health + +
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Students with a behavioral, emotional, or developmental disability are at a greater risk for bullying – in fact, according to a study published in the Americ

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2016 Federal Bullying Prevention Summit Explores Themes of Tolerance and Inclusion

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+ Sep 27, 2016 + By: Sarah Sisaye, U.S. Department of Education and former  StopBullying.gov Ed Board member + + +
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“Keeping Kids Safe: Promoting Tolerance and Inclusion Among Students to Prevent Bullying" was the theme for the fifth Federal Bullying Prevention Summit

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Why We Don’t Use the Word “Bully” to Label Kids

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+ Oct 23, 2013 + By: Erin Reiney, MPH, CHES, Health Resources and Services Administration (HRSA) and former StopBullying.gov Ed Board member + + and Susan P. Limber, Ph.D., Clemson University + +
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The labels bully, victim, and target are used often by media, researchers and others to refer to children who bully others and children who are bullied.

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Keeping Students with Disabilities Safe from Bullying

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+ Aug 23, 2013 + By: Michael Yudin, Acting Assistant Secretary for ED’s Office of Special Education and Rehabilitative Services + + +
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As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence and bullyi

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Take Action to Prevent Bullying +

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+ Oct 09, 2019 + By: StopBullying.gov Ed Board, + + +
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You care about the children and teens in your family, neighborhood, and community. You want to help prevent bullying, but might not know where to start. There are many things you can do to prevent or address bullying. You can have an impact, whether thru seemingly small, in-the-moment actions to longer term commitments. Here are some ideas on what you can do to make a difference during National Bullying Prevention Awareness Month and all year long.

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In the moment, you can:

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  • Become a trusted adult. When you’re with a child or teen, express interest and listen attentively to them. Ask open-ended questions about what they enjoy at school, with their friends, and what activities they’re most interested in. Pay attention to any warning signs that they may be involved in bullying and provide support or get them help.
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  • Role model positive social behavior. When you witness children or teens being negative, critical or bullying towards their peers, step in. Break it up without blaming. Redirect the conversation. Support the ones involved. Provide positive comments or share your own experiences with bullying. Focus on "do’s" instead of don’ts."
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  • Take action when you witness cyberbullying. When you witness cyberbullying or critical comments being posted online about a child or teenager, reach out privately to the kids involved. Tell them you’re concerned about them. Reach out to their parents or the school. Try changing the conversation with positive comments.
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To provide ongoing, longer-term support, you can:

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  • Become a mentor. Volunteer to mentor a child or teenager. Do you have expertise in a specific area that might overlap with the interests of children or teens? You can mentor them one time or several times and role model supportive, positive relationships. While you’re mentoring, you can show moral engagement and ask questions about their school experiences, including bullying, and provide support.
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  • Become a connection. Start, support, or join community bullying prevention activities. Schools may have bullying prevention efforts already planned. Check in with them to see if there’s a way you can engage local businesses, health and safety professionals, and youth recreation or faith-based groups to participate in or add to these efforts.
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  • Lead a bullying prevention action plan. Get your community engaged in a bullying prevention community action plan. Share facts on bullying in your community via social media and at community meetings. Talk with stakeholders about their interest in addressing bullying. Organize a small group of concerned citizens to start community bullying prevention efforts. Learn more by taking the free training on StopBullying.gov.
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Who Is at Risk +

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No single factor puts a child at risk of being bullied or bullying others. Bullying can happen anywhere—cities, suburbs, or rural towns. Depending on the environment, some groups—youth with disabilities and socially isolated youth—may be at an increased risk of being bullied. Stigma can also spread false and harmful information that can lead to increasing rates of bullying, harassment, and hate crimes against certain groups of people.

Children at Risk of Being Bullied

Generally, children who are bullied have one or more of the following risk factors:

  • Are perceived as different from their peers, such as being overweight or underweight, wearing glasses or different clothing, being new to a school, or being unable to afford what kids consider “cool”
  • Are perceived as weak or unable to defend themselves
  • Are depressed, anxious, or have low self esteem
  • Are less popular than others and have few friends
  • Do not get along well with others, seen as annoying or provoking, or antagonize others for attention

However, even if a child has these risk factors, it doesn’t mean that they will be bullied.

Children More Likely to Bully Others

There are two types of kids who are more likely to bully others:

  • Some are well-connected to their peers, have social power, are overly concerned about their popularity, and like to dominate or be in charge of others.
  • Others are more isolated from their peers and may be depressed or anxious, have low self esteem, be less involved in school, be easily pressured by peers, or not identify with the emotions or feelings of others.

Children who have these factors are also more likely to bully others;

  • Are aggressive or easily frustrated
  • Have less parental involvement or having issues at home
  • Think badly of others
  • Have difficulty following rules
  • View violence in a positive way
  • Have friends who bully others

Remember, those who bully others do not need to be stronger or bigger than those they bully. The power imbalance can come from a number of sources—popularity, strength, cognitive ability—and children who bully may have more than one of these characteristics.

Additional Resources

That Long Pause was Really a Seizure: Understanding Epilepsy and Bullying

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Bullying and Trauma +

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Bullying can have lasting impacts on everyone involved: the person being bullied; bystanders who witness the bullying; and the person who bullies others. In fact, bullying is considered an Adverse Childhood Experience (ACE). ACEs are potentially traumatic events that can have negative, lasting effects on a person's development, the way they interact with others, and how they perform in school. Research has shown that children reporting more ACEs may be more likely to exhibit bullying behavior.

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Understanding Trauma

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The Substance Abuse and Mental Health Services Administration (SAMHSA) defines trauma as a result of an event, series of events, or set of circumstances that an individual experiences as physically or emotionally harmful or life threatening. These experiences can have lasting adverse effects on a person's mental, physical, social, emotional, or spiritual wellbeing.

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Childhood traumatic stress occurs when traumatic events overwhelm a child's or teenager's ability to cope, such as:

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While each child may react differently to trauma, parents, caretakers, and teachers may be able to recognize some signs of traumatic stress. For example, preschool children may have nightmares or fear of separation. Elementary school children may feel shame or anxiety, or have trouble concentrating. Kids in middle and high school may show signs of depression or engage in self-harm behaviors. Child trauma survivors are more likely to have academic problems and increased involvement with the child welfare and juvenile justice systems.

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The Connection between Bullying and Traumatic Stress

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Every individual is different and incidents that traumatize one person may not affect another. As stated by the National Child Traumatic Stress Network (NCTSN), children or teens who have been exposed to trauma and violence may be more likely to bully others and be bullied.

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Some children who experience trauma and bullying may have strong feelings of distress, while other children may appear desensitized. As an example, a study on bullying and post-traumatic stress found that some children may repress their thoughts or feelings about what took place. This can lead to numbness or loss of interest in activities. This study also found that children may experience intrusive thoughts, such as sudden flashbacks of their bullying experience. It is important that caregivers understand how to respond to bullying and are sensitive to possible traumatic stress.

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What Helps After Trauma from Bullying

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Parents, teachers, and other trusted adults can help children or teens who experience traumatic stress from bullying. According to NCTSN's Effective Treatments for Youth Trauma, some approaches that help children and teenagers who have experienced trauma, including bullying, are:

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How Schools and Teachers Can Help

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Schools can adopt a trauma-informed approach, by training teachers and staff skills to handle and recognize traumatic stress or other signs of trauma. These skills allow teachers to help or find other supports and services for students in need.

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Resources like the Trauma-Sensitive Schools Training Package from The National Center on Safe Supportive Learning Environments (NCSSLE) may help schools adopt trauma-informed approaches to create safe and supportive learning environments. These include:

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By adopting trauma-informed approaches, schools can help prevent bullying and trauma at school, and provide a positive school culture for both students and staff.

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Parents, caregivers, teachers, and schools all play an important role in preventing and addressing bullying and its harmful effects.

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Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying—or something else—is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, social, emotional, academic, and mental health issues. Kids who are bullied are more likely to experience:

  • Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.
  • Health complaints
  • Decreased academic achievement—GPA and standardized test scores—and school participation. They are more likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids who bully are more likely to:

  • Abuse alcohol and other drugs in adolescence and as adults
  • Get into fights, vandalize property, and drop out of school
  • Engage in early sexual activity
  • Have criminal convictions and traffic citations as adults 
  • Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

Kids who witness bullying are more likely to:

  • Have increased use of tobacco, alcohol, or other drugs
  • Have increased mental health problems, including depression and anxiety
  • Miss or skip school

The Relationship between Bullying and Suicide

Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors. 

Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse.

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Schools and communities that respect diversity can help protect children against bullying behavior. However, when children are not in supportive environments, they may be at a higher risk of being bullied. Instances of bullying and harassment based on race, ethnicity, national origin, and religion may rise as a response to social, political, and world events. For example, Jewish, Israeli, Muslim, Arab, and Sikh students, as well as Asian American, Native Hawaiian, and Pacific Islander students have all reported increases in bullying and harassment in recent years.

Children of any religion or faith may be bullied because of faith-related practices, such as prayer, fasting, the avoidance of certain foods or activities, and wearing visible faith-related attire. For example, Muslim girls who wear hijabs (head scarves), Sikh boys who wear patka or dastaar (turbans), and Jewish boys who wear a kippah (yarmulke or skullcap) report being targeted because of these visible symbols of their religions. They could even be physically bullied by the forceful removal of these significant clothing items by others.

Children may also be bullied, harassed, or stereotyped based on racial, ethnic, or ancestral characteristics, such as skin color, cultural practices, and language spoken.

When bullying is sufficiently serious and based on race, ethnicity, national origin, or religion, it may be considered discriminatory harassment. Learn more about federal civil rights laws.

If you or someone you know has been bullied because of their race, ethnicity, national origin, or religion at school you can:

  • Notify a school leader or trusted adult.
  • Write down the details.
  • Ask for a language interpreter and translated documents and messages if you need help communicating with school staff in a language other than English.
  • Consider filing a complaint with the U.S. Department of Justice or the U.S. Department of Education. Both agencies can review complaints about schools.

In addition to the resources listed on this page, the federal government can provide help to students and their families, as well as school support staff, teachers, district and school administrators, personnel in institutions of higher education, and state administrators, to improve conditions for learning.” The National Center on Safe Supportive Learning Environments offers a variety of technical assistance.

Resources

Confronting Discrimination Based on National Origin and Immigration Status - PDF
العربي (Arabic) | 简体字 (Chinese – Simplified) | 簡體字 (Chinese – Traditional) | فارسی (Farsi) |Kreyòl ayisyen (Haitian Creole) | پښتو (Pashto) |Soomaali (Somali) | Español (Spanish) | Tiếng Việt (Vietnamese)

Combatting Discrimination Against Asian American, Native Hawaiian, Pacific Islander, and Muslim, Arab, Sikh, and South Asian Students - PDF
العربية (Arabic) |  বাঙালি/বাঙ্গালী (Bengali) | မြန်မာစကား (Burmese) |  ខ្មែរ (Cambodian) | 简体字 (Chinese – Simplified) | 簡體字 (Chinese – Traditional) | Hakha Chin | Hmoob (Hmong) |한국어 (Korean) | ਪੰਜਾਬੀ (Punjabi) | Soomaali (Somali) | Tagalog (Tagalog) | اُردُو (Urdu) | Tiếng Việt (Vietnamese)

Confronting Discrimination Based on Religion in Schools - PDF
العربية (Arabic)

Know Your Rights: Title VI and Religion - PDF

Protecting Students from Discrimination Based on Shared Ancestry or Ethnic Characteristics - PDF
Soomaali (Somali) | Español (Spanish)

Combatting Discrimination Against Asian American, Native Hawaiian, Pacific Islander, and Muslim, Arab, Sikh, and South Asian Students - PDF
العربية (Arabic) |  বাঙালি/বাঙ্গালী (Bengali) | မြန်မာစကား (Burmese) | ខ្មែរ (Cambodian) | 简体字 (Chinese - Simplified) | 簡體字 (Chinese - Traditional) | Hakha Chin | Hmoob (Hmong) | 한국어 (Korean) | ਪੰਜਾਬੀ (Punjabi) | Soomaali (Somali) | Tagalog (Tagalog) | اُردُو (Urdu) | Tiếng Việt (Vietnamese)

Understanding and Preventing Youth Hate Crimes and Identity Based Bullying Virtual Symposium (Day 1) | Office of Juvenile Justice and Delinquency Prevention (ojp.gov)

Understanding and Preventing Youth Hate Crimes and Identity-Based Bullying - PDF

Resources for Preventing and Addressing Islamophobia in Schools

Resources for Preventing and Addressing Antisemitism in Schools

Toolkit of Behavioral Health Resources Pertaining to the Israel-Hamas Conflict (SAMHSA.gov)

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According to the U.S. Department of Defense, in 2023 there were 1.5 million children and youth with parents who serve in the active duty military, National Guard, and Reserve forces. Military-connected children and youth face unique challenges that may impact their risk for bullying. For example, they can experience stressors related to the demands of military life and parental deployment – like changes in family roles and responsibilities, increased responsibility at home, parental separation, financial stress, worry over a deployed parent’s safety, and secondary post-traumatic war trauma.

Frequent Moves and Challenges with Connectedness

Many military families move frequently due to changes in assignments. In addition to the stresses of moving, they may experience changes in their family roles and responsibilities due to deployment. Frequent moves can impact student’s academics and connectedness to peers, relationships with other adult role models like teachers and staff, and engagement in their community and activities. In addition to settling into a new home, they have to adjust to different school environments, policies, peers, and teachers, as well as unfamiliar community settings and cultures. It may be difficult for them to adapt to another unfamiliar environment and form connections, while also feeling the loss of the home and community they left behind. Connectedness with caring, pro-social adults and other military peers who “get it" and activities can help prevent bullying and other forms of youth violence.

A Deployed Parent

Anxiety and stress are factors that may increase the risk of bullying. Another study showed significant increases in stress for children and youth whose parent was or is deployed. A child can feel worried, anxious, and vulnerable. Adolescents and older teens may experience even greater stress than their younger siblings because they often take on more responsibilities at home and have a greater awareness of the potential dangers of deployment. Their deployed parent may be facing combat, danger, injury, and sometimes death. In some cases, deployed parents may not be able to maintain regular communication with their family and this can create additional strain for everyone.

Children and youth need extra support while their parent is deployed. Sometimes that support can come from the deployed parent through phone calls, emails, and video calls. Other supports can help to fill the gap. Caring adults like teachers, neighbors, faith-based leaders, mentors, coaches, and counselors can provide support and encouragement. They can provide regular check-ins and specifically ask about friendships to help reveal isolation or situations of bullying. Counselors can provide tools and referrals for stress management like support groups, counseling, apps, and military-specific resources. They can also strategize how to prevent or address bullying.

Creating a Military-Friendly School

Some military-connected youth attend schools on base, but many attend schools off-base, including those with parents in active-duty or the National Guard or Reserves. A caring and supportive school climate can help protect military connected youth from bullying and have positive effects on their wellbeing. The first few months of entering a new school and a community are an important time for students. Teachers and other school staff need to be aware of the unique stressors and challenges that military connected youth face so that prevention supports can be in place. They can:

  • Create mentor relationships for new students or utilize student leaders to connect new students to school activities and groups.
  • Provide emotional support and encouragement to military connected youth to help them become involved and connected in their new school and community. This includes counselors, mentors, school resource officers, and faith-based leaders.
  • Encourage the parent-teacher organization and parent volunteers to welcome new military families to the school and connect them to the school community and activities.
  • Have school counselors or social workers meet with military connected parents when they first arrive to learn about their specific challenges and help them access school, community, and military resources to address them.
  • Conduct school-based activities that promote belonging like assemblies, clubs, group projects, and extracurricular activities where peer connections happen.
  • Implement evidence-based bullying prevention and intervention strategies rooted in school policy, so everyone understands what bullying is and how it will be handled.
  • Identify symptoms of stress in military youth and work with parents to share school, community, and military support services.
  • Work with parents to connect military youth to military programs for families and youth.

Resources for Military Connected Families and Educators

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There are many other types of aggressive behavior that don't fit the definition of bullying. This does not mean that they are any less serious or require less attention than bullying. Rather, these behaviors require different prevention and response strategies.

Early Childhood

Early childhood often marks the first opportunity for young children to interact with each other. Between the ages of 3 and 5, kids are learning how to get along with each other, cooperate, share, and understand their feelings. Young children may be aggressive and act out when they are angry or don't get what they want, but this is not bullying. Still, there are ways to help children.

Helping Young Children Get Along with Others

Parents, school staff, and other adults can help young children develop skills for getting along with others in age-appropriate ways.

  • Model positive ways for young children to make friends. For example, practice pleasant ways that children can ask to join others in play and take turns in games. Coach older children to help reinforce these behaviors as well. Praise children for appropriate behavior. Help young children understand what behaviors are friendly.
  • Help young children learn the consequences of certain actions in terms they can understand. For example, say "if you don't share, other children may not want to play with you." Encourage young children to tell an adult if they are treated in a way that makes them feel uncomfortable, upset or unhappy, or if they witness other children being harmed.
  • Set clear rules for behavior and monitor children's interactions carefully. Step in quickly to stop aggressive behavior or redirect it before it occurs.
  • Use age-appropriate consequences for aggressive behavior. Young children should be encouraged to say "I'm sorry" whenever they hurt a peer, even accidentally. The apology should also be paired with an action. For example, young children could help rebuild a knocked over block structure or replace a torn paper or crayons with new ones.

Peer Conflict

It is not bullying when two kids with no perceived power imbalance fight, have an argument, or disagree. Conflict resolution or peer mediation may be appropriate for these situations.

Teen Dating Violence

Teen dating violence is intimate partner violence that occurs between two young people who are, or once were, in a relationship.

Hazing

Hazing is the use of embarrassing and often dangerous or illegal activities by a group to initiate new members.

Gang Violence

There are specialized approaches to addressing violence and aggression within or between gangs.

Harassment

Although bullying and harassment sometimes overlap, not all bullying is harassment and not all harassment is bullying. Under federal civil rights laws, harassment is unwelcome conduct based on a protected class (race, national origin, color, sex, age, disability, religion) that is severe, pervasive, or persistent and creates a hostile environment.

Stalking

Stalking is repeated harassing or threatening behavior such as following a person, damaging a person's property, or making harassing phone calls.

Young Adults and College Students

Behaviors that are traditionally considered bullying among school-aged youth often require new attention and strategies in young adults and college students. Many of these behaviors are considered crimes under state and federal law and may trigger serious consequences after the age of 18.

Is it Bullying?

Although media reports often call unwanted, aggressive behavior among young adults "bullying," this is not exactly accurate. Many state and federal laws address bullying-like behaviors in this age group under very serious terms, such as hazing, harassment, and stalking. Additionally, most young adults are uncomfortable with the term bullying—they associate it with school-aged children.

How Young Adults Can Get Help

  • Encourage young adults to talk to someone they trust.
  • Determine if the behavior violates campus policies or laws. Review student codes of conduct, state criminal laws, and civil rights laws.
  • Report criminal acts to campus or community law enforcement.
  • Consult the college's Title IX coordinator to help determine if the behavior is sexual harassment.
  • Many college campuses also have an ombudsperson or similar person who handles a variety of concerns and complaints. He or she can help direct the young adult to appropriate campus resources.
  • Young adults may be reluctant to seek help for cyberbullying, although they do recognize it as a serious issue for their age group. Encourage young adults to report cyberbullying.
  • Learn more about the spectrum from cyberbullying to online harassment to cyber hate and how to protect safe cyberspace.

Additional Resources

Contact the National Suicide Prevention Lifeline online or at 1-800-273-TALK (8255). The toll-free call goes to the nearest crisis center in our national network. These centers provide 24-hour crisis counseling and mental health referrals.

Find a local counselor or other mental health services.

Workplace Bullying

The term bullying is typically used to refer to behavior that occurs between school-aged kids. However, adults can be repeatedly aggressive and use power over each other, too. Adults in the workplace have a number of different laws that apply to them that do not apply to kids.

Hate Crimes

According to the Department of Justice, hate crimes are defined, at the federal level, as a crime motivated by bias against race, color, religion, national origin, sex, sexual orientation, or disability. Acts of prejudice that are not crimes and do not involve violence, threats, or property damage are called bias or hate incidents.

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There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others or they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to effectively prevent and respond to bullying.

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Importance of Not Labeling Kids

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When referring to a bullying situation, it is easy to call the kids who bully others "bullies" and those who are targeted "victims," but this may have unintended consequences. When children are labeled as "bullies" or "victims" it may:

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  • Fail to recognize the multiple roles children might play in different bullying situations
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Instead of labeling the children involved, focus on the behavior. For instance:

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  • Instead of calling a child a "bully," refer to them as "the child who bullied"
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  • Instead of calling a child a "victim," refer to them as "the child who was bullied"
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  • Instead of calling a child a "bully/victim," refer to them as "the child who was both bullied and bullied others."
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Kids Involved in Bullying

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The roles kids play in bullying are not limited to those who bully others and those who are bullied. Some researchers talk about the "circle of bullying" to define both those directly involved in bullying and those who actively or passively assist the behavior or defend against it. Direct roles include:

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  • Kids who Bully: These children engage in bullying behavior towards their peers. There are many risk factors that may contribute to the child's involvement in the behavior. Often, these students require support to change their behavior and address any other challenges that may be influencing their behavior.
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  • Kids who are Bullied: These children are the targets of bullying behavior. Some factors put children at more risk of being bullied, but not all children with these characteristics will be bullied. Sometimes, these children may need help learning how to respond to bullying.
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Even if a child is not directly involved in bullying, they may be contributing to the behavior. Witnessing the behavior may also affect the child, so it is important for them to learn what they should do when they see bullying happen. Roles kids play when they witness bullying include:

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  • Kids who Assist: These children may not start the bullying or lead in the bullying behavior, but serve as an "assistant" to children who are bullying. These children may encourage the bullying behavior and occasionally join in.
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  • Kids who Reinforce: These children are not directly involved in the bullying behavior but they give the bullying an audience. They will often laugh or provide support for the children who are engaging in bullying. This may encourage the bullying to continue.
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  • Outsiders: These children remain separate from the bullying situation. They neither reinforce the bullying behavior nor defend the child being bullied. Some may watch what is going on but do not provide feedback about the situation to show they are on anyone’s side. Even so, providing an audience may encourage the bullying behavior. +
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    • These kids often want to help, but don’t know how. Learn how to be "more than a bystander."
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  • Kids who Defend: These children actively comfort the child being bullied and may come to the child's defense when bullying occurs.
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Most kids play more than one role in bullying over time. In some cases, they may be directly involved in bullying as the one bullying others or being bullied and in others they may witness bullying and play an assisting or defending role. Every situation is different. Some kids are both bullied and bully others. It is important to note the multiple roles kids play, because:

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  • Those who are both bullied and bully others may be at more risk for negative outcomes, such as depression or suicidal ideation.
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  • It highlights the need to engage all kids in prevention efforts, not just those who are known to be directly involved.
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Bullying and Youth with Disabilities and Special Health Needs +

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Children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments—may increase the risk. Research suggests that some children with disabilities may bully others as well.

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Kids with special health needs, such as epilepsy or food allergies, also may be at higher risk of being bullied. Bullying can include making fun of kids because of their allergies or exposing them to the things they are allergic to. In these cases, bullying is not just serious, it can mean life or death.

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Creating a Safe Environment for Youth with Disabilities

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Special considerations are needed when addressing bullying in youth with disabilities. There are resources to help kids with disabilities who are bullied or who bully others. Youth with disabilities often have Individualized Education Programs (IEPs) or Section 504 plans that can be useful in crafting specialized approaches for preventing and responding to bullying. These plans can provide additional services that may be necessary. Additionally, civil rights laws protect students with disabilities against harassment.

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Creating a Safe Environment for Youth with Special Health Needs

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Youth with special health needs—such as diabetes requiring insulin regulation, food allergies, or youth with epilepsy— may require accommodations at school. In these cases they do not require an Individualized Education Program or Section 504 plan. However, schools can protect students with special health needs from bullying and related dangers. If a child with special health needs has a medical reaction, teachers should address the medical situation first before responding to the bullying. Educating kids and teachers about students’ special health needs and the dangers associated with certain actions and exposures can help keep kids safe.

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Federal Civil Rights Laws and Youth with Disabilities

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When bullying is directed at a child because of his or her established disability and it creates a hostile environment at school, bullying behavior may cross the line and become “disability harassment.”  Under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, the school must address the harassment. Read more about federal civil rights laws.

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Bullying Prevention for Children with Special Health Care Needs

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Having special health care needs due to neurological, developmental, physical, and mental health conditions can add to the challenges children and young people face as they learn to navigate social situations in school and in life. While bullying and cyberbullying is an unfortunate reality for many young people, children with special healthcare needs are at greater risk for being targeted by their peers.

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One reason children and young adults with special health care needs might be at higher risk for bullying is lack of peer support. Having friends who are respected by peers can prevent and protect against bullying. Ninety-five percent of 6- to 21-year-old students with disabilities were served in public schools in 2017. However, children with special health care needs may have difficulty getting around the school, trouble communicating and navigating social interactions, or may show signs of vulnerability and emotional distress. These challenges can make them be perceived as different, and increase their risk of aggression from peers.

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Young people with special needs may benefit from, both individualized and class-wide approaches to address the specific effects of their condition and prevent them from becoming the target or perpetrator of bullying. Teachers, school staff, and other students need to understand the specific impairments of a child’s health condition, so that they can develop strategies and supports to help them participate and succeed in class and with their peers.

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Potential Perceived Differences

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Children and youth with special needs are impacted by their conditions in a variety of ways. Every child is unique, and so are the ways that their health condition affects them. Some impairments, such as brain injuries or neurological conditions, can impact a child’s understanding of social interactions and they may not even know when they are being bullied. Here are a few ways that disabilities may affect children:

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  • Children and youth with cerebral palsy, spina bifida, or other neurological or physical conditions can struggle with physical coordination and speech.
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  • Brain injuries can impair speech, movement, comprehension, and cognitive abilities or any combination of these. A child or youth with a brain injury may have trouble with body movements, or speaking in a way that others can understand. It could take them longer to understand what is being said or to respond.
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  • Children and young people with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Tourette’s Syndrome may have difficulties with social interactions, sensitivities, impulsivity, and self-regulating their behavior or effectively communicating.
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  • A child or young person who experiences anxiety or depression or who has a mental health condition may be withdrawn, quiet, fearful, anxious, or vulnerable. They may exhibit intense social awkwardness or have difficulty speaking.
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  • Children who have epilepsy or behavioral disorders may exhibit erratic or unusual behavior that makes them stand out among their peers.
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Supporting Special Needs and Preventing Bullying at School

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Strategies to address student’s special needs at school can also help to prevent bullying and have positive outcomes for all students, especially tactics that use a team approach, foster peer relationships, and help students develop empathy. Some strategies include:

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  • Engaging students in developing high-interest activities in which everyone has a role to play in designing, executing or participating in the activity.
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  • Providing general up-front information to peers about the kinds of support children with special needs require, and have adults facilitate peer support.
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  • Creating a buddy system for children with special needs.
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  • Involving students in adaptive strategies in the classroom so that they participate in assisting and understanding the needs of others.
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  • Conducting team-based learning activities and rotate student groupings.
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  • Implementing social-emotional learning activities.
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  • Rewarding positive, helpful, inclusive behavior.
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Peer Support Makes a Difference

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Here are a few examples of innovative strategies used by schools to promote peer-to-peer learning, foster relationships, and prevent bullying:

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  • One high school created a weekly lunch program where student’s with and without special healthcare needs sat and ate lunch together. Several senior students led the group, and invited their friends to join. All kinds of students participated. The students got to know each other through question and answer periods and discussions over lunch. They discovered things they had in common and formed friendships. A group of them went to the prom together.
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  • Youth at one school held a wheelchair soccer night. Students with special healthcare needs that used wheelchairs coached their peers in how to use and navigate the wheelchairs to play. The students helped another peer who used a wheelchair who was interested in photography by mounting a digital camera on her chair so she could be the game photographer.
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  • Another school created a club rule that required clubs to rotate leadership responsibilities in club meetings so that every member had a chance to run the group. This allowed students with special health care needs to take on leadership roles.
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Peer support is an important protective factor against bullying. By working together, teachers, parents and students can develop peer education, team-building, and leadership activities that foster friendships, build empathy, and prevent bullying to make schools safer and inclusive for all students, including children with special healthcare needs.

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Additional Resources

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Warning Signs for Bullying +

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There are many warning signs that may indicate that someone is affected by bullying—either being bullied or bullying others. Recognizing the warning signs is an important first step in taking action against bullying. Not all children who are bullied or are bullying others ask for help.

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It is important to talk with children who show signs of being bullied or bullying others. These warning signs can also point to other issues or problems, such as depression or substance abuse. Talking to the child can help identify the root of the problem.

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Signs a Child Is Being Bullied

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Look for changes in the child. However, be aware that not all children who are bullied exhibit warning signs.

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Some signs that may point to a bullying problem are: 

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  • Unexplainable injuries
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  • Lost or destroyed clothing, books, electronics, or jewelry
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  • Frequent headaches or stomach aches, feeling sick or faking illness
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  • Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch.
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  • Difficulty sleeping or frequent nightmares
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  • Declining grades, loss of interest in schoolwork, or not wanting to go to school
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  • Sudden loss of friends or avoidance of social situations
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  • Feelings of helplessness or decreased self esteem
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  • Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide
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If you know someone in serious distress or danger, don’t ignore the problem. Get help right away.

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Signs a Child is Bullying Others

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Kids may be bullying others if they:   

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  • Get into physical or verbal fights
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  • Have friends who bully others
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  • Are increasingly aggressive
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  • Get sent to the principal’s office or to detention frequently
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  • Have unexplained extra money or new belongings
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  • Blame others for their problems
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  • Don’t accept responsibility for their actions
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  • Are competitive and worry about their reputation or popularity
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Why don't kids ask for help?

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Statistics from the 2018 Indicators of School Crime and Safety - PDF show that only 20% of school bullying incidents were reported. Kids don’t tell adults for many reasons:

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  • Bullying can make a child feel helpless. Kids may want to handle it on their own to feel in control again. They may fear being seen as weak or a tattletale.
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  • Kids may fear backlash from the kid who bullied them.
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  • Bullying can be a humiliating experience. Kids may not want adults to know what is being said about them, whether true or false. They may also fear that adults will judge them or punish them for being weak.
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  • Kids who are bullied may already feel socially isolated. They may feel like no one cares or could understand.
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  • Kids may fear being rejected by their peers. Friends can help protect kids from bullying, and kids can fear losing this support.
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What Is Bullying +

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Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.

In order to be considered bullying, the behavior must be aggressive and include:

  • An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
  • Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

Types of Bullying

There are three types of bullying:

  • Verbal bullying is saying or writing mean things. Verbal bullying includes:
    • Teasing
    • Name-calling
    • Inappropriate sexual comments
    • Taunting
    • Threatening to cause harm
  • Social bullying, sometimes referred to as relational bullying, involves hurting someone’s reputation or relationships. Social bullying includes:
    • Leaving someone out on purpose
    • Telling other children not to be friends with someone
    • Spreading rumors about someone
    • Embarrassing someone in public
  • Physical bullying involves hurting a person’s body or possessions. Physical bullying includes:
    • Hitting/kicking/pinching
    • Spitting
    • Tripping/pushing
    • Taking or breaking someone’s things
    • Making mean or rude hand gestures

Where and When Bullying Happens

Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the Internet.

Frequency of Bullying

There are two sources of federally collected data on youth bullying:

  • The 2022 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 19.2% of students ages 12-18 in grades 6-12 reported being bullied, with approximately 15.4% of students reporting being bullied with a power imbalance, 14.5% being bullied repeatedly, and 12.7% being bullied with both a power imbalance and repetition.
  • The 2023 Youth Risk Behavior Surveillance System(Centers for Disease Control and Prevention) indicates that, nationwide, 19% of students in grades 9–12 report being bullied on school property in the 12 months preceding the survey.

See also "Frequency of Cyberbullying."

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Children and teenagers who feel secure and supported by their family, school, and peers are less likely to bully. However, some youth do not have these types of support. Every individual is unique and there are many factors that can contribute to bullying behavior. A youth who bullies may experience one, several, or none of these contributing factors.

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Peer factors

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Some youth bully:

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  • to attain or maintain social power or to elevate their status in their peer group.
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  • to show their allegiance to and fit in with their peer group.
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Family factors

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Some youth who bully:

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Emotional factors

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Some youth who bully:

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  • may have been bullied in the past or currently.
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  • have feelings of insecurity and low self-esteem, so they bully to make themselves feel more powerful.
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  • do not understand other’s emotions.
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  • may not have skills for handling social situations in healthy, positive ways.
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School factors

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Some youth who bully:

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  • may be in schools where conduct problems and bullying are not properly addressed.
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  • may experience being excluded, not accepted, or stigmatized at school.
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Every youth involved in bullying – as a target, a bystander, or as one who does the bullying – can benefit from adult, school, and community support. Youth who bully may also need support to help them address their behavior. Parents, school counselors, teachers, and mental health professionals can work with youth who bully to help them develop healthy school and peer connections and to learn new social and emotional skills. If you have bullied your peers, reach out to a trusted adult for help. Bullying is a behavior that can be changed.

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Playing videogames is a popular activity, with 70 percent of youth under the age of 18 playing videogames. Some games are solitary or single-player games; others are multi-player. Multi-player games – whether they are played on a computer, game console, handheld system, smartphone, or tablet – allow users to play with people they know in person and others they meet online. In fact, 65% of video game players of all ages say they play with others. There are many types of videogames: role-playing games, action games, shooter games, sport games, and fighting games. There are also educational games like sandbox/build/construct games, puzzle games, and others.

Benefits of Online Gaming

Playing videogames can positively impact a players’ cognitive, emotional, and social skills.  It can also help children and teens enhance their problem-solving and strategizing skills. Multi-player team games may help youth learn how to cooperate with others. Youth who play videogames may also improve their motor skills and creativity. Videogames also offer players a space to work out their emotions, and can boost a player’s mood and ease anxiety. Gaming can also be a place to make new friends and socialize.

Risks of Online Gaming

While gaming has the potential for positive benefits, it is also a place where cyberbullying can happen. If someone is not performing well in a game, other players may curse or make negative remarks that can turn into bullying, or even exclude the person from playing together.

Anonymity of players and the use of avatars allow users to create alter-egos or fictional versions of themselves, which is part of the fun of gaming. But it also allows users to harass, bully, and sometimes gang up on other players. When players are anonymous, it can be difficult to hold them accountable when they bully others and use the game as a tool of harassment. Some players may use the game as a means to harass others or to get their personal information, like usernames and passwords. They can even make others’ personal information available online through a tactic called “doxing.” Doxing can compromise not just a child’s information, but their parent’s information as well, and can make them targets of bullying and harassment.

Gamers often use online gaming communities and social media to connect with other players, learn tips and tricks, share strategies, create teams/guilds, and connect while they play or watch others play. These types of online communities are also a place where cybercriminals may seek to cause harm – for instance, by posting links that appear to be game-related but are truly computer viruses or malware (software designed to disrupt, damage or gain access to a computer) or where predators may seek access to children.

Prevent Cyberbullying for Gamers

Gaming can be a fun, safe and positive environment for all. Parents can help prevent cyberbullying of their children who play video games by:

  • Playing the game with your child or observing the game to understand how it works and what a child is exposed to in the game.
  • Checking in periodically with your child about who is online, playing the game with them.
  • Knowing which gaming communities, social media, and apps your child uses while gaming and their security risks which you can research online.
  • Helping your child set the privacy and security settings for their games and apps.
  • Teaching children about safe digital behavior, including not clicking on links from strangers; not downloading bots (software for automated tasks) or clicking on links in gaming forums; not sharing personal information like emails, phone numbers, addresses, and passwords; not participating in bullying behavior of other players; and what to do if they observe or experience cyberbullying.
  • Establishing rules about how much time a child can spend playing video games.
  • Keeping an open line of communication about your child’s digital life.

There are things that gamers can do if they are experiencing cyberbullying or see it happen to others while gaming:

  • Tell the player who is bullying to stop.
  • Block the player who is bullying from the game and unfriend them on social media and in gaming communities.
  • Report the player who is bullying to the game group, team, platform, community, or developers.
  • Take a break from playing the game.
  • Tell a parent or trusted adult and get some support.
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It is important to understand how children are cyberbullied so it can be easily recognized and action can be taken. Some of the most common cyberbullying tactics include:

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  • Posting comments or rumors about someone online that are mean, hurtful, or embarrassing.
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  • Threatening to hurt someone or telling them to kill themselves. 
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  • Pretending to be someone else online in order to solicit or post personal or false information about someone else. 
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  • Creating a mean or hurtful webpage about someone. 
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  • Doxing, an abbreviated form of the word documents, is a form of online harassment used to exact revenge and to threaten and destroy the privacy of individuals by making their personal information public, including addresses, social security, credit card and phone numbers, links to social media accounts, and other private data.
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Viral Tactics: Examples

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Because cyberbullying can happen in different ways, examples based on real-life experiences can provide a deeper understanding of the tactics typically used. Along with other risk factors, bullying can increase the risk for suicide-related behaviors. Furthermore, cyberbullying can be relentless, increasing the likelihood of anxiety and depression. Some states have chosen to prosecute young people who bully for criminal harassment, including encouraging someone to die by suicide. Some forms of cyberbullying are forms of harassment that cross the line into criminal activity, and some tactics occur in dating relationships and can turn into interpersonal violence. 

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The stories below are examples of different cyberbullying tactics that could happen. In reality, with the right interventions, cyberbullying can be addressed positively to lessen harm and the negative outcomes that could result. When not addressed, cyberbullying can have long-term mental health effects. Cyberbullying and bullying can negatively impact the lives of all who are involved.

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Nude photo sharing 

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A teenage girl sent a nude photo of herself to her boyfriend while they were dating. After they broke up, he shared the photo with other children, who then called her hurtful, derogatory names via text and social media. 

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Lies and false accusations

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A group of students got into trouble at school for being drunk, and accused a girl who knew nothing about it of reporting them to school officials. They began texting her day and night, and posted hateful, derogatory messages on social media. Other students saw their messages and joined in harassing the girl. She was bullied constantly via text, and in person at school. She eventually shut down her social media accounts and changed her phone number. Still, the bullying at school continued.

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Bullied for being economically challenged  

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Students posted mean, negative comments on another classmates’ social media account, commenting on his clothes and sneakers, which were not the more expensive name brands most of them were wearing. They ridiculed him, calling him “poor” and continued the bullying in school. The boy missed many days of school trying to avoid the harassment and embarrassment.

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False identity profile, sometimes referred to as a “Sockpuppet” 

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A girl’s classmate created a fake social media account in a boy’s name, and began an online relationship with her. Though she had not met him in person, the girl divulged personal information about herself and her family to this “boy.” The classmate who created the fake account then shared the personal information with other children, who used it to bully, shame, and harass the girl. 

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Encouraging self-harm or suicide 

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A young boy with a physical disability and scars on his face was harassed on social media and via text by other students. They called him derogatory names, told him he’d be better off dead. They wrote “why don’t you die?” on his school locker and encouraged him to take his own life.  

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Bullied for being gay 

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A teenage boy who was openly gay began receiving death threats via phone, text, and social media for being gay. Students created an anti-gay social media group and harassed him, posting hateful messages about him.  

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Jealousy bullying 

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A teenage girl was harassed by other girls in her class for dating a very popular boy. The girls sent her hateful messages via text and social media, and wrote derogatory messages on her school locker.  

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Doxing Over Online Gaming

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A teenage boy posted comments on a public gaming forum, expressing his dislike of certain game features and tactics. Another user disagreed with him in the forum, then searched for the boy’s information online and posted his address, email address, and social media links in another comment. The boy then received multiple emails and messages from strangers threatening to come to his home and assault him, and to block him from games.
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While you may not be able to monitor all of your child’s activities, there are things you can do to prevent cyberbullying and protect your child from harmful digital behavior:

  • Monitor a teen’s social media sites, apps, and browsing history, if you have concerns that cyberbullying may be occurring.
  • Review or re-set your child’s phone location and privacy settings.
  • Follow or friend your teen on social media sites or have another trusted adult do so.
  • Stay up-to-date on the latest apps, social media platforms, and digital slang used by children and teens.
  • Know your child’s user names and passwords for email and social media.
  • Check your child’s social media privacy and security settings.
  • Establish rules about appropriate digital behavior, content, and apps.
  • Know how to report cyberbullying if it occurs. 
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    This guide helps parents, caregivers, and youth learn ways to identify, prevent, and address cyberbullying.

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Tips for Parents: Talk to Your Child about Appropriate Digital Behavior and Content

Parents create trust with children by initiating open, honest discussions. These dialogues are an opportunity to communicate values and expectations about your family’s appropriate digital behavior, including viewing or sharing content, and apps they can and cannot use.

Check in frequently with your children about their digital experiences to address any potential risk of cyberbullying and harm. Be clear that your intention is to look out for their wellbeing, and that you want to have an open dialogue. Listen to their concerns and express your perspective.

To minimize the risk of cyberbullying or harm from digital behavior, parents can:

  • Set clear expectations about digital behavior and online reputation.
  • Educate about the harmful effects of cyberbullying, posting hateful speech or comments, sexting, and sharing naked photos of themselves or others (including potential legal issues).
  • Be clear about what content can be viewed or shared.
  • Identify which apps are appropriate for your child’s use and which are not.
  • Establish rules about the amount of time that a child can spend online or on their devices.
  • Model positive, respectful digital behavior on your own devices and accounts.

Talk to Your Child about Being a Bystander to Cyberbullying

Having conversations with children about cyberbullying and digital behavior is not a one-time event – it is an ongoing dialogue. Begin talking about these issues before children delve into the world of texting, social media, online gaming, and chat rooms. Help them reflect on real and potential cyberbullying situations, and provide ongoing opportunities to practice ways to respond. Doing so can support the transition from being passive bystanders to being allies who serve as powerful role models for others. 

If you think your child is witnessing cyberbullying, there are things that you can encourage them to do - and not do. Such as:

Do not participate. Encourage children not to “like,” share, or comment on information that has been posted about someone, and do not forward a hurtful text to others. Not participating may limit the potential damage of the messages – to others and to themselves.

Do not retaliate or respond negatively. If a child feels that they must respond, encourage a calm, clear, and constructive response. Angry and aggressive reactions can make a bad situation worse. Encourage children (and adults!) to step away from the device so they do not resort to blaming, shaming, or retaliation. This provides time to get calm and centered so they can create a response that makes it clear that others’ digital behaviors are hurtful and unacceptable.

Respond privately to the person who created the hurtful message. If they feel safe doing so, it may be helpful to follow up with the person who created or shared the hurtful message privately, either online, in a phone call, or in person. Doing so can make it clear they do not support the negative actions. It also provides an opportunity to authentically share concerns about the behavior and what might be behind it.

Follow up with the person who was targeted. By reaching out, a child can send a powerful message that they care about the person and they do not support the negative behaviors. If needed, this connection can also provide an opportunity to assist the person in finding help related to the cyberbullying situation.

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    This guide helps parents, caregivers, and youth learn ways to identify, prevent, and address cyberbullying.

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When cyberbullying happens, it is important to document and report the behavior so it can be addressed.

Steps to Take Immediately

  • Don’t respond to and don’t forward cyberbullying messages.
  • Keep evidence of cyberbullying. Record the dates, times, and descriptions of instances when cyberbullying has occurred. Save and print screenshots, emails, and text messages. Use this evidence to report cyberbullying to web and cell phone service providers and social media sites.
  • Block the person who is cyberbullying.

Report Cyberbullying to Online Platforms

Cyberbullying often violates the terms of service established by online platforms. Use these links for information on how to report cyberbullying, how to use privacy settings, and tips for staying safe online.

Report Cyberbullying to Law Enforcement

When cyberbullying involves these activities it is considered a crime and should be reported to law enforcement:

  • Threats of violence
  • Child pornography or sending sexually explicit messages or photos
  • Taking a photo or video of someone in a place where he or she would expect privacy
  • Stalking and hate crimes

Some states consider other forms of cyberbullying criminal. Consult your state’s laws and law enforcement for additional guidance.

Report Cyberbullying to Schools

  • Cyberbullying can create a disruptive environment at school and is often related to in-person bullying. The school can use the information to help inform prevention and response strategies.
  • In many states, schools are required to address cyberbullying in their anti-bullying policy.  
  • Some state laws also cover off-campus behavior that creates a hostile school environment.
  • Check with your state or local education agency for specific laws, requirements, and ways of reporting cyberbullying.
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Digital media and apps allow children to communicate and express their creativity, connect with peers, and share their feelings. However, they can be an avenue through which cyberbullying occurs. There are many types of apps and sites available for free that give users the ability to search for people and share or post information about them anonymously.

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Parents may not be aware of the apps that their children use regularly or may not be aware of the risks involved in using them. There are many ways that cyberbullying can be hidden in apps and sites, such as texts, videos, and web calls that disappear or do not appear on the device’s call or text message logs.

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Many apps also make it easy for users to access, view or participate in adult or harmful content. Privacy and location settings may make them more vulnerable to stalking, cyberbullying, exposure to adult content, or other dangers. 

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Popular Social Media Apps and Sites

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Some current popular social media venues and apps include:

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  • Amino: An app that lets users join online communities, chats, forums, and groups on a variety of topics based on their interests.
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  • Askfm: A social networking site that allows users to ask other people questions, often anonymously.
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  • Calculator%: A “vault” or secret app that appears harmless, but hides photos, videos, files, and browser history.
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  • Chatroulette: There are over 20 different chat roulette sites that allow users to instantly connect via webcam and video chat. Sites typically pair the users randomly and instantly.
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  • Discord: A voice-over-IP (VOIP) app that allows users to video chat with others, private message, and join, create, or participate in public and private chat rooms. This app is often used by players to chat with each other while playing videogames.
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  • Facebook and Facebook Live: The most commonly used social media site that is accessible on many different media platforms.
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  • Facebook Messenger Kids: A messaging app and platform for children.
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  • Houseparty: A group video chat and social networking app that allows up to eight people to video chat at once in a “room.”
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  • Instagram: A photo and video sharing and networking site that connects users through other social networking sites (e.g., Facebook).
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  • Kik: Messaging app that allows users of all ages to contact others anonymously.
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  • Line: A messaging app that allows users to make free phone calls, leave voice messages, and text. Users can delete texts or chats from recipient’s phone using a timer.
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  • LiveMe: A tool to broadcast live-streaming videos and watch other users’ videos.
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  • MeetMe: A dating app that connects users to others based on geographic proximity.
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  • Omegle: An app that pairs users with strangers in anonymous one-on-one chat sessions.
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  • Reddit: A site that stores social news, rates and evaluates web content, and discussion threads.
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  • Roblox: An online game platform with free multiplayer games created by users. Roblox allows users to communicate with each other and join groups.
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  • Sarahah: An anonymous messaging app that allows users to send anonymous messages to people they may know.
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  • Snapchat: A photo messaging app that allows for sharing pictures and short videos that are intended to be erased shortly after delivery.
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  • Telegram: Messaging app that allows users to share photos, videos, and files; make calls, and delete texts or chats from recipient’s phone using a timer.
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  • TikTok: An app that allows users to create and share their own videos where they lip-synch, sing, dance, or just talk. 
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  • Tumblr: A social networking site that allows posting of short blogs and media.
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  • Twitch: A live stream platform for gamers to watch live stream content, chat, and connect
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  • Twitter: A microblogging site that allows users to send, read, and reply to “tweets” or short messages.
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  • VSCO: A photography app to capture and edit photos.
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  • WeChat: An app that allows user to chat with friends, and to search for people nearby and around the globe.
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  • WhatsApp: A private messaging app that allows users to text, send photos, videos, and location information to their contacts.
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  • Whisper: An anonymous social media site that allows users to post and share photo and video messages.
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  • YouTube: A video sharing platform that allows users to post and share videos.
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  • YUBO (formerly YELLOW): An app referred to as the “Tinder for teens” that allows users to swipe right or left to accept or reject the profiles of other users.
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  • YouNow: Broadcast, Chat, and Watch Live Video: An app that lets teens broadcast themselves live. They can see and respond to live chat or view other broadcasters and chat with them.
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Risks of Social Media Apps and Sites

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Social media has many benefits that must be balanced with the risks it presents. Risks to be aware of include:

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  • Screening for harmful content on websites and apps varies widely.
    • +
  • Content posted can be incorrect, harmful, or hurtful.
    • +
  • Apps and platforms can be used to share harmful or adult content.
    • +
  • Apps and platforms can include users of all ages and allow children to connect with adults.
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  • Apps and platforms can have no moderator for chats, groups, and forums that allow all types of content to be posted or shared.
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  • Apps and platforms can allow all types of content to be posted or shared.
    • +
  • Privacy controls over who can view or access posted material vary across apps, and many users are not aware of how to use them effectively.
    • +
  • Apps that allow for real-time user videos “live streaming” can been used to show bullying, violence, suicide, and harmful acts as they are happening. 
    • +
  • Some apps that include location information can be used to get personal information, such as someone’s age, current location, or where someone lives.
    • +
  • Apps that support telephone calls do not show up on a call log, so parents may not know who their children are talking to.
    • +
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Parents can search online for organizations that provide in-depth parental reviews of apps, platforms and games used by children to learn more about them. By learning about the risks, important security features, and other details about the apps, platforms, and games children want to use, parents can make an informed decision about how or if their child will use them.

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    How to Prevent Cyberbullying

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    This guide helps parents, caregivers, and youth learn ways to identify, prevent, and address cyberbullying.

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An official website of the United States government

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Prevent Cyberbullying +

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Be Aware of What Your Kids are Doing Online

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A child may be involved in cyberbullying in several ways. A child can be bullied, bully others, or witness bullying. Parents, teachers, and other adults may not be aware of all the digital media  and apps that a child is using. The more digital platforms that a child uses, the more opportunities there are for being exposed to potential cyberbullying.

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Warning Signs a Child is Being Cyberbullied or is Cyberbullying Others

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Many of the warning signs that cyberbullying is occurring happen around a child’s use of their device. Some of the warning signs that a child may be involved in cyberbullying are:

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  • Noticeable increases or decreases in device use, including texting.
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  • A child exhibits emotional responses (laughter, anger, upset) to what is happening on their device.
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  • A child hides their screen or device when others are near, and avoids discussion about what they are doing on their device.
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  • Social media accounts are shut down or new ones appear.
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  • A child starts to avoid social situations, even those that were enjoyed in the past.
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  • A child becomes withdrawn or depressed, or loses interest in people and activities.
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What to Do When Cyberbullying Happens

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If you notice warning signs that a child may be involved in cyberbullying, take steps to investigate that child’s digital behavior. Cyberbullying is a form of bullying, and adults should take the same approach to address it: support the child being bullied, address the bullying behavior of a participant, and show children that cyberbullying is taken seriously. Because cyberbullying happens online, responding to it requires different approaches. If you think that a child is involved in cyberbullying, there are several things you can do:

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  • Notice – Recognize if there has been a change in mood or behavior and explore what the cause might be. Try to determine if these changes happen around a child’s use of their digital devices.
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  • Talk – Ask questions to learn what is happening, how it started, and who is involved.
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  • Document – Keep a record of what is happening and where. Take screenshots of harmful posts or content if possible. Most laws and policies note that bullying is a repeated behavior, so records help to document it.
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  • Report – Most social media platforms and schools have clear policies and reporting processes. If a classmate is cyberbullying, report it the school. You can also contact app or social media platforms to report offensive content and have it removed. If a child has received physical threats, or if a potential crime or illegal behavior is occurring, report it to the police.
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  • Support – Peers, mentors, and trusted adults can sometimes intervene publicly to positively influence a situation where negative or hurtful content posts about a child. Public Intervention can include posting positive comments about the person targeted with bullying to try to shift the conversation in a positive direction. It can also help to reach out to the child who is bullying and the target of the bullying to express your concern. If possible, try to determine if more professional support is needed for those involved, such as speaking with a guidance counselor or mental health professional. 
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    How to Prevent Cyberbullying

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    This guide helps parents, caregivers, and youth learn ways to identify, prevent, and address cyberbullying.

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+ + + + + + + + + + + + + + + + + + diff --git a/cyberbullying/social-media-apps-sites-commonly-used-children-teens b/cyberbullying/social-media-apps-sites-commonly-used-children-teens new file mode 100644 index 0000000..085ee7d --- /dev/null +++ b/cyberbullying/social-media-apps-sites-commonly-used-children-teens @@ -0,0 +1,1265 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Social Media, Apps, and Sites Commonly Used by Children and Teens | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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An official website of the United States government

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+ Official websites use .gov +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Social Media, Apps, and Sites Commonly Used by Children and Teens +

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Digital media and apps allow children to communicate and express their creativity, connect with peers, and share their feelings. However, they can be an avenue through which cyberbullying occurs. There are many types of apps and sites available for free that give users the ability to search for people and share or post information about them anonymously.

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Parents may not be aware of the apps that their children use regularly or may not be aware of the risks involved in using them. There are many ways that cyberbullying can be hidden in apps and sites, such as texts, videos, and web calls that disappear or do not appear on the device’s call or text message logs.

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Many apps also make it easy for users to access, view or participate in adult or harmful content. Privacy and location settings may make them more vulnerable to stalking, cyberbullying, exposure to adult content, or other dangers. 

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Popular Social Media Apps and Sites

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Some current popular social media venues and apps include:

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  • Amino: An app that lets users join online communities, chats, forums, and groups on a variety of topics based on their interests.
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  • Askfm: A social networking site that allows users to ask other people questions, often anonymously.
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  • Calculator%: A “vault” or secret app that appears harmless, but hides photos, videos, files, and browser history.
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  • Chatroulette: There are over 20 different chat roulette sites that allow users to instantly connect via webcam and video chat. Sites typically pair the users randomly and instantly.
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  • Discord: A voice-over-IP (VOIP) app that allows users to video chat with others, private message, and join, create, or participate in public and private chat rooms. This app is often used by players to chat with each other while playing videogames.
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  • Facebook and Facebook Live: The most commonly used social media site that is accessible on many different media platforms.
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  • Facebook Messenger Kids: A messaging app and platform for children.
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  • Houseparty: A group video chat and social networking app that allows up to eight people to video chat at once in a “room.”
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  • Instagram: A photo and video sharing and networking site that connects users through other social networking sites (e.g., Facebook).
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  • Kik: Messaging app that allows users of all ages to contact others anonymously.
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  • Line: A messaging app that allows users to make free phone calls, leave voice messages, and text. Users can delete texts or chats from recipient’s phone using a timer.
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  • LiveMe: A tool to broadcast live-streaming videos and watch other users’ videos.
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  • MeetMe: A dating app that connects users to others based on geographic proximity.
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  • Omegle: An app that pairs users with strangers in anonymous one-on-one chat sessions.
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  • Reddit: A site that stores social news, rates and evaluates web content, and discussion threads.
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  • Roblox: An online game platform with free multiplayer games created by users. Roblox allows users to communicate with each other and join groups.
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  • Sarahah: An anonymous messaging app that allows users to send anonymous messages to people they may know.
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  • Snapchat: A photo messaging app that allows for sharing pictures and short videos that are intended to be erased shortly after delivery.
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  • Telegram: Messaging app that allows users to share photos, videos, and files; make calls, and delete texts or chats from recipient’s phone using a timer.
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  • TikTok: An app that allows users to create and share their own videos where they lip-synch, sing, dance, or just talk. 
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  • Tumblr: A social networking site that allows posting of short blogs and media.
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  • Twitch: A live stream platform for gamers to watch live stream content, chat, and connect
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  • Twitter: A microblogging site that allows users to send, read, and reply to “tweets” or short messages.
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  • VSCO: A photography app to capture and edit photos.
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  • WeChat: An app that allows user to chat with friends, and to search for people nearby and around the globe.
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  • WhatsApp: A private messaging app that allows users to text, send photos, videos, and location information to their contacts.
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  • Whisper: An anonymous social media site that allows users to post and share photo and video messages.
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  • YouTube: A video sharing platform that allows users to post and share videos.
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  • YUBO (formerly YELLOW): An app referred to as the “Tinder for teens” that allows users to swipe right or left to accept or reject the profiles of other users.
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  • YouNow: Broadcast, Chat, and Watch Live Video: An app that lets teens broadcast themselves live. They can see and respond to live chat or view other broadcasters and chat with them.
    • +
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Risks of Social Media Apps and Sites

+ +

Social media has many benefits that must be balanced with the risks it presents. Risks to be aware of include:

+ +
    +
  • Screening for harmful content on websites and apps varies widely.
    • +
  • Content posted can be incorrect, harmful, or hurtful.
    • +
  • Apps and platforms can be used to share harmful or adult content.
    • +
  • Apps and platforms can include users of all ages and allow children to connect with adults.
    • +
  • Apps and platforms can have no moderator for chats, groups, and forums that allow all types of content to be posted or shared.
    • +
  • Apps and platforms can allow all types of content to be posted or shared.
    • +
  • Privacy controls over who can view or access posted material vary across apps, and many users are not aware of how to use them effectively.
    • +
  • Apps that allow for real-time user videos “live streaming” can been used to show bullying, violence, suicide, and harmful acts as they are happening. 
    • +
  • Some apps that include location information can be used to get personal information, such as someone’s age, current location, or where someone lives.
    • +
  • Apps that support telephone calls do not show up on a call log, so parents may not know who their children are talking to.
    • +
+ +

Parents can search online for organizations that provide in-depth parental reviews of apps, platforms and games used by children to learn more about them. By learning about the risks, important security features, and other details about the apps, platforms, and games children want to use, parents can make an informed decision about how or if their child will use them.

+ + + +
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+
+
+ +
    + + + +
  • +
    +
    +

    How to Prevent Cyberbullying

    +
    + +
    +
    + Woman and boy at computer + + + +
    +
    + +
    +

    This guide helps parents, caregivers, and youth learn ways to identify, prevent, and address cyberbullying.

    +
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    + + + +
    +
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    • + +
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Date Last Reviewed
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+ U.S. flag +
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An official website of the United States government

+ +
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+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Tips for Teachers +

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Warning Signs a Child Is Being Cyberbullied or Is Cyberbullying

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A child may be involved in cyberbullying in several ways. A child can be bullied, bully others, or witness bullying. Parents, teachers, and other adults may not be aware of all the social media platforms and apps that a child is using. The more digital platforms that a child uses, the more opportunities there are for being exposed to potential cyberbullying. 

+ +

Many of the warning signs that cyberbullying is occurring happen around a child’s use of their device. Since children spend a lot of time on their devices, increases or decreases in use may be less noticeable. It’s important to pay attention when a child exhibits sudden changes in digital and social behavior. Some of the warning signs that a child may be involved in cyberbullying are:

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  • Noticeable, rapid increases or decreases in device use, including texting.
    • +
  • A child exhibits emotional responses (laughter, anger, upset) to what is happening on their device.
    • +
  • A child hides their screen or device when others are near, and avoids discussion about what they are doing on their device.
    • +
  • Social media accounts are shut down or new ones appear.
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  • A child starts to avoid social situations, even those that were enjoyed in the past.
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  • A child becomes withdrawn or depressed, or loses interest in people and activities.
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Preventing and Addressing Cyberbullying 

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Teachers, school administrators, camp, community, and faith-based staff are in unique positions to use their skills and roles to create safe environments with positive social norms. They are also in positions where they may notice children’s behavior changes in group settings, like when a group or cluster of children focuses on another child, or other signs that cyberbullying may be occurring. There are things that you can do in the classroom or other group settings to address or prevent cyberbullying.

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  • If you think a child is being cyberbullied, speak to them privately to ask about it. They may also have proof on their digital devices.
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  • If you believe a child is being cyberbullied, speak to a parent about it. Serve as a facilitator between the child, parent, and the school if necessary.
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  • To understand children’ digital behavior and how it relates to cyberbullying, increase your digital awareness. 
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  • Develop activities that encourage self-reflection, asking children to identify and express what they think and feel, and to consider the thoughts and feelings of others. Help children develop emotional intelligence so that they can learn self-awareness and self-regulation skills and learn how to have empathy for others.
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  • Role model,reinforce, and reward positive behavior towards others.
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  • Encourage peer involvement in prevention strategies.
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An official website of the United States government

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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+
+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

The most common places where cyberbullying occurs are:

  • Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok
  • Text messaging and messaging apps on mobile or tablet devices
  • Instant messaging, direct messaging, and online chatting over the internet
  • Online forums, chat rooms, and message boards, such as Reddit
  • Email
  • Online gaming communities
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Special Concerns

With the prevalence of social media and digital forums, comments, photos, posts, and content shared by individuals can often be viewed by strangers as well as acquaintances. The content an individual shares online – both their personal content as well as any negative, mean, or hurtful content – creates a kind of permanent public record of their views, activities, and behavior. This public record can be thought of as an online reputation, which may be accessible to schools, employers, colleges, clubs, and others who may be researching an individual now or in the future. Cyberbullying can harm the online reputations of everyone involved – not just the person being bullied, but those doing the bullying or participating in it. Cyberbullying has unique concerns in that it can be:

Persistent – Digital devices offer an ability to immediately and continuously communicate 24 hours a day, so it can be difficult for children experiencing cyberbullying to find relief.

Permanent – Most information communicated electronically is permanent and public, if not reported and removed. A negative online reputation, including for those who bully, can impact college admissions, employment, and other areas of life.

Hard to Notice – Because teachers and parents may not overhear or see cyberbullying taking place, it is harder to recognize.

Laws and Sanctions

All states have laws requiring schools to respond to bullying. As cyberbullying has become more prevalent with the use of technology, many states now include cyberbullying, or mention cyberbullying offenses, under these laws. Schools may take action either as required by law, or with local or school policies that allow them to discipline or take other action. Some states also have provisions to address bullying if it affects school performance. You can learn about the laws and policies in each state, including if they cover cyberbullying.

Frequency of Cyberbullying

There are two sources of federally collected data on youth bullying:

  • The 2022 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, among students ages 12-18 in grades 6-12 who reported being bullied during school (19.2% of all students), about 21.6% reported being bullied online or by text, including nearly twice as many girls (27.7%) as boys (14.1%).
  • The 2023 Youth Risk Behavior Surveillance System(Centers for Disease Control and Prevention) indicates that an estimated 16% of high school students were electronically bullied in the 12 months prior to the survey.

See also "Frequency of Bullying."

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

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Prevention: Learn how to identify bullying and stand up to it safely

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Become an upstander
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Stop Bullying on the Spot

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When adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time.

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Parents, school staff, and other adults in the community can help kids prevent bullying by talking about it, building a safe school environment, and creating a community-wide bullying prevention strategy.

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Cyberbullying

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Learn what cyberbullying is, how to prevent it, and how to respond to it if you or someone you know is experiencing cyberbullying.

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Federal Laws

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Sometimes bullying overlaps with discriminatory harassment, which is covered under federal civil rights laws. Learn more about your civil rights.

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What You Can Do + + +
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What Schools Can Do

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School staff can help prevent bullying by establishing and enforcing rules and policies that clearly describe how students are expected to treat each other.

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What Kids Can Do

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Are you being bullied? Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying.

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Get Help Now

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If you have done everything you can to resolve the situation and nothing has worked, or someone is in immediate danger, there are ways to get help.

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Learn More

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What to do if You Experience Cyberbullying

Learn how to respond to cyberbullying and make sure it stops.

Watch Videos

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Facts for Kids About Bullying +

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Bullying is being mean to another kid over and over again. Bullying often includes:

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Bullying does not always happen in person. Cyberbullying is a type of bullying that happens online or through text messages or emails. It includes posting rumors on sites like Facebook, sharing embarrassing pictures or videos, and making fake profiles or websites.

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Kids Who are Bullied

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Kids who are bullied can feel like they are:

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Kids who are bullied have a hard time standing up for themselves. They think the kid who bullies them is more powerful than they are. Bullying can make them:

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  • Bully other kids
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Kids Who Bully Others

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Kids bully others for many reasons, they may: 

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Bullying is never ok. Those who bully use power to hurt people. Power does not always mean bigger or stronger. Power can also mean popular or smart. Or, the kid doing the bullying may know a secret about the kid being bullied.

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Kids who bully can have other problems, too, even when they get older, like using alcohol and drugs, getting into fights, and dropping out of school.

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Kids Who See Bullying

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When kids see bullying, they may not know what to do. They may feel depressed or worried. They may be absent from school because they don’t feel safe. They may join in or stay silent so they won’t get bullied themselves. They may stand up to the bully. But the best thing to do is get an adult who will stop the bullying on the spot.

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All About Brick

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Birthday: September 24
+Age: 12
+Activities: football, basketball, sports camp
+Interests: team sports, running, monster truck shows

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Brick

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I’m popular, athletic and everyone knows my name. My best buds Koz and Snoog are always by my side and together we have ruled the school.

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I’ll admit that I like to tease and push people around who are different from me.

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One day, Milton and his crew stood up to me at day camp and told me to stop. The whole group surrounded me and said they would keep it up if I bothered them again. I didn’t expect that! It made me see they weren’t going to take it and I had no choice but to stop. Bullying isn’t as much fun as it used to be.

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Josh:

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We have all felt intimidated by your bullying. Your story shows that by helping each other, we can all help prevent bullying.

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My Friends

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Meet Koz

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Meet Snoog

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My Videos

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webisode-3-josh-north-last-years-zero + + +
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Josh North? Last Year's Zero, This Year's Hero

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Josh, who used to get bullied, is now the cool kid in school.

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webisode 11 power in numbers + + +
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Power in Numbers

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Josh and Raven stand up to Brick when he bullies Milton in the cafeteria.

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An official website of the United States government

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+ Official websites use .gov +

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+ Secure .gov websites use HTTPS +

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All About Cassandra

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Birthday: February 11
+Age: 12
+Activities: soccer
+Interests: shopping, hanging out with friends

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Cassandra

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I hang out in the popular crowd at school. I have a lot of friends who only want to please me, but I know they are always worried about getting on my bad side.

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I was the inspiration for what KB and Melanie call “Springdale Friends.” When KB arrived at our school, I did my best to keep her out of my “cool girls” circle, by making her look silly in school and on the soccer field. But, I realized it wasn’t cool after Melanie and KB became best friends.

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My Friends

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Meet Melanie

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Meet Brick

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My Videos

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Soccer Tryouts

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KB tries out for the soccer team but has a hard time when Cassandra keeps trying to make her look bad in front of Coach.

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Webisode 12 KB + + +
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Real Friends

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Mel defends KB while playing soccer and shows Coach that they understand teamwork. Coach makes Mel the team’s captain and she picks KB to be on her team and introduces her to her other friends.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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All About Hal

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Birthday: March 15
+Age: 12
+Activities: track team student manager, basketball
+Interests: reading mystery novels, sci-fi movies, music, race car driving

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Hal

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Bullying is always on my mind. Do you know what it’s like to have people tease you because they think you’re different? I do and it is terrible. I’m in a wheelchair and don’t feel bad about it at all. Actually, I only feel upset when bullies point out my chair and pick on me. I can do all sorts of cool things in my wheelchair, like spinning around and playing basketball! I just do things differently, and I wish Brick, Koz and Snoog would stop staring at me and making jokes.

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Josh:

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You’re right, Hal. Jokes and stares are no fun but you always keep a positive attitude! I hope others see this and know they aren’t alone.

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Raven:

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Definitely Hal! People can be so cruel and hurtful. I’ve been bullied for my clothes, ideas and just being too “different.” Being different is great and I hope you feel the same way!

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My Friends

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Meet Josh

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Meet Raven

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My Videos

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webisode-3-josh-north-last-years-zero + + +
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Josh North? Last Year’s Zero

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Josh, who used to get bullied, is now the cool kid in school.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+
+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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All About Josh

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Birthday: July 13
+Age: 13
+Activities: track (hurdles), student council, band
+Interests: hanging out with my friends, playing drums in my band, art

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Josh

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One way that we’re trying to make Springdale better is by putting a stop to bullying. I used to be bullied when I was younger (and a lot shorter!) and I’ve had some good friends bullied too. So, I know how horrible it can make you feel. Our school has just started some cool things to help stop bullying.

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I’ve also been working with Coach Cruncher and some of my friends to deal with bullying in sports, including PE classes and the locker rooms.

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Raven:

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Great job at the track meet, Josh!

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My Friends

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Meet Hal

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Meet Milton

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Meet Raven

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My Videos

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webisode-3-josh-north-last-years-zero + + +
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Josh North? Last Year’s Zero

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Josh, who used to get bullied, is now the cool kid in school.

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webisode 6 Raven and Josh + + +
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Josh Has Lunch with Raven and Milton

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Josh watches as Milton gets bullied by Brick and remembers back to when he was bullied last year.

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+ U.S. flag +
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An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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All About KB

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Birthday: April 15
+Age: 12
+Interests: shopping, chemistry, reading, sports, meeting new friends
+Activities: soccer, school, summer science camps, tutoring

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KB

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Have you ever been the new kid at a school? I have, and it can be really hard to make friends. I spent the first horrible week at school being picked on. Things have gotten much better, so I thought I should share some ideas.

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My new friend, Melanie, and I thought we should help out other new kids at school so they don’t have to go through what I did. With the help of my favorite teacher, Mr. Bittner, we came up with the idea of “Springdale Friends.” The way this works is that when a new student starts at the school, he or she is matched up with a few members of our “Springdale Friends” club who are in the same grade. We show the new student around, introduce them to other kids and teachers, and hang out with them.

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Melanie

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We also help them learn about after school activities, like the Bullying Prevention Team.

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KB

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We also help them learn about after school activities, like the Bullying Prevention Team.

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Thanks Mel! Feel free to take this idea, and use it at your school!

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My Friends

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Meet Josh

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Meet Cassandra

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Meet Melanie

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My Videos

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KB's first day

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Being the new girl at school isn't easy for KB.

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KB recalls her day

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KB doesn't tell her mom about what is happening at school.

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All About Koz

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Birthday: July 24
+Age: 12
+Activities: sports camp, hanging with my “crew”
+Interests: baseball, race car driving magazines

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Koz

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Brick has this idea to stop bullying because others are starting to stand against us, but we have so much fun teasing others and playing tricks! It’s awesome that everyone knows our group. Teachers are always telling us to stop but we do whatever we want, whenever we want. I hope Brick changes his mind but it might be the end of our bullying days.

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Meet Brick

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Meet Snoog

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My Videos

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Josh North? Last Year’s Zero

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Josh, who used to get bullied, is now the cool kid in school.

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An official website of the United States government

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All About Melanie

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Birthday: May 21
+Age: 12
+Activities: soccer, art/crafts club, summer science camp
+Interests: hairstyling, hiking, poetry, team sports, spending time with friends

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Melanie

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KB and I became fast friends after Mr. Bittner assigned us as lab partners in science class. We also play on the same soccer team and I’ve stood up for KB when she’s been bullied by some of our teammates. She’s taught me a lot about science and I’ve shown her that she is not alone on the soccer field.

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I used to be part of the “popular group” but that meant being a bully and that wasn’t cool once I started losing my true friends. Since KB is new to our school, I introduced her to my friends, Raven and Lasa, who also want to take a stand against bullying.

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KB:

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Thanks for showing me what a true friend is and standing up for me on the soccer field!

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My Friends

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Meet KB

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Meet Raven

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KB and Melanie Partner Up

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Cassandra continues to tease KB during class and gets spoken to by the teacher. Mel and KB are assigned to be lab partners and become friends.

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Real Friends

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Mel defends KB while playing soccer and shows Coach that they understand teamwork. Coach makes Mel the team’s captain and she picks KB to be on her team and introduces her to her other friends.

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All About Milton

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Birthday: July 19
+Age: 10
+Activities: jamming with my friends, watching cartoons
+Interests: tuba lessons, school band, summer music camp, archery

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Milton

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Hey music lovers, today is my first day at music camp. I had a chance to try out a new 5-valve tuba and I’m still rocking. The day started on a low note when I ran into Brick, his muscle man Snoog, and Koz. This year the day camp combined music and sports.

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Brick started with his name-calling. I thought I was over his teasing and that I could blow it off. But Brick’s putdown was in front of the entire brass section. If I’d been at school with my friends, Brick wouldn’t have bullied me. I was about to say something to Brick when I realized that my new musician friends were helping me.

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They blocked his path and helped me out. It was awesome! I felt safe and powerful enough to sit back and play my music.

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Hal:

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Way to go Milton! Too many of us know how it feels to be bullied.

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Milton:

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You’re right, Hal. By sharing stories about how to help when someone is bullied, we can spread the stop bullying message.

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My Friends

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Meet Josh

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Meet Hal

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Meet Raven

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My Videos

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Milton’s Dreams

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Being bullied by the "torture patrol" affects Milton’s tuba lesson.

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webisode 11 power in numbers + + +
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Power in Numbers

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Josh and Raven stand up to Brick when he bullies Milton in the cafeteria.

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All About Raven

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Birthday: January 31
+Age: 12
+Activities: painting, drawing, making jewelry, designing clothes
+Interests: dancing, shopping, going to concerts or art galleries

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Raven

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I grew up here in Springdale which is a small town. There aren’t many kids who share my interests. So I stand out, and for those who don’t know me, I appear “different.”

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It hurts when kids tease me about my outfits and far-out ideas. That’s why I try to include anyone who’s left out, which is what happened to KB and Milton.

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Josh:

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I never thought you were that different. You always seem to not care what people think. In my yearbook, you’ll be the most likely to succeed at whatever you do.

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My Friends

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Meet KB

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Meet Milton

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Meet Josh

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My Videos

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Josh Has Lunch with Raven and Milton

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Josh watches as Milton gets bullied by Brick and remembers back to when he was bullied last year.

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webisode 11 power in numbers + + +
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Power in Numbers

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Josh and Raven stand up to Brick when he bullies Milton in the cafeteria.

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All About Snoog

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Birthday: April 18
+Age: 11
+Interests: weight lifting, cartoons, paintball
+Activities: following Brick and Koz, sports camp, football

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Snoog

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Koz and Brick are my really good friends. They point out the kids I should go after and I let my huge muscles do the talking. Day camp this year is such a drag. Brick, Koz and I were ready for a summer of fun but everyone is tired of our bullying and we even hear the school has started this “Springdale Friends” club so new kids won’t worry about being bullied.

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Maybe this “Springdale Friends” thing won’t last and we can get back to our usual ways.

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KB:

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“Springdale Friends” is here to stay. I know what it’s like to be new and feel like I don’t belong. The club is going to make all kids feel safe.

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Melanie:

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KB is right! It is about time we gave kids some tips and activities to encourage them to be more than a bystander.

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My Friends

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Meet Brick

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Meet Koz

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My Videos

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webisode 6 Raven and Josh + + +
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Josh Has Lunch with Raven and Milton

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Josh watches as Milton gets bullied by Brick and remembers back to when he was bullied last year.

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An official website of the United States government

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+ Official websites use .gov +

+

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+ Secure .gov websites use HTTPS +

+

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Changes of Heart +

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Milton decides that he doesn’t want to play the tuba anymore and Josh confronts the kids that used to bully him but that are now being nice to him. 

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Take the Quiz

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+ + Question 1: Why is Milton upset when his parents ask him if he’s going to practice his tuba before dinner? + +
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Right. I’d be feeling pretty mad, too.

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They don’t seem the nagging types. Try another answer!

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I doubt it. Try another answer.

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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Josh Has Lunch with Raven and Milton +

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Josh watches as Milton gets bullied by Brick and remembers back to when he was bullied last year. 

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Casts: + +
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Kids cast Raven png + +
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Kids cast Josh png + +
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Kids cast Brick png + +
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Take the Quiz

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+ + Question 1: If you were Josh and watched a group of kids stomp on someone’s lunch, what could you do to help? + +
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You might be outnumbered. But I’m guessing that the other students at school don’t really like how Brick acts, so you might have some other students who could help you out.

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NOT a good idea. Then you’d just get in trouble for starting a food fight!

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Good, although that might be kind of hard. What would you say to Brick?

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That’s probably a good idea. Who would you tell? Other students? Adults at school?

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+ U.S. flag +
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+

An official website of the United States government

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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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KB and Melanie Partner Up +

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Cassandra continues to tease KB during class and gets spoken to by the teacher. Mel and KB are assigned to be lab partners and become friends. 

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Date Last Reviewed
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Take the Quiz

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+ + Question 1: Why do you think Mr. Bittner decided to "mix up" the lab partners? + +
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Really? I think there’s another reason. Try again.

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Exactly. Why did he think that would be a good idea? Check out question #2.

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That would have been a good reason, too. They’re impossible! But I don’t think that’s the main reason he did it. Try again.

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+ U.S. flag +
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An official website of the United States government

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+ +
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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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KB Recalls Her Day +

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KB avoids telling her mom about how hard her first day of school at her new school was.  She did not tell her mom that the other kids made fun of her and cyberbullied her by posting a picture of her online. 

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Casts: + +
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Kids cast KB png + +
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Kids cast Melanie png + +
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After watching the video, take a quiz to see how much you know about bullying.

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Date Last Reviewed
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Take the Quiz

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+ + Question 1: Why did KB tell her mother that her day at school was “just great”? + +
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I agree.

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I don’t think so . . . but seeing Mr. Bittner may have been the one good thing in her day!

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I doubt it. Her mom probably would be upset and concerned. She definitely wouldn’t be mad at KB.

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+ U.S. flag +
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An official website of the United States government

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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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KB Withdraws, Melanie Gets Dissed +

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KB wants to quit soccer because of what happened at tryouts. After she tells her mom, her mom recognizes the signs and realizes that KB must be getting bullied. 

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Date Last Reviewed
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Take the Quiz

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+ + Question 1: Why did KB tell her mother that her day at school was “just great”? + +
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I agree.

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I don’t think so . . . but seeing Mr. Bittner may have been the one good thing in her day!

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I doubt it. Her mom probably would be upset and concerned. She definitely wouldn’t be mad at KB.

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< View All Webisodes Watch Next Webisode >

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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KB’s First Day +

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KB has her first day at a new school where she walks into Cassandra, a kid at school that bullies others, and gets teased in front of the class.

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Casts: + +
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Kids cast KB png + +
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Kids cast Cassandra png + +
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After watching the video, take a quiz to see how much you know about bullying. 

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Date Last Reviewed
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Take the Quiz

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+ + Question 1: Why do you think KB didn't want to go to school? + +
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You’re probably right! Have you ever been the “new kid” at school or on a team? Do you remember feeling “butterflies” in your stomach? Did someone make you feel less scared? Is there someone at school who you could help out? Are there any other good answers?

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+
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Yup. Have you ever worried about kids making fun of clothing that you wear? Are there any other good answers?

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No way! KB LOVED my Science Camp over the summer and she seemed really excited when she saw me again.

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< View All Webisodes Watch Next Webisode >

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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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Josh North? Last Year’s Zero +

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Josh, who used to get bullied, is now the cool kid in school. 

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Casts: + +
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Kids cast Josh png + +
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+ +Josh
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Kids cast Brick png + +
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After watching the video, take a quiz to see how much you know about bullying.  

+ + + +
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+ +
+
Date Last Reviewed
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+ +
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Take the Quiz

+
+
+ + Question 1: Why do you think that Josh was surprised that Brick was so nice to him? + +
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Yup, and I have a feeling that Josh may have been bullied when he was younger.

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I agree. Why else?

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Maybe . . . but what might be a better answer?

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< View All Webisodes Watch Next Webisode >

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+ + + + + + + + + + + + + + + + + + diff --git a/kids/kid-videos/meet-the-cast b/kids/kid-videos/meet-the-cast new file mode 100644 index 0000000..e50cff8 --- /dev/null +++ b/kids/kid-videos/meet-the-cast @@ -0,0 +1,1384 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Meet the Cast | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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+
+ +
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  1. + Home +
    2. +
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    4. +
  4. + Meet the Cast +
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Meet the Cast +

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Springdale Middle School is full of interesting kids and adults. Find out more about KB, Mr. Bittner and other Springdale students and teachers.

+ +

Want to get to know the cast better? Click on their names to learn more!

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Kids cast KB png + + +
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KB (Katie Blue)

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Brick

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Milton

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Melanie

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Kids cast Cassandra png + + +
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Cassandra

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Josh

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Hal

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Kids cast Raven png + + +
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Raven

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Koz

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Snoog

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Adult Cast

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The students featured in these videos have strong adult role models that help them out and make an effort to stop bullying.

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Mr. Bittner

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Mr. Bittner is a 7th grade science teacher and a role model for KB. Mr. Bittner knows his students well and encourages friendship when he sees an issue. He is friendly and trusted by students and always intervenes when he sees bullying.

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Gina Floofinatta

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Gina Floofinatta is KB’s mother. She’s funny, likeable, and involved in all aspects of KB’s life. She has a positive attitude about KB’s first day of school and encourages her to make the best of a fresh new start. Her choice in clothing options isn’t always the best but she never misses an opportunity to make KB feel special.

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Señorita Ortega

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Señorita Ortega is Milton’s tuba teacher. A funny lady, Señorita Ortega is hip and cool. She knows when her students are upset and reminds them bullying is never ok. Señorita Ortega has seen Milton being bullied by Brick, Koz and Snoog and has told them to stop.

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Coach Cruncher

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Coach Cruncher is KB’s soccer coach and also the school’s PE teacher. He thinks teamwork is very important and has a hard time believing any of “his girls” could do anything intentionally cruel to a fellow teammate.

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Melanie wants to fit in, so she stops hanging out with her old friends and starts hanging out with the cool kids at school.  She doesn’t stand up for her old friends when they get bullied. 

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Take the Quiz

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+ + Question 1: Why did Melanie tell Cassandra that she was talking to nobody when she actually was talking to Raven and Lasa? + +
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I don’t think so. Try again.

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Right. What kind of friend do you think Cassandra is to Melanie? How do you think Melanie feels about the situation?

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I don’t think so. Melanie seems like she feels bad about insulting her friends.

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An official website of the United States government

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+ Official websites use .gov +

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+ Secure .gov websites use HTTPS +

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Being bullied by the "torture patrol" affects Milton’s tuba lesson.  

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After watching the video, take a quiz to see how much you know about bullying. 

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Take the Quiz

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+ + Question 1: What is Milton Weems’ big dream? + +
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I doubt it. I wouldn’t want to hang out with Brick, would you?

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Right. And he’ll probably be the first one!

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I’m sure he wants them to quit bullying him, wouldn’t you? Are there any other good answers?

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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The Playground Is for Everyone

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FADE IN: the playground

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LANCE: Hey!  We called dibs on the climbing bars.

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ALEXA: Yeah.  No one else is allowed to play on them. Just us.

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TY: Since when?

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ALEXA: Since now.  So get outta here.

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Ty frowns.  Bummed, Jojo nudges him.

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JOJO: Let’s go, Ty.

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The two victims slink away, defeated. They walk past Zack, who furrows his brow.

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ZACK: Ty, Jojo - wait - you guys are allowed to play on the climbing bars too.

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TY: That's not what Lance said.

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JOJO: Yeah. And Alexa too.

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Zack gets a determined look and motions for Ty and Jojo to follow him.

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ZACK: C'mon.

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Ty and Jojo follow Zack to the climbing bars, still looking intimidated.  Zack yells up to Lance and Alexa.

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ZACK: Hey you guys. The climbing bars belong to all of us. Not just you.

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LANCE: Oh yeah?  Who says?

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ZACK: I say. You're being mean by not letting Ty and Jojo play. That's bullying!

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LANCE: No it's not.

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Mr. Ortiz notices the commotion.  He marches toward the kids.

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MR. ORTIZ: Oh, yes it is.  And Zack did a good job of recognizing it. He pointed out that it's best to share and include others.

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TY: C'mon, guys! Let's ALL play on the bars.

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Lance scoots over on the bars to make room for the others. Jojo and Zack start climbing up the bars.  Mr. Ortiz is pleased that the kids have learned an important lesson.

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NOTE: The transcript for this program may have been compiled from uncorrected Closed Captioning.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Power in Numbers +

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Josh and Raven stand up to Brick when he bullies Milton in the cafeteria. 

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Take the Quiz

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+ + Question 1: Why did Josh ask if he could sit with Milton at lunch? + +
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I doubt it. Try again.

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I don’t think that’s the reason. Try again.

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Right. He had seen Brick bullying Milton and probably thought he could help Milton out.

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Real Friends +

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Mel defends KB while playing soccer and shows Coach that they understand teamwork.  Coach makes Mel the team’s captain and she picks KB to be on her team and introduces her to her other friends. 

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Take the Quiz

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+ + Question 1: Why do you think Melanie decided to block the ball and save KB from getting smashed in the face? + +
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That was a pretty impressive play . . . but I don’t think she was out to impress anyone. Try again.

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Maybe. But I think there’s a better answer.

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I agree. I think she’d finally “had it” with Cassandra and decided to do something to help.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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KB tries out for the soccer team but has a hard time when Cassandra keeps trying to make her look bad in front of Coach. 

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Take the Quiz

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+ + Question 1: Cassandra was up to no good on the soccer field. What two mean things did she do to her teammate, KB? + +
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Yup. What else did she do?

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Right. Really nice, huh? What else did Cassandra do to KB?

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No, but she may get around to doing that tomorrow!

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Yes . . . That’s Bullying

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FADE IN: Art class

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Ms. Osborne: Oh, great job class! OK, now it's time for…'Art from Outer Space!'

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The kids cheer and grab their paper and crayons. As some start drawing, Nisha is excited.

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NISHA: I know! I'm going to draw the planet Saturn!

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RAY: Me too!

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Nisha and Ray start drawing. Henry smiles and starts drawing too.

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HENRY: Me too!

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Suddenly, Nisha frowns at Henry in protest.

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NISHA: Oh no you're not.

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HENRY: Huh?

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RAY: YOU have to draw another planet. Only Nisha and I get to draw Saturn.

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HENRY: But…I'm allowed to draw whatever I want to.

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As Henry starts drawing Saturn, Ray suddenly takes a crayon and makes a big X on Henry's drawing. Henry frowns, upset.

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HENRY: Hey!

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A shy kid bystander, Zack, notices the tussle. His eyes widen with concern.

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ZACK: Uh oh.

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Zack notices as Selena tugs the teacher's sleeve and points to what’s happening.

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SELENA: Ms. Osborne, we have a problem.

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MS. OSBORNE: (quietly; aside to Selena) Thanks for letting me know, Selena.

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NISHA: Henry, you can't draw ANY planets. 'Cause you're not good at ANYTHING.

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Ms. Osborne steps up behind the children.

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MS. OSBORNE: Nisha, Ray, that’s enough. We don’t allow this kind of talk. This isn't the first time you've used hurtful words. This is bullying, and it’s not OK.

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NISHA AND RAY: Bullying?!

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MS. OSBORNE: Yes, you were leaving someone out, ruining his picture, and hurting his feelings.

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Getting the message, Nisha and Ray look away, knowing they were in the wrong.

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MS. OSBORNE: Let's not forget -- everyone deserves respect.

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All of the kids think to themselves, taking this in. Henry smiles thoughtfully, looking relieved. He takes a new piece of paper and draws a new image of Saturn.

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NOTE: The transcript for this program may have been compiled from uncorrected Closed Captioning.

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Kid Videos +

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In this section you can learn about bullying by watching videos, reading along, and taking quizzes.

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Videos for Younger Kids

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Watch these videos to learn what bullying is. You can read along, too!

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yes that's bullying + + +
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Yes.. That's Bullying Webisode

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Henry's feelings are hurt when his classmates leave him out, ruin his artwork and call him names.

+ + + Yes.. That's Bullying Webisode +
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the playground is for everyone + + +
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The Playground Is for Everyone

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Ty and Jojo are told by Lance to keep off the climbing bars.

+ + + The Playground Is for Everyone +
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Videos for Older Kids

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Watch these videos to learn how KB, Josh, Milton, and their friends deal with bullying. After watching each video, take a quiz to see how much you know about bullying.

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Webisode 1: KB's First Day

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Being the new girl at school isn't easy for KB.

+ + + Webisode 1: KB's First Day +
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Webisode 2: Milton's Dreams

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Milton is bullied because he loves to play the tuba.

+ + + Webisode 2: Milton's Dreams +
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Webisode 3: Josh North

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Brick surprises Josh by complimenting him on a great race.

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Webisode 4: Melanie's Friends

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Melanie finds it hard to be friends with someone who bullies others.

+ + + Webisode 4: Melanie's Friends +
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Webisode 5: KB's Day

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KB doesn't tell her mom about what is happening at school.

+ + + Webisode 5: KB's Day +
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webisode 6 Raven and Josh + + +
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Webisode 6: Josh & Raven

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When Brick bullies Milton, Josh remembers when he was bullied.

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Webisode 7: Soccer Tryouts

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Soccer tryouts don't go well for KB because of Cassandra's behavior on the field.

+ + + Webisode 7: Soccer Tryouts +
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Webisode 8: KB Withdraws

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KB wants to quit soccer because she is afraid of being bullied.

+ + + Webisode 8: KB Withdraws +
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Webisode 9: Changes of Heart

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Josh learns that kids who bully can change and Milton quits the tuba.

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Webisode 10: KB & Melanie

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Mr. Bittner assigns new lab partners to help KB and Melanie.

+ + + Webisode 10: KB & Melanie +
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webisode 11 power in numbers + + +
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Webisode 11: Power in Numbers

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New friends help Milton stand up to Brick.

+ + + Webisode 11: Power in Numbers +
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Webisode 12 KB + + +
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Webisode 12: Real Friends

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KB and Melanie learn the importance of real friends.

+ + + Webisode 12: Real Friends +
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+ Secure .gov websites use HTTPS +

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What Kids Can Do +

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Are you being bullied? Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying.

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Treat Everyone with Respect

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Nobody should be mean to others.

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  • Stop and think before you say or do something that could hurt someone.
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  • If you feel like being mean to someone, find something else to do. Play a game, watch TV, or talk to a friend.
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  • Talk to an adult you trust. They can help you find ways to be nicer to others.
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  • Keep in mind that everyone is different. Not better or worse. Just different.  
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  • If you think you have bullied someone in the past, apologize. Everyone feels better.
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What to Do If You’re Bullied

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There are things you can do if you are being bullied:

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  • Look at the kid bullying you and tell him or her to stop in a calm, clear voice. You can also try to laugh it off. This works best if joking is easy for you. It could catch the kid bullying you off guard.
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  • If speaking up seems too hard or not safe, walk away and stay away. Don’t fight back. Find an adult to stop the bullying on the spot.
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There are things you can do to stay safe in the future, too.

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  • Talk to an adult you trust. Don’t keep your feelings inside. Telling someone can help you feel less alone. They can help you make a plan to stop the bullying.
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  • Stay away from places where bullying happens.
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  • Stay near adults and other kids. Most bullying happens when adults aren’t around.
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Protect Yourself from Cyberbullying

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Bullying does not always happen in person. Cyberbullying is a type of bullying that happens online or through text messages or emails. There are things you can do to protect yourself.

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  • Always think about what you post. You never know what someone will forward. Being kind to others online will help to keep you safe. Do not share anything that could hurt or embarrass anyone.
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  • Keep your password a secret from other kids. Even kids that seem like friends could give your password away or use it in ways you don’t want. Let your parents have your passwords.
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  • Think about who sees what you post online. Complete strangers? Friends? Friends of friends? Privacy settings let you control who sees what.
    • +
  • Keep your parents in the loop. Tell them what you’re doing online and who you’re doing it with. Let them friend or follow you. Listen to what they have to say about what is and isn’t okay to do. They care about you and want you to be safe.
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  • Talk to an adult you trust about any messages you get or things you see online that make you sad or scared. If it is cyberbullying, report it.
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Stand Up for Others

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When you see bullying, there are safe things you can do to make it stop.

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  • Talk to a parent, teacher, or another adult you trust. Adults need to know when bad things happen so they can help.
    • +
  • Be kind to the kid being bullied. Show them that you care by trying to include them. Sit with them at lunch or on the bus, talk to them at school, or invite them to do something. Just hanging out with them will help them know they aren’t alone.
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Not saying anything could make it worse for everyone. The kid who is bullying will think it is ok to keep treating others that way.

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Get Involved

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You can be a leader in preventing bullying in your community.

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  • Find out more about where and when bullying happens at your school. Think about what could help. Then, share your ideas. There is a good chance that adults don’t know all of what happens. Your friends can go with you to talk to a teacher, counselor, coach, or parent and can add what they think.
    • +
  • Talk to the principal about getting involved at school. Schools sometimes give students a voice in programs to stop bullying. Be on a school safety committee. Create posters for your school about bullying. Be a role model for younger kids.
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  • Write a blog, letter to the editor of your local newspaper, or tweet about bullying.
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An official website of the United States government

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  3. + Alabama Anti-Bullying Laws & Policies +
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Alabama Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationYes
Staff trainingYes
Parent engagementNo
+ +

Which Alabama laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Alabama anti-bullying laws and regulations?

+ +

Alabama anti-bullying laws include the following definitions of bullying and cyberbullying:

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"Bullying" is a continuous pattern of intentional behavior that takes place on or off of school property, on a school bus, or at a school-sponsored function including, but not limited to, cyberbullying or written, electronic, verbal, or physical acts that are reasonably perceived as being motivated by any characteristic of a student, or by the association of a student with an individual who has a particular characteristic, if the characteristic falls into one of the categories of personal characteristics contained in the model policy adopted by the department or by a local board, and implemented at each school. To constitute bullying, a pattern of behavior may do any of the following:

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  1. Place a student in reasonable fear of harm to his or her person or damage to his or her property.
    2. +
  2. Have the effect of substantially interfering with the educational performance, opportunities, or benefits of a student.
    3. +
  3. Have the effect of substantially disrupting or interfering with the orderly operation of the school, whether the conduct occurs on or off school property, online, or electronically.
    4. +
  4. Have the effect of creating a hostile environment in the school, on school property, on a school bus, or at a school-sponsored function.
    5. +
  5. Have the effect of being sufficiently severe, persistent, or pervasive enough to create an intimidating, threatening, or abusive educational environment for a student.
    6. +
+ +

Ala. Code § 16-28B-3 (2018)

+ +

Do Alabama anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Alabama anti-bullying laws cover conduct that occurs on or off school property.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Alabama school districts must adopt a policy prohibiting bullying, intimidation, violence, and threats of violence. District policies should contain key policy and procedural elements that are consistent with the state model policy content, including, but not limited to:

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  • Statements prohibiting bullying, violence, and threats of violence;
    • +
  • Definitions of the terms bullying, intimidation, and threats of violence;
    • +
  • Descriptions of the behavior expected of each student;
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  • Disciplinary consequences for violations of the policy;
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  • Procedures for reporting, investigation, and response;
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  • Statements prohibiting reprisal or retaliation;
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  • Disciplinary consequences for false accusations;
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  • Procedures for publicizing the local board policy;
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  • Procedures for students to use in reporting bullying incidents; and
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  • Procedures for the development of a non-exhaustive list of personal characteristics of a student which may often lead to bullying.
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+ +

Alabama anti-bullying laws require local school boards to report statistics on the number of submitted reports of violence, threats of violence, and harassment to the state for posting on the department website.

+ +

Do Alabama anti-bullying laws and regulations include protections for specific groups?

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Yes. Alabama anti-bullying laws prohibit acts that are reasonably perceived as being motivated by any characteristic of a student, or by the association of a student with an individual who has a particular characteristic, if the characteristic falls into one of the categories of personal characteristics contained in the model policy adopted by the department or by a local board and implemented at each school.

+ +

Alabama schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Alabama anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Alabama schools must develop and implement evidence-based practices to promote a school environment that is free from harassment, intimidation, violence, and threats of violence; to prevent harassment, intimidation, violence, and threats of violence; and to intervene when such incidents occur. Schools must also incorporate information on bullying policies into civility, citizenship, and character education curricula to promote awareness and sensitivity.

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Do Alabama anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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Yes. Alabama school districts must provide training for school employees and volunteers who have significant contact with students on local board policies to prevent harassment, intimidation, violence, and threats of violence.

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Alabama school districts must also programmatically address the issue of bullying and school violence with students and faculty at the beginning of each school year. Programs must include discussion of available resources and encourage reporting of bullying incidents. Schools must also periodically convene a committee of faculty and students to review and discuss the issue of bullying and make recommendations to school administrators regarding school climate, safety, and bullying.

+ +

Do Alabama anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Alabama school districts must make referral, crisis intervention, and other related information available for students, parents, and school personnel as part of bullying and suicide prevention efforts.

+ +

Do Alabama anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

No. Alabama anti-bullying laws do not create expectations for parent involvement in addressing bullying behavior.

+ +

For More Information

+ +

Visit the Alabama State Department of Education's "Prevention and Support Services" webpage and/or view the Alabama state model policy on bullying.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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An official website of the United States government

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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

+
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+ Https +
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+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Alaska Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeNo
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationNo
Staff trainingNo
Parent engagementYes
+ +

Which Alaska laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Alaska anti-bullying laws and regulations?

+ +

Alaska anti-bullying laws and regulations include the following definitions of harassment, intimidation, and bullying:

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"Harassment, intimidation, or bullying" means an intentional written, oral, or physical act, when the act is undertaken with the intent of threatening, intimidating, harassing, or frightening the student, and

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  1. physically harms the student or damages the student's property;
    2. +
  2. has the effect of substantially interfering with the student's education;
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  3. is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or
    4. +
  4. has the effect of substantially disrupting the orderly operation of the school.
    5. +
+ +

Alaska Stat. § 14.33.250 (2006)

+ +

Do Alaska anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

No. Alaska anti-bullying laws do not include definitions of cyberbullying and do not explicitly cover conduct that occurs off school property.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Alaska school districts are required to adopt a policy prohibiting the harassment, intimidation, or bullying of any student. District policies must contain key policy and procedural elements, including, but not limited to:

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  • Statement prohibiting harassment, intimidation, or bullying;
    • +
  • Statements emphasizing positive character traits and values, including the importance of civil and respectful speech and conduct and the responsibility of students to comply with the district policy;
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  • Provisions for an appropriate punishment schedule for violations of the policy up to and including expulsion and reporting of criminal activity to law enforcement authorities;
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  • Prohibitions against reprisal, retaliation, or false accusation; and
    • +
  • Requirements for reporting acts of harassment, intimidation, or bullying to appropriate school officials.
    • +
+ +

Alaska anti-bullying laws require districts to report to the state all incidents resulting in suspension or expulsion for harassment, intimidation, or bullying on school premises or on transportation systems used by schools.

+ +

Do Alaska anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Alaska anti-bullying laws or regulations.

+ +

Alaska schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics.  Find out when bullying may be a civil rights violation.

+ +

Do Alaska anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

No. Alaska school districts are not required to implement bullying prevention programs or strategies.

+ +

Do Alaska anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

No. Alaska school districts are not required to train teachers or other school staff on how to respond to bullying incidents. However, the law does encourage the Alaska Department of Education and Early Development to disseminate training and instructional materials.

+ +

Do Alaska anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. Alaska school districts are not required to provide safeguards or mental health supports for students involved with bullying.

+ +

Do Alaska anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Alaska school districts must adopt policies through the standard policy-making procedure for each district that includes the opportunity for participation by parents or guardians, school employees, volunteers, students, administrators, and community representatives.

+ +

For More Information

+ +

Visit the Alaska Department of Education and Early Development's "Bullying" webpage and/or view the Alaska state model policy on harassment, intimidation, and bullying.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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  3. + American Samoa Anti-Bullying Laws & Policies +
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American Samoa Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyNo
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationYes
Staff trainingNo
Parent engagementNo
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Which American Samoa laws and regulations cover bullying?

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  • Student Policy Handbook. §22. Control of dangerous and anti-social behavior – Bullying
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  • Student Policy Handbook. §55. Use of technology
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Note: These policies were shared via email communication from AS DOE to the NCSSLE on April 8, 2015; a publicly accessible version of this document has not been identified. For more information, contact: http://www2.ed.gov/about/contacts/state/as.html.

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How are bullying and cyberbullying defined in American Samoa anti-bullying laws and regulations?

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American Samoa anti-bullying laws include the following definition of bullying:

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"Bullying" means behavior that includes direct physical contact such as hitting or shoving, verbal assaults such as teasing or name-calling, and/or social manipulation or isolation.

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American Samoa Student Policy Handbook, Section 22, Control of dangerous and anti-social behavior—Bullying

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Cyberbullying means bullying that takes place using electronic technology. Examples of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites, embarrassing pictures, videos, websites, or fake profiles. Messages and images can be posted anonymously and distributed quickly to a wide audience through the social media.

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American Samoa Student Policy Handbook, Section 55, Use of technology

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Do American Samoa anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. American Samoa anti-bullying laws do not cover off campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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American Samoa anti-bullying laws prohibit bullying, intimidation, and harassment and require students and staff to immediately report bullying incidents. Staff who witness bullying incidents must take immediate steps to intervene. Students who are in violation of the bullying policy are subject to disciplinary action, which may lead to suspension.

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Do American Samoa anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under American Samoa anti-bullying laws or regulations.

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American Samoa schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do American Samoa anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. American Samoa schools must provide instruction on appropriate behavior when utilizing school technology resources, especially online or web content. Instructions for appropriate use of social networking websites, and chat rooms and cyberbullying awareness and response must be included in the instruction to students.

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Do American Samoa anti-bullying laws encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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No. American Samoa anti-bullying laws do not require districts to train teachers and other school staff on how to prevent or respond to bullying incidents.

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Do American Samoa anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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No. American Samoa anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

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Do American Samoa anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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No. American Samoa anti-bullying laws do not create expectations for parent involvement in addressing bullying behavior.

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For More Information

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Visit the American Samoa Department of Education webpage.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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An official website of the United States government

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Arizona Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionNo
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationNo
Staff trainingNo
Parent engagementYes
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Which Arizona laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Arizona anti-bullying laws and regulations?

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Arizona anti-bullying laws do not define harassment, intimidation, and bullying. School districts are required to include definitions of harassment, intimidation, and bullying in district policies and procedures.

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Do Arizona anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. Arizona anti-bullying laws do not cover conduct that occurs off school property. School district policies prohibit conduct that occurs on school grounds, on school property, on school buses, at school bus stops, at school-sponsored events and activities, and through use of electronic technology or electronic communication on school computers, networks, forums and mailing lists.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Arizona school districts are required to prescribe and enforce policies and procedures to prohibit pupils from harassing, intimidating, or bullying other pupils. District policies must contain key policy and procedural elements, including, but not limited to:

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  • Definitions of harassment, intimidation, and bullying;
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  • Procedures for reporting and investigation;
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  • Procedures for notifying the alleged victim and alleged victim's parent or guardian when a school official or employee becomes aware of a suspected incident of harassment, intimidation, or bullying;
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  • Requirements to provide written copies of the rights, protections, and support services available to alleged victims and procedures to protect the health and safety of pupils who are physically harmed as the result of incidents of harassment, intimidation, and bullying; and
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  • Disciplinary consequences for violations of the policy.
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Do Arizona anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under Arizona anti-bullying laws or regulations.

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Arizona schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Arizona anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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No. Arizona school districts are not required to implement bullying prevention programs or strategies.

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Do Arizona anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent or respond to bullying incidents?

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No. Arizona school districts are not required to train teachers or other school staff on how to prevent or respond to bullying incidents.

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Do Arizona anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Arizona school districts are required to adopt procedures to protect the health and safety of pupils who are physically harmed as the result of incidents of harassment, intimidation, and bullying and to provide written copies of the rights, protections, and supports services available to alleged victims.

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Do Arizona anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Arizona school districts must adopt procedures for notifying the alleged victim and alleged victim's parent or guardian when a school official or employee becomes aware of a suspected incident of harassment, intimidation, or bullying.

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For More Information

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Visit the Arizona Department of Education's "School Safety and Social Wellness" webpage.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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+ U.S. flag +
+
+

An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Arkansas Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Arkansas laws and regulations cover bullying?

How are bullying and cyberbullying defined in Arkansas anti-bullying laws and regulations?

Arkansas anti-bullying laws and regulations include the following definitions of bullying and harassment:

  1. "Bullying" means the intentional harassment, intimidation, humiliation, ridicule, defamation, or threat or incitement of violence by a student against another student or public school employee by a written, verbal, electronic, or physical act that may address an attribute of the other student, public school employee, or person with whom the other student or public school employee is associated and that causes or creates actual or reasonably foreseeable:
    1. Physical harm to a public school employee or student or damage to the public school employee's or student's property;
    2. Substantial interference with a student's education or with a public school employee's role in education;
    3. A hostile educational environment for one (1) or more students or public school employees due to the severity, persistence, or pervasiveness of the act; or
    4. Substantial disruption of the orderly operation of the public school or educational environment.
  2. "Bullying" includes cyberbullying as defined in this section;
    1. "Cyberbullying" means any form of communication by electronic act that is sent with the purpose to:
  3. Harass, intimidate, humiliate, ridicule, defame, or threaten a student, public school employee, or person with whom the other student or public school employee is associated; or
  4. Incite violence against a student, public school employee, or person with whom the other student or public school employee is associated;
    1. "Electronic act" means without limitation a communication or image transmitted by means of an electronic device, including without limitation a telephone, wireless phone or other wireless communications device, computer, or pager;
    2. "Harassment" means a pattern of unwelcome verbal or physical conduct relating to another person's constitutionally or statutorily protected status that causes, or reasonably should be expected to cause, substantial interference with the other's performance in the school environment; and
    3. "Substantial disruption" means without limitation that any one (1) or more of the following occur as a result of the bullying:
  5. Necessary cessation of instruction or educational activities;
  6. Inability of students or educational staff to focus on learning or function as an educational unit because of a hostile environment;
  7. Severe or repetitive disciplinary measures are needed in the classroom or during educational activities; or
  8. Exhibition of other behaviors by students or educational staff that substantially interfere with the learning environment.

A.C.A. § 6-18-514 (2019)

Do Arkansas anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Arkansas anti-bullying laws prohibit cyberbullying that results in the substantial disruption of the orderly operation of the school or educational environment, whether or not the electronic act originated on school property or with school equipment, if the cyberbullying is directed specifically at students or school personnel, is maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Arkansas school districts are required to adopt policies to prevent bullying. District policies must contain key policy and procedural elements, including, but not limited to:

  • Definitions of conduct that constitutes bullying that conform to definitions in state law;
  • Statements prohibiting bullying and cyberbullying including information on the scope of where bullying laws apply;
  • Disciplinary consequences for engaging in prohibited conduct;
  • Requirements for mandatory reporting among school personnel;
  • Procedures for reporting and investigations, including time limitations for conducting an investigation;
  • Procedures for notifying the parent or legal guardian of the alleged victim and the alleged perpetrator of an incident of bullying;
  • Requirements for how policies will be publicized within the district; and
  • Requirements that a full copy of the policy will be made available upon request.

Arkansas anti-bullying laws require districts to review bullying policies on an annual basis and to make any necessary revisions. School districts must provide the Division of Elementary and Secondary Education with the website address at which a copy of the policies may be found.

Do Arkansas anti-bullying laws and regulations include protections for specific groups?

Yes. Arkansas anti-bullying laws prohibit bullying acts that may address an attribute of the other student, public school employee, or person with whom the other student or public school employee is associated. "Attribute" means an actual or perceived personal characteristic including without limitation race, color, religion, ancestry, national origin, socioeconomic status, academic status, disability, sex, physical appearance, health condition, or sexual orientation.

Arkansas schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Arkansas anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Arkansas anti-bullying laws require that districts implement group conflict resolution services, include programs designed to prevent bullying as a component of their student services programs.

Do Arkansas anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent or respond to bullying incidents?

Yes. Arkansas school districts must provide training on compliance with the anti-bullying policies to all public school district employees responsible for reporting or investigating bullying. All Arkansas licensed school personnel are also required to receive two hours of professional development in bullying prevention and recognition of the relationship between bullying and the risk of suicide.

Do Arkansas anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Arkansas anti-bullying laws require the principal or designee to discuss, as appropriate, the availability of school counseling and other intervention services with students involved in incidents of bullying. School counselors are encouraged to implement programs to address bullying that include strategies to support a student who is being bullied.

Do Arkansas anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Arkansas anti-bullying laws require school districts to report to a parent or legal guardian when a student is believed to be the victim of an incident of bullying, and to notify the parent or legal guardian of a student who is determined to have been the perpetrator of the bullying incident.

For More Information

Visit the Arkansas Department of Education's "Anti-Bullying and Violence Prevention" webpage and/or view the Arkansas state guidance document on bullying prevention.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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+ U.S. flag +
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An official website of the United States government

+ +
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+
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
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California Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which California laws and regulations cover bullying?

How are bullying and cyberbullying defined in California anti-bullying laws and regulations?

California anti-bullying laws and regulations include the following definitions of bullying and cyber sexual bullying:

"Bullying" means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a pupil or group of pupils as defined in Section 48900.2, 48900.3, or 48900.4, directed toward one or more pupils that has or can be reasonably predicted to have the effect of one or more of the following:

  1. Placing a reasonable pupil or pupils in fear of harm to that pupil's or those pupils' person or property.
  2. Causing a reasonable pupil to experience a substantially detrimental effect on the pupil's physical or mental health.
  3. Causing a reasonable pupil to experience substantial interference with the pupil's academic performance.
  4. Causing a reasonable pupil to experience substantial interference with the pupil's ability to participate in or benefit from the services, activities, or privileges provided by a school.

"Electronic act" means the creation or transmission originated on or off the school site, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following:

  1. A message, text, sound, video, or image.
  2. A post on a social network internet website, including, but not limited to:
    1. Posting to or creating a burn page. "Burn page" means an internet website created for the purpose of having one or more of the effects listed in paragraph (1).
    2. Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in paragraph (1). "Credible impersonation" means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated.
    3. Creating a false profile for the purpose of having one or more of the effects listed in paragraph (1). "False profile" means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile.
  3.  
    1. An act of cyber sexual bullying.
    2. For purposes of this clause, "cyber sexual bullying" means the dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual recording by a pupil to another pupil or to school personnel by means of an electronic act that has or can be reasonably predicted to have one or more of the effects described in subparagraphs (A) to (D), inclusive, of paragraph (1). A photograph or other visual recording, as described in this subclause, shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual recording of a minor where the minor is identifiable from the photograph, visual recording, or other electronic act.
    3. For purposes of this clause, "cyber sexual bullying" does not include a depiction, portrayal, or image that has any serious literary, artistic, educational, political, or scientific value or that involves athletic events or school-sanctioned activities.

Cal. Ed. Code § 48900 (2019)

Do California anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. California anti-bullying laws cover off-campus conduct encompassing any electronic act where the creation or transmission originated on or off the school site.

What are the policy requirements for schools to prevent and respond to bullying behavior?

California school districts are required to adopt a policy prohibiting harassment, intimidation, or bullying and procedures for preventing acts of bullying and cyberbullying. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting harassment, intimidation, or bullying;
  • Procedures for reporting and investigations, including timelines for investigating and reporting complaints;
  • Publications of antidiscrimination, anti-harassment, anti-intimidation, and anti-bullying laws;
  • Resources available to support LGBTQ and other at-risk students;
  • Protections for complainants from retaliation; and
  • Identification of a district officer responsible for ensuring district compliances with requirements under the law.

California school districts are encouraged to maintain documentation of complaints and their resolution for a minimum of one review cycle.

Do California anti-bullying laws and regulations include protections for specific groups?

Yes. California anti-bullying laws require districts to adopt a policy that prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived characteristics including immigration status, disability, sex, nationality, race or ethnicity, religion, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics.

California schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do California anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. California anti-bullying laws direct the Department of Education to display information, curricula, and resources that address bias-related discrimination, harassment, intimidation, cyber sexual bullying, and bullying. This includes the development of resources and strategies to increase support for LGBTQ students. California anti-bullying laws encourage school districts to inform pupils regarding available information and resources on the state department of education website regarding the dangers and consequences of cyber sexual bullying.

California anti-bullying laws also direct the Department of Education to develop an online training module to assist all school staff, school administrators, parents, pupils, and community members in increasing their knowledge of the dynamics of bullying and cyberbullying. The online training module shall include, but is not limited to, identifying an act of bullying or cyberbullying, and implementing strategies to address bullying and cyberbullying.

Do California anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. California anti-bullying laws also direct the Department of Education to develop an online training module to assist all school staff, school administrators, parents, pupils, and community members in increasing their knowledge of the dynamics of bullying and cyberbullying. The online training module shall include, but is not limited to, identifying an act of bullying or cyberbullying, and implementing strategies to address bullying and cyberbullying.

Do California anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. California schools are encouraged to refer students involved with bullying to a school counselor, school psychologist, social worker, child welfare attendance personnel, school nurse, or other school support services personnel for case management, counseling, and participation in a restorative justice program, as appropriate.

Do California anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. California school districts must inform parents or legal guardian when a student is involved in an act of harassment, intimidation, cyber sexual bullying, or bullying, and must make available information on statewide resources to parents or legal guardians regarding harassment, intimidation, cyber sexual bullying, and bullying.

For More Information

Visit the California Department of Education's "Bullying and Hate-Motivated Behavior Prevention" webpage and/or view the California state model policy for bullying prevention.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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ComponentIncluded
Prohibiting statementNo
DefinitionYes
ScopeNo
Protected groupsYes
District policy requirementYes
Reporting and investigationsNo
ConsequencesYes
Communication of policyNo
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingNo
Parent engagementYes
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Which Colorado laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Colorado anti-bullying laws and regulations?

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Colorado anti-bullying laws and regulations include the following definition of bullying:

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"Bullying" means any written or oral expression, or physical or electronic act or gesture, or a pattern thereof, that is intended to coerce, intimidate, or cause any physical, mental, or emotional harm to any student. Bullying is prohibited against any student for any reason, including but not limited to any such behavior that is directed toward a student on the basis of the student's academic performance or against whom federal and state laws prohibit discrimination upon any of the bases described in section 22-32-109 (1)(ll)(I)(A). This definition is not intended to infringe upon any right guaranteed to any person by the first amendment to the United States constitution or to prevent the expression of any religious, political, or philosophical views.

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Colo. Rev. Stat. § 22-32-109.1 (2020)

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Do Colorado anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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Yes. Colorado anti-bullying laws cover off-campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Colorado school districts must adopt a safe school plan and conduct and discipline code that contains a specific policy addressing bullying prevention and education. At minimum, the policy must:

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  • Clearly differentiate between a conflict and bullying and between harassment and bullying
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  • Clarify the role of cyberbullying during online instruction, which may occur on or off school property
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Colorado state law requires districts to report annually to the Department of Education the number of conduct and discipline code violations, including the number of incidents of bullying and other behavior that creates a threat of physical harm to the student or to other students. School districts must also report information on the school's policy concerning bullying prevention and education, including information related to the development and implementation of any bullying prevention programs.

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Do Colorado anti-bullying laws and regulations include protections for specific groups?

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Yes. Colorado anti-bullying laws prohibit bullying against any student for any reason, including but not limited to any such behavior that is directed toward a student on the basis of his or her academic performance, or on the basis of his or her disability, race, creed, color, sex, sexual orientation, national origin, religion, ancestry, or need for special education services.

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Colorado schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Colorado anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. Colorado anti-bullying laws encourage districts to implement evidence-based bullying prevention programs by establishing a state-funded bullying prevention and education grant program. Colorado anti-bullying laws also require the Department of Education to create a page on its public website to make available evidence-based practices and other resources for educators and other professionals engaged in bullying prevention and education.

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Do Colorado anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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No. Colorado anti-bullying laws do not require districts to provide training to teachers or other school staff on how to respond to bullying incidents. Colorado state law does encourage each school district to implement training and education in the principles and practices of restorative justice as an approach to remediate student offenses, such as bullying.

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Do Colorado anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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No. Colorado anti-bullying laws do not require districts to provide safeguards of mental health supports for students involved with bullying.

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Do Colorado anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Colorado school districts must adopt a safe school plan following consultation with the school district and school accountability committees, parents, teachers, administrators, students, student councils where available, and, where appropriate, the community at large. School districts must also designate a team of persons at each school to advise the school administration concerning the severity and frequency of bullying incidents that occur in the school. Team members may include, but need not be limited to, law enforcement officials, social workers, prosecutors, health professionals, mental health professionals, school psychologists, counselors, teachers, administrators, parents, and students.

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For More Information

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Visit the Colorado Department of Education's "Bullying Prevention and Education" webpage and/or view the Colorado state model policy on bullying prevention and education.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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Connecticut Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Connecticut laws and regulations cover bullying?

How are bullying and cyberbullying defined in Connecticut anti-bullying laws and regulations?

Connecticut anti-bullying laws and regulations include the following definitions of bullying and cyberbullying:

"Bullying" means an act that is direct or indirect and severe, persistent or pervasive, which (A) causes physical or emotional harm to an individual, (B) places an individual in reasonable fear of physical or emotional harm, or (C) infringes on the rights or opportunities of an individual at school. "Bullying" shall include, but need not be limited to, a written, oral or electronic communication or physical act or gesture based on any actual or perceived differentiating characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, sex, socioeconomic status, academic status, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics;

"Cyberbullying" means any act of bullying through the use of the Internet, interactive and digital technologies, cellular mobile telephone or other mobile electronic devices or any electronic communications.

Conn. Gen. Stat. § 10-222d (2019)

Do Connecticut anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Connecticut anti-bullying laws cover off-campus conduct outside of the school setting if such bullying (i) creates a hostile environment at school for the student against whom such bullying was directed, (ii) infringes on the rights of the student against whom such bullying was directed at school, or (iii) substantially disrupts the education process or the orderly operation of a school.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Connecticut local and regional boards of education must develop and implement a safe school climate plan to address the existence of bullying in schools and must appoint a district safe school climate coordinator responsible for implementing the district's safe school climate plan. The principal or the principal's designee in each school must serve as the school climate specialist responsible for investigating reported acts of bullying and collecting and maintaining records of reports and investigations. Schools must establish a school climate committee responsible for developing and fostering a safe school climate and addressing issues of bullying. Safe school climate plans must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting bullying and statements of scope indicating where and when the policy applies;
  • Procedures for reporting and investigations, including provisions for anonymous reporting and procedures for documenting and maintaining records;
  • Prevention and intervention strategies;
  • Procedures for parent notification and parent conferences with parents or guardians of students who commit verified acts of bullying and the parents or guardians of students against whom such acts were directed;
  • Procedures for documenting and maintaining records of reports and investigations;
  • Procedures directing the development of case-by-case interventions for addressing repeated incidents of bullying and the development of student safety support plans detailing safety measures the school will take to protect students against further acts of bullying;
  • Statements of consequences for violation of the policy in student codes of conduct;
  • Requirements for law enforcement notification when acts of bullying may constitute criminal conduct; and
  • Requirements regarding how the policy will be publicized within the district.

Connecticut state law requires districts to submit safe school climate plans to the Department of Education for review and approval. Schools must also complete and submit to the Department of Education an annual assessment using school climate assessment instruments and must report verified acts of bullying.

Do Connecticut anti-bullying laws and regulations include protections for specific groups?

Yes. Connecticut anti-bullying laws prohibit bullying based on any actual or perceived differentiating characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity or expression, socioeconomic status, academic status, physical appearance, or mental, physical, developmental or sensory disability, or by association with an individual or group who has or is perceived to have one or more of such characteristics.

Connecticut schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Connecticut anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Connecticut school district safe school climate plans must incorporate a prevention and intervention strategy that may include, but is not limited to, implementation of positive behavioral interventions and supports or other evidence-based model approaches, school rules prohibiting bullying, adult supervision of selected areas of school campuses, individual interventions with students involved in bullying incidents, school-wide school climate training, parent engagement strategies, and culturally-competent school-based curriculum.

Do Connecticut anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Connecticut school district safe school climate plans must include a requirement for all school employees to complete annual in-service training on the prevention, identification, and response to school bullying. Each local and regional board of education, in collaboration with the Connecticut Department of Education, must provide training materials to school administrators regarding the prevention of and intervention in discrimination against and targeted harassment of students. Connecticut anti-bullying laws also require that any candidate in a program of teacher preparation leading to professional certification complete a school violence, bullying, and suicide prevention and conflict resolution component.

Do Connecticut anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Connecticut safe school climate plans must direct the development of case-by-case interventions, including counseling, for addressing repeated incidents of bullying, and must direct the development of student safety support plans that address safety measures the school will take to protect students against further acts of bullying. Connecticut safe school climate plans must also incorporate a prevention and intervention strategy that may include interventions with a bullied child, such as referrals to a school counselor, psychologist, or other appropriate social or mental health service, and periodic follow-up by the safe school climate specialist with the bullied child.

Do Connecticut anti-bullying laws and regulations involve parents in efforts to ad dress bullying behavior?

Yes. Connecticut schools must designate a committee in the school to be responsible for developing and fostering a safe school climate and addressing issues related to bullying in the school. The committee must include at least one parent or guardian of a student enrolled in the school. Connecticut school district plans must include provisions to notify the parents or guardians of students who commit any verified acts of bullying and the parents or guardians of students against whom such acts were directed. School districts must also invite the parents or guardians of a student against whom bullying was directed to a meeting to communicate the measures being taken by the school to ensure the safety of the student and that policies and procedures are in place to prevent further acts of bullying. School districts must also invite the parents or guardians of a student who commits any verified act of bullying to a meeting to discuss specific interventions undertaken by the school to prevent further acts of bullying. Prevention and intervention strategies may include the promotion of parent involvement in bullying prevention through individual or team participation in meetings, trainings, and individual interventions.

For More Information

Visit the Connecticut State Department of Education's "Bullying and Harassment" webpage and/or view the Connecticut model school climate policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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Delaware Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Delaware laws and regulations cover bullying?

How are bullying and cyberbullying defined in Delaware anti-bullying laws and regulations?

Delaware anti-bullying laws and regulations include the following definitions of bullying and cyberbullying:

"Bullying" means any intentional written, electronic, verbal, or physical act against another student, a school district or charter school volunteer, or a school district or charter school employee that a reasonable person under the circumstances should know will have any of the following effects:

  1. Place a student, school district or charter school volunteer, or school district or charter school employee in reasonable fear of substantial harm to the student's, volunteer's, or employee's emotional or physical well-being or substantial damages to the student's, volunteer's, or employee's property.
  2. Create a hostile, threatening, humiliating, or abusive educational environment due to the pervasiveness or persistence of actions or due to a power differential between the bully and the target.
  3. Interfere with a student having a safe school environment that is necessary to facilitate educational performance, opportunities, or benefits.
  4. Perpetuate bullying by inciting, soliciting, or coercing an individual or group to demean, dehumanize, embarrass, or cause emotional, psychological, or physical harm to another student, school district or charter school volunteer, or school district or charter school employee.

Del. Code tit. 14, § 4161 (2019)

"Cyberbullying" means the use of uninvited and unwelcome electronic communication directed at an identifiable student or group of students, through means other than face-to-face interaction, which (1) interferes with a student's physical well-being; or (2) is threatening or intimidating; or (3) is so severe, persistent, or pervasive that it is reasonably likely to limit a student's ability to participate in or benefit from the educational programs of the school district or charter school. Communication shall be considered to be directed at an identifiable student or group of students if it is sent directly to that student or group, or posted in a medium that the speaker knows is likely to be available to a broad audience within the school community.

14-624 Del. Admin. Code § 2.1 (2020)

Do Delaware anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Delaware anti-bullying laws cover off-campus conduct stating that the place of origin of speech otherwise constituting cyberbullying is not material to whether it is considered cyberbullying, nor is the use of school district or charter school materials.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Delaware school districts are required to establish a policy prohibiting bullying and reprisal, retaliation, or false accusation against a target, witness, or anyone with reliable information about an act of bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting bullying and statements of scope indicating where and when the policy applies;
  • Definitions of bullying no less inclusive than the definitions in state law;
  • Direction to develop a school-wide bullying prevention program;
  • Requirements to establish a site-based committee responsible for coordinating the school bullying prevention program;
  • Procedures for mandatory reporting and prompt investigation, including a procedure for anonymous reporting;
  • Requirements to develop a plan for a system of supervision in non-classroom areas;
  • Disciplinary consequences for violation of the policy;
  • Procedures for a student or parent to provide information on bullying activity;
  • Requirements for the parent of a target or perpetrator of bullying to be notified when a report is made;
  • Requirements that all reported incidents of bullying be reported to the Department of Education;
  • Statements prohibiting retaliation following a report of bullying;
  • Procedures for communication between school staff and medical professionals who are involved in treating students for bullying issues;
  • Requirements that school bullying prevention programs be implemented throughout the year and be integrated with the school's discipline policies; and
  • Requirements for how the policy must be publicized within the district.

Delaware anti-bullying laws require districts to submit a copy of the district bullying policy to the Department of Education annually. The Department of Education must review the policy for compliance with state and federal law. District funding is contingent upon state approval of the district's school bullying prevention policy. The Department of Education must also prepare an annual report summarizing all reported and substantiated acts of bullying.

Do Delaware anti-bullying laws and regulations include protections for specific groups?

No. There are no specific groups listed under Delaware anti-bullying laws or regulations; however, investigation procedures must include a determination of whether the target of the bullying was targeted, or reports being targeted, wholly or in part due to the target's race, age, marital status, creed, religion, color, sex, disability, sexual orientation, or national origin. The law does not preclude schools from identifying other reasons or criteria why a person is a target of bullying.

Delaware schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Delaware anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Delaware school districts are required to establish a policy that includes direction to develop a school-wide bullying prevention program. The school bullying prevention program must be implemented throughout the school year and integrated with the school's discipline policies.

Do Delaware anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Delaware anti-bullying laws require the Department of Education, Department of Justice, and other collaborating state agencies to identify and maintain a school bullying prevention training program for school district employees. School districts must provide in-service bullying prevention training to school employees every three years.

Do Delaware anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Delaware school districts policies must include a procedure for communication between school staff members and medical professionals who are involved in treating students for bullying issues.

Do Delaware anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Delaware schools are required to establish site-based committees responsible for coordinating the design, approval, and monitoring of each school's bullying prevention program. Site-based committees must include parent representatives. Delaware school district policies must also include requirements that schools notify parents of all students involved in reported bullying incidents when a report is made.

For More Information

Visit the Delaware Department of Education's "Bullying" webpage and/or view the Delaware state model policy on bullying and cyberbullying.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which District of Columbia laws and regulations cover bullying?

How are bullying and cyberbullying defined in District of Columbia anti-bullying laws and regulations?

District of Columbia anti-bullying laws and regulations include the following definition of bullying:

"Bullying" means any severe, pervasive, or persistent act or conduct, whether physical, electronic, or verbal that:

  1. May be based on a youth's actual or perceived race, color, ethnicity, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, intellectual ability, familial status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, status as a victim of an intrafamily offense, place of residence or business, or any other distinguishing characteristic, or on a youth's association with a person, or group with any person, with one or more of the actual or perceived foregoing characteristics; and
  2. Can be reasonably predicted to:
    1. Place the youth in reasonable fear of physical harm to his or her person or property;
    2. Cause a substantial detrimental effect on the youth's physical or mental health;
    3. Substantially interfere with the youth's academic performance or attendance; or
    4. Substantially interfere with the youth's ability to participate in or benefit from the services, activities, or privileges provided by an agency, educational institution, or grantee.

D.C. Code § 2-1535.01 (2012)

Do District of Columbia anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

No. District of Columbia anti-bullying laws do not cover off-campus conduct. The bullying prevention policy only applies to cyberbullying sent from or to someone located on school property, at school sponsored events, on school transportation or at a transit stop at which a youth is waiting to be transported to school or a school-sponsored event. Bullying which occurs on-site, but involves off-site activities, is prohibited if it creates a hostile environment for the target or witness of bullying or impedes with a youth's ability to participate at school.

What are the policy requirements for schools to prevent and respond to bullying behavior?

District of Columbia schools must adopt bullying prevention policies prohibiting bullying, including cyber-bullying. School policies must contain key policy and procedural elements, including, but not limited to:

  • Definitions of bullying;
  • Statements prohibiting bullying, including cyberbullying and statements of scope indicating where and when the policy applies;
  • Statements prohibiting retaliation against a victim or witness of bullying, or a person who reports bullying;
  • Codes of conduct that set expectations for behavior and list of consequences for conduct violations;
  • Procedures for reporting and investigations, including the name and contact information for the person designated to received bullying reports and a secondary investigation appeals process;
  • Statements of consequences for violation of the policy;
  • Statements prohibiting retaliation; and
  • Requirements for how to publicize the bullying prevention policy.

District of Columbia anti-bullying laws require entities to submit an annual update confirming the identity of the point of contact and any substantial revisions to the bullying prevention policy to the Office of Human Rights. Schools must also submit an annual report to the Mayor on the aggregate incidents of bullying.

Do District of Columbia anti-bullying laws and regulations include protections for specific groups?

Yes. Bullying may be based on a youth's actual or perceived race, color, ethnicity, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, intellectual ability, familial status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, status as a victim of an intrafamily offense, place of residence or business, or any other distinguishing characteristic, or on a youth's association with a person, or group with any person, with one or more of the actual or perceived foregoing characteristics.

District of Columbia schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do District of Columbia anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. District of Columbia schools are encouraged to establish an ongoing bullying prevention program for youth that is aligned with health education standards.

Do District of Columbia anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. District of Columbia schools must provide training on bullying prevention to all employees on an annual basis.

Do District of Columbia anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. District of Columbia school policies must include a list of consequences that can result from bullying incidents which are designed to correct the behavior, prevent another occurrence, and protect the target of bullying. The bullying task force must provide a referral list of community-based programs or similar resources that mitigate bullying and address identified behavioral health needs.

Do District of Columbia anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. District of Columbia anti-bullying laws establish a bullying prevention task force that includes parent representatives. The task force is intended to engage parents and legal guardians in bullying prevention efforts.

For More Information

Visit the D.C. State Board of Education's "Bullying Resources" webpage and/or view the District of Columbia district-wide model bullying prevention policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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Although no federal law directly addresses bullying, in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex, age, disability, or religion.

When the situation is not adequately resolved, consider:

Unfortunately, sometimes behaviors can become criminal. For example, when a violent crime or threat to commit such crime is motivated by bias against a person or group with specific characteristics, then it is called a hate crime.

Are there federal laws that apply to bullying?

At present, no federal law directly addresses bullying. In some cases, bullying overlaps with discriminatory harassment, which is covered under federal civil rights laws enforced by the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ). No matter what label is used (e.g., bullying, hazing, teasing), schools are obligated by these laws to address the conduct when it meets all three criteria below. It is:

  • Unwelcome and objectively offensive, such as derogatory language, intimidation, threats, physical contact, or physical violence;
  • Creates a hostile environment at school. That is, it is sufficiently serious that it interferes with or limits a student's ability to participate in or benefit from the services, activities, or opportunities offered by a school; and is
  • Based on a student's race, color, national origin, sex, disability, or religion
    • Sex includes sexual orientation, sex-based stereotypes, and sexual harassment.
    • National origin harassment can include harassment because a student speaks another language.
    • DOJ also has jurisdiction to enforce Title IV of the Civil Rights Act of 1964, which addresses certain equal protection violations based on religion in public schools. Title VI of the Civil Rights Act of 1964, enforced by both ED and DOJ, does not explicitly identify religion as a basis for prohibited discrimination. But religious-based harassment is often based on shared ancestry of ethnic characteristics, which is covered under Title VI.

What are the federal civil rights laws ED and DOJ enforce?

The types of discrimination prohibited in schools are the same types of discrimination that federal civil rights laws prohibit. A school that fails to respond appropriately to harassment of students based on a protected class may be violating one or more civil rights laws enforced by the ED and the DOJ, including:

What are a school's obligations regarding harassment based on protected classes?

Anyone can report harassing conduct to a school. When a school receives a complaint they must take certain steps to investigate and resolve the situation.

  • Take immediate and appropriate action to investigate or otherwise determine what happened.
  • Inquiry must be prompt, thorough, and impartial.
  • Interview targeted students, students or staff alleged to have engaged in harassment, and witnesses, and maintain written documentation of investigation.
  • Communicate with targeted students regarding steps taken to end harassment.
  • Check in with targeted students to ensure that harassment has ceased.
  • When an investigation reveals that harassment has occurred, a school should take steps reasonably calculated to:
    • End the harassment,
    • Eliminate any hostile environment,
    • Prevent harassment from recurring,
    • As appropriate, remedy the effects of the harassment, and
    • Prevent retaliation against the targeted student(s), complainant(s), or witnesses.

What should a school do to resolve a harassment complaint?

  • School must be an active participant in responding to harassment and should take reasonable steps when crafting remedies to minimize burdens on the targeted students.
  • Appropriate responses will depend on the facts of each case and may include:
    • Developing, revising, and publicizing:
      • Policy prohibiting harassment and discrimination;
      • Grievance procedure for students to file harassment complaints;
      • Contact information for Title IX coordinators and others responsible for compliance with Section 504 and Title VI
    • Training staff and administration on how to identify, report, and address harassment;
    • Providing monitors or additional adult supervision in areas where harassment occurs;
    • Determining consequences and services for harassers, including whether discipline is appropriate;
    • Limiting interactions between harassers and targets;
    • Providing targeted student an additional opportunity to obtain a benefit that was denied (e.g., retaking a test/class); and
    • Providing services to a student who was denied a benefit (e.g., academic support services).
  • Schools don't have to wait until behavior creates a hostile environment to act and may respond to misconduct based on a protected class as soon as they learn of it.

Are there resources for schools to assist with resolving harassment complaints?

DOJ's Community Relations Service is a "peacemaker" for community conflicts and tensions arising from differences of race, color, and national origin and to prevent and respond to violent hate crimes committed on the basis of: sex, sexual orientation, religion, disability, race, color, and national origin.

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
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Which Florida laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Florida anti-bullying laws and regulations?

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Florida anti-bullying laws and regulations include the following definitions of bullying, cyberbullying, and harassment:

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"Bullying" includes cyberbullying and means systematically and chronically inflicting physical hurt or psychological distress on one or more students and may involve:

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  1. Teasing;
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  2. Social exclusion;
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  3. Threat;
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  4. Intimidation;
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  5. Stalking;
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  7. Theft;
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  8. Sexual, religious, or racial harassment;
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  9. Public or private humiliation; or
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  10. Destruction of property.
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"Cyberbullying" means bullying through the use of technology or any electronic communication, which includes, but is not limited to, any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photoelectronic system, or photooptical system, including, but not limited to, electronic mail, Internet communications, instant messages, or facsimile communications. Cyberbullying includes the creation of a webpage or weblog in which the creator assumes the identity of another person, or the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in the definition of bullying. Cyberbullying also includes the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in the definition of bullying.

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"Harassment" means any threatening, insulting, or dehumanizing gesture, use of data or computer software, or written, verbal, or physical conduct directed against a student or school employee that:

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  1. Places a student or school employee in reasonable fear of harm to his or her person or damage to his or her property;
    2. +
  2. Has the effect of substantially interfering with a student's educational performance, opportunities, or benefits; or
    3. +
  3. Has the effect of substantially disrupting the orderly operation of a school.
    4. +
+ +

Fla. Stat. § 1006.147 (2019)

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Do Florida anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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Yes. Florida anti-bullying laws cover off-campus conduct if bullying substantially interferes with or limits the victim's ability to participate in or benefit from the services, activities, or opportunities offered by a school or substantially disrupts the education process or orderly operation of a school.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Florida school districts must adopt a policy prohibiting bullying and harassment of a student or employee of a public K-12 institution. District policies must be in substantial conformity with the Department of Education's model policy and must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting bullying and harassment;
    • +
  • Definitions of prohibited behavior;
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  • Descriptions of the type of behavior expected from students and employees;
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  • Disciplinary consequences for a student or employee who commits an act of bullying or harassment;
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  • Procedures for reporting and investigations;
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  • Procedures for parent notification and notification to all local agencies where criminal charges may be pursued;
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  • Procedures for referring victims and perpetrators for counseling and regularly reporting to a victim's parents any actions taken to protect the victim; and
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  • Statements of how the policy will be publicized within the district.
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Florida state law requires districts to review the policy at least once every three years. Districts must also establish a procedure for including incidents of bullying and harassment in school safety and discipline reporting.

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Do Florida anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under Florida anti-bullying laws or regulations. The law states that the school district's bullying and harassment policy shall afford all students the same protection regardless of their status under the law. Districts may establish separate discrimination policies that include categories of students.

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Florida schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Florida anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. Florida school district policies must include a list of programs authorized by the school district that provide instruction to students, parents, teachers, school administrators, counseling staff, and school volunteers on identifying, preventing, and responding to bullying or harassment, including instruction on recognizing behaviors that lead to bullying and harassment and taking appropriate preventive action based on those observations.

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Do Florida anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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Yes. Florida school districts policies must include a list of programs authorized by the school district that provide instruction to students, parents, teachers, school administrators, counseling staff, and school volunteers on identifying, preventing, and responding to bullying or harassment, including instruction on recognizing behaviors that lead to bullying and harassment and taking appropriate preventive action based on those observations.

+ +

Do Florida anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Florida school district policies must include a procedure to refer victims and perpetrators of bullying or harassment for counseling and a procedure for regularly reporting to a victim's parents the actions taken to protect the victim.

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Do Florida anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Florida school districts must involve students, parents, teachers, administrators, school staff, school volunteers, community representatives, and local law enforcement agencies in the process of adopting and reviewing the policy.

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Florida school district policies must include a procedure for providing immediate notification to the parents of a victim of bullying or harassment and the parents of the perpetrator of an act of bullying or harassment, as well as notification to all local agencies where criminal charges may be pursued against the perpetrator.

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For More Information

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Visit the Florida Department of Education's "Bullying Prevention" webpage and/or view the Florida state model policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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+ U.S. flag +
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An official website of the United States government

+ +
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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingNo
Parent engagementYes
+ +

Which Georgia laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Georgia anti-bullying laws and regulations?

+ +

Georgia anti-bullying laws include the following definitions of bullying and cyberbullying:

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The term "bullying" means an act that is:

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  1. Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so;
    2. +
  2. Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm; or
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  3. Any intentional written, verbal, or physical act which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that: +
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    1. Causes another person substantial physical harm within the meaning of Code Section 16-5-23.1 or visible bodily harm as such term is defined in Code Section 16-5-23.1;
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    2. Has the effect of substantially interfering with a student's education;
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    3. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or
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    4. Has the effect of substantially disrupting the orderly operation of the school.
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The term applies to acts which occur on school property, on school vehicles, at designated school bus stops, or at school related functions or activities or by use of data or software that is accessed through a computer, computer system, computer network, or other electronic technology of a local school system. The term also applies to acts of cyberbullying which occur through the use of electronic communication, whether or not such electronic act originated on school property or with school equipment, if the electronic communication (1) is directed specifically at students or school personnel, (2) is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly operation of the school, and (3) creates a reasonable fear of harm to the students' or school personnel's person or property or has a high likelihood of succeeding in that purpose.

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Electronic communication includes but is not limited to any transfer of signs, signals, writings, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system.

+ +

O.C.G.A. § 20-2-751.4 (2016)

+ +

Do Georgia anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Georgia anti-bullying laws cover cyberbullying that occurs off-campus if the electronic communication (1) is directed specifically at students or school personnel, (2) is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly operation of the school, and (3) creates a reasonable fear of harm to the students' or school personnel's person or property or has a high likelihood of succeeding in that purpose.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Georgia school districts must adopt a policy that prohibits bullying of a student by another student. School district policies must contain key policy and procedural elements, including, but not limited to:

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    +
  • Requirements that the district bullying policy be included in the student code of conduct;
    • +
  • Requirements that a student in grades 6 through 12 who has committed the offense of bullying for the third time in a school year be assigned to an alternative school;
    • +
  • Statements of how the policy will be publicized within the district; and
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  • Requirements to notify the parent or guardian upon finding that a student has committed an offense of bullying or is a victim of bullying.
    • +
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Georgia school districts may additionally adopt components of the state model bullying policy, including statements prohibiting bullying and retaliation following a bullying report, reporting and investigation procedures, and consequences for bullying, including disciplinary actions or counseling, as appropriate. Georgia school districts that are not in compliance with the required components of the bullying policy are ineligible for state funding.

+ +

Do Georgia anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Georgia anti-bullying laws or regulations.

+ +

Georgia schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Georgia anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Georgia school districts must implement comprehensive character education programs for all grade levels that address methods of discouraging bullying.

+ +

Do Georgia anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent or respond to bullying incidents?

+ +

No. Georgia anti-bullying laws do not require districts to provide training to teachers or other school staff on how to prevent or respond to bullying incidents. Georgia anti-bullying laws do require the Department of Education to develop and post on its website information regarding anti-bullying training programs and materials that have been deemed appropriate for use in local school systems.

+ +

Do Georgia anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. Georgia anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do Georgia anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Georgia school districts must establish a method for notifying parents or legal guardians when a student has committed an offense of bullying or is a victim of bullying.

+ +

For More Information

+ +

Visit the Georgia Department of Education's "Bullying Prevention Toolkit" webpage and/or view the Georgia state model policy on bullying, cyberbullying, harassment, and intimidation.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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+ + +
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+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Guam laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Guam anti-bullying laws and regulations?

+ +

Guam anti-bullying laws include the following definitions of harassment, intimidation, bullying, and cyberbullying:

+ +

"Harassment, intimidation, or bullying" means any gesture or written, verbal, or physical act that a reasonable person under the circumstances should know will have the effect of harming a pupil or damaging his or her property or placing a pupil in reasonable fear of harm to his or her person or damage to his or her property, or that has the effect of insulting or demeaning any pupil or group of pupils in such a way as to disrupt or interfere with the school's educational mission or the education of any pupil.

+ +

"Harassment, intimidation, or bullying" includes, but is not limited to, such a gesture or written, verbal, or physical act that is reasonably perceived as being motivated by a pupil's religion, race, color, national origin, age, sex, sexual orientation, disability, height, weight, or socioeconomic status, or by any other distinguishing characteristic.

+ +

"Cyberbullying" means the use of any electronic communication device to harass, intimidate or bully.

+ +

17 GCA § 3112.1 (2011)

+ +

Do Guam anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

No. Guam anti-bullying laws do not cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Guam school districts must adopt a policy prohibiting "harassment, intimidation, or bullying" and "cyberbullying" at school. School district policies must contain key policy and procedural elements, including, but not limited to:

+ +
    +
  • Statements prohibiting harassment, intimidation, or bullying and cyberbullying of a student;
    • +
  • Definitions of harassment, intimidation, or bullying and cyberbullying that are no less inclusive than definitions in state law;
    • +
  • Descriptions of the type of behavior expected from each student;
    • +
  • Disciplinary consequences and appropriate remedial actions for any person who commits harassment, intimidation, or bullying and cyberbullying;
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  • Procedures for reporting, investigation, and response to incidents;
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  • Statements prohibiting reprisal and retaliation, including false accusation, against any person who reports an act of harassment, intimidation, or bullying, and cyberbullying.
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  • Disciplinary consequences and appropriate remedial actions for reprisal or retaliation; and
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  • Statements regarding how the policy is to be publicized within the district.
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The Guam Education Board must adopt the policy and transmit a copy to the Superintendent of Education.

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Do Guam anti-bullying laws and regulations include protections for specific groups?

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Yes. Guam anti-bullying laws prohibit harassment, intimidation, or bullying that includes, but is not limited to, a gesture or written, verbal, or physical act that is reasonably perceived as being motivated by a pupil's religion, race, color, national origin, age, sex, sexual orientation, disability, height, weight, or socioeconomic status, or by any other distinguishing characteristic.

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Guam schools that receive federal funding are required by federal law to address discrimination based on certain characteristics. Find out when bullying may be a civil rights violation.

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Do Guam anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. Guam public schools are required to form bullying and cyberbullying prevention task forces; implement prevention, intervention, and remediation programs; and explore other initiatives that involve the school community, law enforcement, assistance organizations, and community members. Guam schools must also develop a process for discussing the harassment, intimidation, bullying, and cyberbullying policy with students.

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Do Guam anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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Yes. Guam anti-bullying laws require districts to incorporate information on policies against harassment, intimidation, bullying, and cyberbullying into employee training programs. Schools must also provide training on the policy to the school community and volunteers who have significant contact with students.

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Do Guam anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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No. Guam anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

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Do Guam anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Guam anti-bullying laws require school districts to adopt policies through a process that includes the representation of parents or guardians, pupils, teachers, staff, administrators, volunteers, and community representatives. Guam schools are also required to form bullying and cyberbullying prevention task forces; implement prevention, intervention, and remediation programs; and explore other initiatives that involve members of the school community, including parents.

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For More Information

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Visit the Guam Department of Education webpage for more information.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationNo
Staff trainingNo
Parent engagementNo

Which Hawaii laws and regulations cover bullying?

Do Hawaii anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Hawaii anti-bullying laws cover cyberbullying acts committed through an off-campus computer network if the act is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abuse educational environment for the other student or school personnel, or both.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Hawaii anti-bullying laws prohibit bullying and cyberbullying and require schools to publish school rules and to inform students, school staff, and parents of the prohibited conduct. Hawaii administrative rules governing student misconduct and discipline establish reporting and investigation procedures and address consequences for specific offenses, including bullying, cyberbullying, and harassment.

Do Hawaii anti-bullying laws and regulations include protections for specific groups?

Yes. Hawaii anti-bullying laws prohibit students from making verbal or non-verbal expressions that cause others to feel uncomfortable, pressured, threatened, or in danger because of reasons that include but are not limited to the person's race, color, national origin, ancestry, sex, religion, disability, or sexual orientation.

Hawaii schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Hawaii anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

No. Hawaii anti-bullying laws do not require districts to implement bullying prevention programs or strategies.

Do Hawaii anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

No. Hawaii anti-bullying laws do not require districts to train teachers and other school staff on how to prevent or respond to bullying incidents.

Do Hawaii anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

No. Hawaii anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

Do Hawaii anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

No. Hawaii anti-bullying laws do not create expectations for parent involvement in addressing bullying behavior.

For More Information

Visit the Hawaii State Department of Education's "Anti-Bullying Work" webpage.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementNo
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Which Idaho laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Idaho anti-bullying laws and regulations?

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Idaho anti-bullying laws include the following definitions of harassment, intimidation, and bullying:

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"Harassment, intimidation or bullying" means any intentional gesture, or any intentional written, verbal or physical act or threat by a student that:

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  1. A reasonable person under the circumstances should know will have the effect of: +
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An act of harassment, intimidation or bullying may also be committed through the use of a landline, car phone or wireless telephone or through the use of data or computer software that is accessed through a computer, computer system, or computer network.

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Idaho Code § 18-917A (2015)

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Do Idaho anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. Idaho anti-bullying laws do not cover off-campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Idaho school districts must adopt policies on harassment, intimidation, and bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Expectations for school personnel to intervene or facilitate intervention on behalf of students facing harassment, intimidation, or bullying;
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  • Disciplinary consequences that may include, but are not limited to, referral to counseling, diversion, use of juvenile specialty courts, restorative practices, on-site suspension and expulsion for any student who commits an act of bullying, intimidation, harassment, violence, or threats of violence;
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  • Procedures for reporting, including designation of a person to whom bullying reports are to be made; and
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  • Requirements regarding how the policy will be publicized within the district.
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Idaho state law requires districts to report bullying incidents to the State Department of Education on an annual basis.

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Do Idaho anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under Idaho anti-bullying laws or regulations.

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Idaho schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Idaho anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. Idaho school staff must receive professional development on school prevention strategies or programs, including the identification of materials to be distributed annually to students and parents.

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Do Idaho anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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Yes. Idaho school districts must provide ongoing professional development to build skills of all school staff members to prevent, identify, and respond to harassment, intimidation, and bullying.

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Do Idaho anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Idaho school district employees are authorized and expected to intervene on behalf of students facing harassment, intimidation, and bullying to protect and provide support for the victim of the act.

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Do Idaho anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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No. Idaho anti-bullying laws do not create specific expectations for parent involvement in addressing bullying behavior; however, the content of professional development for school staff must address the school process for responding to bullying, including parent involvement.

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For More Information

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Visit the Idaho State Department of Education's "Safe and Drug Free Schools" webpage.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the "Analysis of State Bullying Laws and Policies – December 2011" (U.S. Department of Education).

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+ A .gov website belongs to an official government organization in the United States. +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingNo
Parent engagementYes

Which Illinois laws and regulations cover bullying?

How are bullying and cyberbullying defined in Illinois anti-bullying laws and regulations?

Illinois anti-bullying laws include the following definitions of bullying and cyberbullying:

“Bullying” includes “cyber-bullying” and means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:

(1) placing the student or students in reasonable fear of harm to the student’s or students’ person or property;

(2) causing a substantially detrimental effect on the student’s or students’ physical or mental health;

(3) substantially interfering with the student’s or students’ academic performance; or

(4) substantially interfering with the student’s or students’ ability to participate in or benefit from the services, activities, or privileges provided by a school.

“Bullying”, as defined in this subsection (b), may take various forms, including without limitation one or more of the following: harassment, threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is meant to be illustrative and non-exhaustive.

“Cyber-bullying” means bullying through the use of technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photoelectronic system, or photooptical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications. “Cyber-bullying” includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or impersonation creates any of the effects enumerated in the definition of bullying in this Section. “Cyber-bullying” also includes the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons if the distribution or posting creates any of the effects enumerated in the definition of bullying in this Section.

105 Ill. Comp. Stat. § 5/27-23.7 (2017)

Do Illinois anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Illinois anti-bullying laws cover off-campus conduct involving the transmission of information from a computer that is accessed at a non-school-related location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by a school district or school if the behavior causes a substantial disruption to the educational process or orderly operation of a school, and if a school administrator or teacher receives a report that bullying through this means has occurred. The law does not require a district or school to staff or monitor any non-school-related activity, function, or program.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Illinois school districts adopt bullying prevention policies. Illinois school district policies must contain key policy and procedural elements, including, but not limited to:

  • Definitions of bullying that conform to the definition in state law;
  • Statements that bullying is contrary to state law and school district policy;
  • Procedures for reporting and investigations, including designation of a staff person or persons responsible for receiving bullying reports and a procedure for anonymous reporting;
  • Procedure for promptly informing parents or guardians of all students involved in an alleged incident of bullying and discussing the availability of social worker services, counseling, school psychological services, other interventions, and restorative measures;
  • Statements prohibiting reprisal or retaliation;
  • Disciplinary consequences and appropriate remedial actions for violations of the policy;
  • Interventions that can be taken to address bullying, which may include, but are not limited to, school social work services, restorative measures, social-emotional skill building, counseling, school psychological services, and community-based services; and
  • Requirements regarding how the policy will be publicized within the district.

Illinois anti-bullying laws require districts to file policies with the State Board of Education and to engage in a policy evaluation review process to assess the outcomes and effectiveness of the policy. Information developed as a result of the policy evaluation must be made available on the Internet website of the school district. Illinois school districts must review and re-evaluate policies every two years and make any necessary and appropriate revisions.

Do Illinois anti-bullying laws and regulations include protections for specific groups?

Yes. Illinois anti-bullying laws prohibit bullying on the basis of actual or perceived race, color, religion, sex, national origin, ancestry, age, marital status, physical or mental disability, military status, sexual orientation, unfavorable discharge from military service, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic. 

Illinois schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Illinois anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Illinois anti-bullying laws outline roles and responsibilities for school social workers and school counselors that include, but are not limited to, developing and implementing school-based prevention programs including mediation and violence prevention, implementing social and emotional education programs and services, and establishing and implementing bullying prevention and intervention programs.

Do Illinois anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

No. Illinois anti-bullying laws do not require districts to train teachers and other school staff on how to respond to bullying incidents.

Do Illinois anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Illinois school district bullying prevention policies must include interventions that can be taken to address bullying, which may include, but are not limited, to school social work services, restorative measures, social-emotional skill building, counseling, school psychological services, and community-based services. School district policies must require that the district or school provide the victim with information regarding services that are available within the district and community, such as counseling, support services, and other programs.

Do Illinois anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Illinois school district bullying prevention policies must be based on the engagement of a range of school stakeholders including students and parents or guardians. Illinois school district bullying prevention policies must also include procedures for promptly informing parents or guardians of all students involved in an alleged incident of bullying.

For More Information

Visit the Illinois State Board of Education’s “Bullying Prevention” webpage and/or view the Illinois state policy guidance document on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

 

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State Laws

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State and local lawmakers have taken action to prevent bullying and protect children 1. Each jurisdiction, including all 50 states, the District of Columbia and U.S. territories (state), addresses bullying differently.  Some have established laws, policies, and regulations 2. Others have developed model policies schools and local educational agencies (districts) can use as they develop their own local laws, policies and regulations. Most state laws, policies, and regulations require districts and schools to implement a bullying policy and procedures to investigate and respond to bullying when it occurs. A handful of states also require bullying prevention programs, inclusion of bullying prevention in health education standards, and/or teacher professional development. These state laws generally do not prescribe specific consequences for kids who engage in bullying behavior. Further, states may address bullying, cyberbullying, and related behaviors in a single law or across multiple laws. In some cases, bullying appears in the criminal code of a state that may apply to juveniles.

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Common Components in State Laws and Regulations

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In December 2010, the U.S. Department of Education developed a framework of common components found in state laws, policies, and regulations focused on bullying at the time. The framework was used to describe how schools were taking action to prevent and respond to bullying incidents. The common components found in state laws, policies, and regulations– which have evolved over time--include definitions of bullying, defining characteristics that are commonly targeted for bullying behaviors, and detailed requirements for school district policies.

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Common Components of State Anti-Bullying Laws and Regulations show the components in each state’s laws, policies, and regulations, allowing for a quick comparison across states. Click on a state or territory below to find out more about their anti-bullying laws and policies and which of the key components they contain.

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State Anti-Bullying Laws & Policies

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For more information about the anti-bullying laws and policies of specific states or territories, select a state on the map.

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State Anti-Bullying Laws & Polices displaying states, Commonwealths & territories that have both Law and Policy, Laws only or Policy only. + + + State Anti-Bullying Laws and Policies + AK + AL + AR + AZ + CA + CO + CT + DE + FL + GA + HI + IA + ID + IL + IN + KS + KY + LA + MA + MD + ME + MI + MN + MO + MS + MT + NC + ND + NE + NH + NJ + NM + NV + NY + OH + OK + OR + PA + RI + SC + SD + TN + TX + UT + VA + VT + WA + WI + WV + WY + CT + DE + MA + MD + NH + NJ + RI + VT + DC + Commonwealths & Territories + AS + FM + GU + MH + MP + PR + PW + VI + Key: + Blue - Both Law and Policy + Red - Laws Only + Green - Policy Only + Gray - No Data
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+Federal Law

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There is no federal law that specifically applies to bullying. In some cases, when bullying is based on race or ethnicity, color, national origin, sex, disability, or religion, bullying overlaps with harassment and schools are legally obligated to address it. Read more about when bullying overlaps with harassment and how to report it to the U.S. Department of Education’s Office for Civil Rights and U.S. Department of Justice's Civil Rights Division.

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Endnotes

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1 There is no federal law that specifically applies to bullying. In some cases, when bullying is based on race or ethnicity, color, national origin, sex, disability, or religion*, bullying overlaps with harassment and schools are legally obligated to address it. Read more about when bullying overlaps with harassment and how to report it to the U.S. Department of Education’s Office for Civil Rights and U.S. Department of Justice's Civil Rights Division. See also Federal Laws.

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2 To better understand the distinction between law, policies and regulations, go to http://www.publichealthlawcenter.org/sites/default/files/resources/tclc-fs-laws-policies-regs-commonterms-2015.pdf

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+ + + + + + + + + + + + + + + + + + diff --git a/laws/indiana b/laws/indiana new file mode 100644 index 0000000..946d23b --- /dev/null +++ b/laws/indiana @@ -0,0 +1,1352 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Indiana Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Indiana Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Indiana laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Indiana anti-bullying laws and regulations?

+ +

Indiana anti-bullying laws include the following definition of bullying:

+ +

“Bullying” means overt, unwanted, repeated acts or gestures, including verbal or written communications or images transmitted in any manner (including digitally or electronically), physical acts committed, aggression, or any other behaviors, that are committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the targeted student and create for the targeted student an objectively hostile school environment that:

+ +

    (1) places the targeted student in reasonable fear of harm to the targeted student’s person or property;

+ +

    (2) has a substantially detrimental effect on the targeted student’s physical or mental health;

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    (3) has the effect of substantially interfering with the targeted student’s academic performance; or

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    (4) has the effect of substantially interfering with the targeted student’s ability to participate in or benefit from the services, activities, and privileges provided by the school.

+ +

Ind. Code Ann. § 20-33-8-0.2 (2013)

+ +

Do Indiana anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Indiana anti-bullying laws cover off-campus conduct whenever:

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    (1) the individual committing the bullying behavior and any of the intended targets of the bullying behavior are students attending a school within a school corporation; and

+ +

    (2) disciplinary action is reasonably necessary to avoid substantial interference with school discipline or prevent an unreasonable threat to the rights of others to a safe and peaceful learning environment.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Indiana school districts must establish written discipline rules that prohibit bullying. School discipline rules must contain key policy and procedural elements, including, but not limited to:

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    +
  • Statements prohibiting bullying;
    • +
  • Provisions concerning education, parental involvement, and intervention;
    • +
  • Procedures for reporting and investigations, including timetables for reporting of bullying incidents to the parents of both the targeted student and the bully and timetables for reporting to school counselors, school administrators, the superintendent, and law enforcement;
    • +
  • Discipline provisions for teachers, school staff, or school administrators who fail to initiate or conduct and investigation;
    • +
  • Discipline procedures for false reporting;
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  • Procedures outlining the use of follow-up services that includes support services for the victim and bullying education for the bully;
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  • Disciplinary consequences for violation of the policy; and
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  • Requirements regarding how the policy will be publicized within the district.
    • +
+ +

Indiana anti-bullying laws require the department to periodically review each policy to ensure the policy’s compliance with state law. Indiana school districts must submit a report to the department each year documenting the number of reported bullying incidents involving a student of the school corporation by category.

+ +

Do Indiana anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Indiana anti-bullying laws or regulations.

+ +

Indiana schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Indiana anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Indiana public schools must provide age appropriate, research-based instruction focusing on bullying prevention for all students in grades 1 through 12.

+ +

Do Indiana anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Indiana school districts must provide training to the school corporation’s employees and volunteers who have direct, ongoing contact with students concerning the school’s bullying prevention and reporting policy.

+ +

Do Indiana anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Indiana school discipline rules prohibiting bullying must include a detailed procedure outlining the use of follow-up services that include support services for the victim and bullying education for the bully.

+ +

Do Indiana anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. The governing body of each school corporation shall work with parents to develop and periodically review an evidence-based plan for improving student behavior and discipline in the school corporation after receiving a model plan developed by the department. The model plan developed by the department must include policies to address instances of bullying and cyberbullying on school property of a school corporation. School discipline rules must also include timetables for reporting of bullying incidents to the parents of both the targeted student and the bully.

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For More Information

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Visit the Indiana Department of Education webpage for more information.

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Iowa Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Iowa state laws and regulations cover bullying?

How are bullying and cyberbullying defined in Iowa anti-bullying laws and regulations?

Iowa anti-bullying laws include the following definitions of harassment and bullying:

“Harassment” and “bullying” shall be construed to mean any electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment that meets one or more of the following conditions:

    (1) Places the student in reasonable fear of harm to the student’s person or property;

    (2) Has a substantially detrimental effect on the student’s physical or mental health;

    (3) Has the effect of substantially interfering with a student’s academic performance; and

    (4) Has the effect of substantially interfering with the student’s ability to participate in or benefit from the services, activities, or privileges provided by a school.

Iowa Code § 280.28 (2007)

Do Iowa anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

No. Iowa anti-bullying laws do not cover off-campus conduct.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Iowa school districts must adopt a policy declaring harassment and bullying in schools as against state and school policy. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Statements declaring harassment and bullying to be against state and school policy and statements of scope indicating where and when the policy applies;
  • Prohibitions against reprisal, retaliation, or false accusation;
  • Definitions of harassment and bullying that conform to definitions in state law;
  • Descriptions of the type of behavior expected from school employees, volunteers, parents or guardians, and students relative to prevention measures, reporting, and investigation;
  • Disciplinary consequences and remedial actions for violation of the policy;
  • Procedures for reporting and investigation, including designation of the individual responsible for ensuring that the policy is implemented and the individual responsible for receiving reports; and
  • Statements regarding how the policy will be publicized within the district.

Iowa anti-bullying laws require districts to integrate anti-harassment and anti-bullying polices into comprehensive school improvement plans and require districts to develop and maintain a system to collect harassment and bullying incidence data.

Do Iowa anti-bullying laws and regulations include protections for specific groups?

Yes. Iowa anti-bullying laws prohibit harassment and bullying based on any actual or perceived trait or characteristic of the student, including, but not limited to, age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status.

Iowa schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Iowa anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Iowa school districts are encouraged to establish programs designed to eliminate harassment and bullying in schools, including developing a process to provide school employees, volunteers, and students with the skills and knowledge to help reduce incidents of harassment and bullying.

Do Iowa anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Iowa school districts are encouraged to establish programs designed to eliminate harassment and bullying in schools, including providing training on anti-harassment and anti-bullying policies to school employees and volunteers who have significant contact with students.

Do Iowa anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

No. Iowa school districts are not required to provide safeguards or mental health supports for students involved with bullying.

Do Iowa anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Iowa school districts must establish school improvement advisory committees comprised of students, parents, teachers, administrators, and representatives from the local community. The school improvement advisory committee is responsible for making recommendations to determine district harassment or bullying prevention goals, programs, training, and other initiatives.

For More Information

Visit the Iowa Department of Education’s “Anti-Bullying/Anti-Harassment” webpage and/or view the Iowa state model policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

 

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Kansas Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsNo
ConsequencesNo
Communication of policyNo
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationYes
Staff trainingYes
Parent engagementNo
+ +

Which Kansas state laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Kansas anti-bullying laws and regulations?

+ +

Kansas anti-bullying laws include the following definitions of bullying and cyberbullying:

+ +

“Bullying” means:

+ +

    (A) Any intentional gesture or any intentional written, verbal, electronic or physical act or threat either by any student, staff member or parent towards a student or by any student, staff member or parent towards a staff member that is sufficiently severe, persistent or pervasive that such gesture, act or threat creates an intimidating, threatening or abusive educational environment that a reasonable person, under the circumstances, knows or should know will have the effect of:

+ +

        (i) Harming a student or staff member, whether physically or mentally;

+ +

        (ii) damaging a student’s or staff member’s property;

+ +

        (iii) placing a student or staff member in reasonable fear of harm to the student or staff member; or

+ +

        (iv) placing a student or staff member in reasonable fear of damage to the student’s or staff member’s property;

+ +

    (B) cyberbullying; or

+ +

    (C) any other form of intimidation or harassment prohibited by the board of education of the school district in policies concerning bullying adopted pursuant to this section or subsection (e) of K.S.A. 72-8205, and amendments thereto.

+ +

“Cyberbullying” means bullying by use of any electronic communication device through means including, but not limited to, e-mail, instant messaging, text messages, blogs, mobile phones, pagers, online games and websites.

+ +

Kan. Stat. Ann. § 72-6147 (2013)

+ +

Do Kansas anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

No. Kansas anti-bullying laws do not cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Kansas school districts must adopt a policy to prohibit bullying and must adopt and implement a plan to address bullying. Kansas anti-bullying laws do not specify required content of district policies or plans.

+ +

Do Kansas anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Kansas anti-bullying laws or regulations.

+ +

Kansas schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Kansas anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Kansas school districts must adopt and implement a plan to address bullying that includes provisions for the training and education for staff members and students.

+ +

Do Kansas anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Kansas school districts must adopt and implement a plan to address bullying that includes provisions for the training and education of staff members and students.

+ +

Do Kansas anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. Kansas anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do Kansas anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

No. Kansas anti-bullying laws do not create expectations for parent involvement in addressing bullying behavior.

+ +

For More Information

+ +

Visit the Kansas State Department of Education’s “Bullying Prevention” webpage and/or view the Kansas state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ U.S. flag +
+
+

An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationNo
Staff trainingYes
Parent engagementNo
+ +

Which Kentucky state laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Kentucky anti-bullying laws and regulations?

+ +

Kentucky anti-bullying laws include the following definition of bullying:

+ +

“Bullying” means any unwanted verbal, physical, or social behavior among students that involves a real or perceived power imbalance and is repeated or has the potential to be repeated:

+ +

    1. That occurs on school premises, on school-sponsored transportation, or at a school-sponsored event; or

+ +

    2. That disrupts the education process.

+ +

Ky. Rev. Stat. § 158.148 (2016)

+ +

Do Kentucky anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Kentucky anti-bullying laws cover off-campus conduct by imposing criminal sanctions for harassing communications.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Kentucky anti-bullying laws require school districts to formulate a code of acceptable behavior and discipline that prohibits bullying. The discipline code must contain key policy and procedural elements, including, but not limited to:

+ +
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  • Statements prohibiting bullying;
    • +
  • Descriptions of the types of behavior expected from each student;
    • +
  • Disciplinary consequences for students who fail to obey discipline standards and statements regarding the importance of the standards to the maintenance of a safe learning environment;
    • +
  • Procedures for identifying, documenting, and reporting incidents of bullying;
    • +
  • Procedures for investigating and responding to bullying complaints, including reporting incidents to the parents or legal guardians of the students involved;
    • +
  • Strategies or methods of protecting students from retaliation for reporting an incident of bullying; and
    • +
  • Processes for informing students, parents, legal guardians, and school employees of the requirements of the code, including training for school employees.
    • +
+ +

Kentucky anti-bullying laws require districts to update codes of discipline no less frequently than every two years and to report data on major discipline problems to the state.

+ +

Do Kentucky anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Kentucky anti-bullying laws or regulations.
+Kentucky schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Kentucky anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

No. Kentucky anti-bullying laws do not require districts to implement bullying prevention programs or strategies.

+ +

Do Kentucky anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Kentucky school district codes of discipline must include a process for informing students, parents, legal guardians, and school employees of the requirements of the code, including training for school employees.

+ +

Do Kentucky anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. Kentucky anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do Kentucky anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Kentucky anti-bullying laws require school districts to report incidents of bullying to the parents, legal guardians, or other persons exercising custodial control or supervision of the students involved.

+ +

For More Information

+ +

Visit the Kentucky Department of Education’s “Bullying and Harassment” webpage and/or view the Kentucky  state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + +
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+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Below is a list of the most comment components included in state laws, policies, and regulations. States and local educational agencies (LEAs) should check with their state and local officials to ensure consistency with all applicable federal and state laws.

+ +

Purpose Statement

+ +

Outlines the range of detrimental effects bullying has on students, including impacts on student learning, school safety, student engagement, and the school environment.

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Declares that any form, type, or level of bullying is unacceptable, and that every incident needs to be taken seriously by school administrators, school staff (including teachers), students, and students’ families.

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Definition

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Provides a specific definition of bullying that includes a clear definition of cyberbullying. The definition of bullying includes a non-exclusive list of specific behaviors that constitute bullying and specifies that bullying includes intentional efforts to harm one or more individuals, may be direct or indirect, is not limited to behaviors that cause physical harm, and may be verbal (including oral and written language) or non-verbal. The definition of bullying can be easily understood and interpreted by school boards, policymakers, school administrators, school staff, students, students’ families, and the community.

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Prohibited Conduct also includes:

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  1. Retaliation for asserting or alleging an act of bullying.
    2. +
  2. Perpetuating bullying or harassing conduct by spreading hurtful or demeaning material even if the material was created by another person (e.g., forwarding offensive e-mails or text messages).
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Scope

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Defines where the law, regulation, or policy applies, for example, stating that the law addresses conduct that occurs on school grounds, at school-sponsored activities or events (regardless of the location), on school-provided transportation, or through school-owned technology or that otherwise creates a significant disruption to the school environment.

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Protected Groups

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Explains that bullying may include, but is not limited to, acts based on actual or perceived characteristics of students who have historically been targets of bullying and provides examples of such characteristics.

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Makes clear that bullying does not have to be based on any particular characteristic.

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District Policy Requirement

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Directs every LEA to develop and implement a policy prohibiting bullying, through a collaborative process with all interested stakeholders, including school administrators, staff, students, students’ families, and the community, in order to best address local conditions.

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Reporting and Investigations

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Includes a procedure for students, students’ families, staff, and others to report incidents of bullying, including a process to submit such information anonymously and with protection from retaliation. The procedure identifies and provides contact information for the appropriate school personnel responsible for receiving the report and investigating the incident.

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Requires that school personnel report, in a timely and responsive manner, incidents of bullying they witness or are aware of to a designated official.

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Includes a procedure for promptly investigating and responding to any report of an incident of bullying, including immediate intervention strategies for protecting the victim from additional bullying or retaliation, and includes notification to parents of the victim, or reported victim, of bullying and the parents of the alleged perpetrator, and, if appropriate, notification to law enforcement officials.

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Consequences

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Includes a detailed description of a graduated range of consequences and sanctions for bullying.

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Communication of Policy

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Includes a plan for notifying students, students’ families, and staff of policies related to bullying, including the consequences for engaging in bullying.

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Safeguards and Supports

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Includes a procedure for providing safeguards for students who been bullied and/or referring students involved in bullying incidents to counseling and mental and other health services, as appropriate.

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Review and Update of Local Policies

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Includes a provision for districts to review and update policies on a regular basis and/or requires the state to review local policies to ensure the goals of the state statute are met.

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Preventive Education

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Encourages school districts to implement age-appropriate school- and community-wide bullying prevention programs.

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Staff Training

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Includes a provision for school districts to provide training for all school staff, including, but not limited to, teachers, aides, support staff, and school bus drivers, on preventing, identifying, and responding to bullying.

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Parent Engagement

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Encourages or requires districts to involve parents in bullying prevention and response efforts, for example, by contributing to the development of district policies or by requiring that districts notify parents when a student is involved in a bullying incident.

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StatesProhibiting StatementDefinitionScopeProtected GroupsDistrict Policy RequirementReporting and InvestigationsConsequencesCommunication of PolicySafeguards and SupportsReview and Update of Local PoliciesPrevention EducationStaff TrainingParent Engagement
Alabama✔✔✔✔✔✔✔✔✔ ✔✔ 
Alaska✔✔  ✔✔✔✔    ✔
America Samoa✔✔  ✔✔✔   ✔ ✔
Arizona✔ ✔ ✔✔✔✔✔   ✔
Arkansas✔✔✔✔✔✔✔✔✔✔✔✔✔
California✔✔✔✔✔✔✔✔✔✔✔✔✔
Colorado ✔ ✔✔ ✔  ✔✔ ✔
Connecticut✔✔✔✔✔✔✔✔✔✔✔✔✔
Delaware✔✔✔ ✔✔✔✔✔✔✔✔✔
District of Columbia✔✔✔✔✔✔✔✔✔✔✔✔✔
Florida✔✔✔ ✔✔✔✔✔✔✔✔✔
Georgia✔✔✔ ✔✔✔✔ ✔✔ ✔
Guam✔✔✔✔✔✔✔✔✔ ✔✔✔
Hawaii✔✔✔✔✔✔✔✔     
Idaho✔✔✔ ✔✔✔✔✔✔✔✔ 
Illinois✔✔✔✔✔✔✔✔✔✔✔ ✔
Indiana✔✔✔ ✔✔✔✔✔✔✔✔✔
Iowa✔✔✔✔✔✔✔✔ ✔✔✔✔
Kansas✔✔✔ ✔     ✔✔ 
Kentucky✔✔✔ ✔✔✔✔   ✔✔
Louisiana✔✔✔ ✔✔✔✔✔ ✔✔✔
Maine✔✔✔✔✔✔✔✔✔✔ ✔✔
Maryland✔✔✔✔✔✔✔✔✔✔✔✔✔
Massachusetts✔✔✔✔✔✔✔✔✔✔✔✔✔
Michigan✔✔✔ ✔✔✔✔ ✔✔✔✔
Minnesota✔✔✔✔✔✔✔✔✔✔✔✔✔
Mississippi✔✔✔ ✔✔✔ ✔ ✔ ✔
Missouri✔✔✔ ✔✔✔✔✔✔✔✔ 
Montana✔✔✔ ✔✔✔ ✔   ✔
Nebraska ✔✔ ✔ ✔  ✔   
Nevada✔✔✔✔✔✔✔ ✔✔✔✔✔
New Hampshire✔✔✔✔✔✔✔✔✔ ✔✔✔
New Jersey✔✔✔✔✔✔✔✔✔✔✔✔✔
New Mexico✔✔✔✔✔✔✔✔✔✔✔✔✔
New York✔✔✔✔✔✔✔✔✔✔✔✔ 
North Carolina✔✔✔✔✔✔✔✔ ✔ ✔ 
North Dakota✔   ✔✔✔✔✔✔✔✔✔
Northern Mariana Islands✔✔✔✔✔✔✔✔✔    
Ohio✔✔✔ ✔✔✔✔✔✔✔✔✔
Oklahoma✔✔✔ ✔✔✔✔✔✔✔✔✔
Oregon✔✔✔✔✔✔✔✔ ✔✔✔✔
Pennsylvania ✔✔ ✔✔✔✔ ✔✔✔ 
Puerto Rico✔✔✔ ✔✔✔✔✔ ✔✔✔
Rhode Island✔✔✔✔✔✔✔✔✔✔✔✔✔
South Carolina✔✔✔ ✔✔✔✔ ✔✔✔✔
South Dakota✔✔✔ ✔✔✔      
Tennessee✔✔✔  ✔✔ ✔   ✔
Texas✔✔✔ ✔✔✔✔✔ ✔✔✔
U.S. Virgin Islands    ✔  ✔ ✔✔✔ 
Utah✔✔✔ ✔✔✔✔✔✔✔✔✔
Vermont✔✔✔✔✔✔✔✔✔✔✔✔✔
Virginia✔✔✔ ✔✔✔  ✔✔✔✔
Washington✔✔✔✔✔✔✔✔✔✔✔✔✔
West Virginia✔✔✔ ✔✔✔✔✔✔✔✔✔
Wisconsin✔ ✔ ✔✔✔✔  ✔ ✔
Wyoming✔✔✔ ✔✔✔✔✔✔✔✔✔
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  3. + Louisiana Anti-Bullying Laws & Policies +
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Louisiana Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
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Which Louisiana state laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Louisiana anti-bullying laws and regulations?

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Louisiana anti-bullying laws include the following definitions of bullying and cyberbullying:

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“Bullying” means:

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(1)  A pattern of any one or more of the following:

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      (a)  Gestures, including but not limited to obscene gestures and making faces.

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      (b)  Written, electronic, or verbal communications, including but not limited to calling names, threatening harm, taunting, malicious teasing, or spreading untrue rumors. Electronic communication includes but is not limited to a communication or image transmitted by email, instant message, text message, blog, or social networking website through the use of a telephone, mobile phone, pager, computer, or other electronic device.

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      (c)  Physical acts, including but not limited to hitting, kicking, pushing, tripping, choking, damaging personal property, or unauthorized use of personal property.

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      (d)  Repeatedly and purposefully shunning or excluding from activities.

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(2)

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      (a)   Where the pattern of behavior as provided in Paragraph (1) of this Subsection is exhibited toward a student, more than once, by another student or group of students and occurs, or is received by, a student while on school property, at a school-sponsored or school-related function or activity, in any school bus or van, at any designated school bus stop, in any other school or private vehicle used to transport students to and from schools, or any school-sponsored activity or event.

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      (b)  The pattern of behavior as provided in Paragraph (1) of this Subsection must have the effect of physically harming a student, placing the student in reasonable fear of physical harm, damaging a student’s property, placing the student in reasonable fear of damage to the student’s property, or must be sufficiently severe, persistent, and pervasive enough to either create an intimidating or threatening educational environment, have the effect of substantially interfering with a student’s performance in school, or have the effect of substantially disrupting the orderly operation of the school.

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“Cyberbullying” is the transmission of any electronic textual, visual, written, or oral communication with the malicious and willful intent to coerce, abuse, torment, or intimidate a person under the age of eighteen.

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La. R.S. § 17:416.13 (2017)

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Do Louisiana anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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Yes. Louisiana anti-bullying laws cover off-campus conduct by imposing criminal sanctions for cyberbullying.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Louisiana schools must adopt and incorporate into the code of conduct a policy prohibiting bullying of a student by another student. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Definitions of bullying that conform to definitions in state law;
    • +
  • Statements prohibiting the bullying of a student by another student;
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  • Discipline and criminal consequences for violation of the policy;
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  • Procedures for reporting and investigations, including provisions concerning the scope and timing of investigations, an appeals process, parental notification requirements and parental relief provisions, and requirements for written documentation; and
    • +
  • Requirements for how the policy will be publicized within the school.
    • +
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Louisiana state law requires districts to report all documented incidences of bullying to the state Department of Education.

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Do Louisiana anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under Louisiana anti-bullying laws or regulations.

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Louisiana schools that receive federal funding are required by federal law to address discrimination on a number of different personal characteristics. Find out when bullying may be a civil rights violation.

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Do Louisiana anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. Louisiana anti-bullying laws encourage districts to provide youth development and assistance programs that may consist of prevention programs including bullying prevention.

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Do Louisiana anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent and respond to bullying incidents?

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Yes. Louisiana anti-bullying laws require districts to provide a minimum of four hours of training for new employees who have contact with students and two hours of training each year for all school employees who have contact with students, including bus operators.

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Do Louisiana anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Louisiana school district policies require districts to notify the parent or legal guardians of the victim of available counseling options.

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Do Louisiana anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Louisiana school district policies must include provisions for parent notification, including guidelines for holding meetings with the parents or legal guardians of the victim and the parents or legal guardians of the alleged perpetrator, as well as requirements for notifying parents of the potential consequences, penalties, and counseling options. Louisiana school district policies must also include a provision for parental relief that allows the parent to enroll the student in another school if reports of bullying are not appropriately investigated.

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For More Information

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Visit the Louisiana Department of Education’s “Bullying” webpage and/or view the Louisiana state model policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/maine b/laws/maine new file mode 100644 index 0000000..46b7656 --- /dev/null +++ b/laws/maine @@ -0,0 +1,1354 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Maine Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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  3. + Maine Anti-Bullying Laws & Policies +
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Maine Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationNo
Staff trainingYes
Parent engagementYes
+ +

Which Maine state laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Maine anti-bullying laws and regulations?

+ +

Maine anti-bullying laws include the following definitions of bullying and cyberbullying:

+ +

“Bullying” includes, but is not limited to, a written, oral or electronic expression or a physical act or gesture or any combination thereof directed at a student or students that:

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    (1)   Has, or a reasonable person would expect it to have, the effect of:

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        (a)   Physically harming a student or damaging a student’s property; or

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        (b)   Placing a student in reasonable fear of physical harm or damage to the student’s property;

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    (2)   Interferes with the rights of a student by:

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        (a)   Creating an intimidating or hostile educational environment for the student; or

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        (b)   Interfering with the student’s academic performance or ability to participate in or benefit from the services, activities or privileges provided by a school; or

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    (3)   Is based on a student’s actual or perceived characteristics identified in Title 5, section 4602 or 4684-A, or is based on a student’s association with a person with one or more of these actual or perceived characteristics or any other distinguishing characteristics and that has the effect described in subparagraph (1) or (2).

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“Bullying” includes cyberbullying.

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“Cyberbullying” means bullying through the use of technology or any electronic communication, including, but not limited to, a transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted by the use of any electronic device, including, but not limited to, a computer, telephone, cellular telephone, text messaging device and personal digital assistant.

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Me. Rev. Stat. Ann. tit. 20-A, § 6554 (2012)

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Do Maine anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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Yes. Maine anti-bullying laws cover off-campus conduct that takes place elsewhere, or through the use of technology, but only if the bullying also infringes on the rights of the student at school.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

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Maine school districts must establish policies and procedures to address bullying that conform to the state model policy. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Provisions identifying the responsibility of students and others to comply with the policies;
    • +
  • Statements that bullying, harassment, and sexual harassment and retaliation for reporting incidents are prohibited;
    • +
  • Provisions outlining the responsibility of a superintendent to implement and enforce the bullying policies, including a requirement to designate school personnel to administer policies at the school level and a procedure for publicly identifying the designee;
    • +
  • Procedures for reporting and investigations, including written documentation of reported incidents and the outcome of investigations;
    • +
  • Procedures for a person to appeal the outcome of an investigation;
    • +
  • Disciplinary consequences for violation of the policy, including false accusation or retaliation against a person who reports;
    • +
  • Procedures to remediate any substantiated incident to counter the negative impact of bullying, which may include referring the victim, perpetrator, or other involved students to counseling or other appropriate services;
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  • Processes for communicating to the parent of a student who has been bullied the measures being taken to ensure student safety and prevent further bullying;
    • +
  • Procedures for communicating with law enforcement if pursuit of criminal charges is appropriate; and
    • +
  • Requirements for how the policy will be publicized within the district.
    • +
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Maine anti-bullying laws require districts to file policies to address bullying and cyberbullying with the Department of Education.

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Do Maine anti-bullying laws and regulations include protections for specific groups?

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Yes. Maine state law prohibits bullying based on a student’s actual or perceived characteristics including race, color, religion, sex, ancestry, national origin, physical or mental disability or sexual orientation, or bullying based on a student’s association with a person with one or more of these actual or perceived characteristics, or any other distinguishing characteristics.

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Maine schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Maine anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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No. Maine anti-bullying laws do not require districts to implement bullying prevention programs or strategies.

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Do Maine anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent and respond to bullying incidents?

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Yes. Maine school districts must provide professional development and staff training.

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Do Maine anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Maine school district bullying policies must include a procedure to remediate any substantiated incident of bullying to counter the negative impact of the bullying and reduce the risk of future bullying incidents, which may include referring the victim, perpetrator, or other involved persons to counseling or other appropriate services.

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Do Maine anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Maine school district policies must include a process for the school to communicate to the parent of a student who has been bullied the measures being taken to ensure the safety of the student who has been bullied and to prevent further acts of bullying.

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For More Information

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Visit the Maine Department of Education’s “Bullying Prevention” webpage and/or view the Maine state model policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationNo
Staff trainingNo
Parent engagementNo

Which Northern Mariana Islands laws and regulations cover bullying?

Do Northern Mariana Islands anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

No. Northern Mariana Islands anti-bullying laws do not cover off campus conduct.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Northern Mariana Islands schools must adopt the CNMI State Board of Education policy to prohibit bullying, harassment, or intimidation. The policy contains key elements, including, but not limited to:

  • Statements prohibiting harassment, intimidation, or bullying;
  • Definitions of bullying, harassment, intimidation, and electronic communications;
  • Requirements for reporting acts of harassment, intimidation, or bullying to appropriate school officials;
  • Prohibitions against retaliation and false reporting;
  • Requirements to follow up regularly with the complaining student to ensure that the bullying has stopped, and no retaliation has occurred;
  • Disciplinary consequences for violations of the policy; and
  • Requirements for how the policy will be publicized.

Do Northern Mariana Islands anti-bullying laws and regulations include protections for specific groups?

Yes. Northern Mariana Islands anti-bullying laws prohibit bullying that is motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, religion, ancestry, physical attributes, socioeconomic status, familial status, or physical or mental ability or disability.

Northern Mariana Islands schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Northern Mariana Islands anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

No. Northern Mariana Islands anti-bullying laws do not encourage or require districts to implement bullying prevention programs or strategies.

Do Northern Mariana Islands anti-bullying laws encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

No. Northern Mariana Islands anti-bullying laws do not require districts to train teachers and other school staff on how to prevent or respond to bullying incidents.

Do Northern Mariana Islands anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Northern Mariana Islands anti-bullying laws require that a responsible administrator follow up regularly with the complaining student to ensure that the bullying has stopped and that no retaliation has occurred.

Do Northern Mariana Islands anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

No. Northern Mariana Islands anti-bullying laws do not create expectations for parent involvement in addressing bullying behavior.

For More Information

Visit the Commonwealth of the Northern Mariana Islands Public School System webpage.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

+
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+ Https +
+

+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Maryland state laws and regulations cover bullying?

Do Maryland anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Maryland anti-bullying laws cover off-campus conduct by imposing criminal sanctions for cyberbullying.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Maryland county boards of education must adopt a policy prohibiting bullying, harassment, and intimidation that conforms to the state model policy. Local policies must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting bullying, harassment, and intimidation in schools;
  • Statements prohibiting reprisal or retaliation against individuals who report acts of bullying, harassment, or intimidation;
  • Definitions of prohibited behavior that conform to definitions in state law;
  • Consequences and remedial actions for violations of policy;
  • Procedures for reporting and investigations, including designation of a contact person who is familiar with reporting and investigation procedures;
  • Procedures for providing notice of an act of bullying, harassment, or intimidation to a parent or guardian of an alleged victim or alleged perpetrator;
  • Information about the types of support services available to a student bully, victim, or any bystanders;
  • Information regarding the availability and use of the bullying, harassment, and intimidation reporting form;
  • Information regarding the availability and use of an anonymous two-way electronic tip program; and
  • Requirements regarding how the policy will be publicized within the district.

Maryland anti-bullying laws require county boards to submit local policies to the State Superintendent and to update policies every five years based on updates to the state model policy. Maryland county boards must also report incidents of bullying, harassment, or intimidation against students using a standard reporting form and submit confidential summaries of report forms to the State Board.

Do Maryland anti-bullying laws and regulations include protections for specific groups?

Yes. Maryland anti-bullying laws prohibit bullying, harassment, or intimidation that is motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, religion, ancestry, physical attribute, socioeconomic status, familial status, or physical or mental ability or disability.

Maryland schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Maryland anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Maryland anti-bullying laws require county boards of education to develop educational programs to prevent bullying, harassment, and intimidation in schools including an educational bullying, harassment, and intimidation prevention program for students, staff, volunteers, and parents.

Do Maryland anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Maryland anti-bullying laws require county boards of education to develop educational programs to prevent bullying, harassment, and intimidation in schools including a teacher and administrator development program that trains teachers and administrators to implement the policy.

Do Maryland anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Maryland school district policies must include information about the types of support services available to a student bully, victim, or any bystanders.

Do Maryland anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Maryland anti-bullying laws require county boards of education to develop local policies in consultation with parents or guardians of students, school employees and administrators, school volunteers, students, and other members of the community. District policies must also include procedures for notice of an act of bullying, harassment, or intimidation to a parent or guardian of the alleged victim and the alleged perpetrator. 

For More Information

Visit the Maryland State Department of Education’s “Bullying Prevention” webpage.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

 

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+ U.S. flag +
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An official website of the United States government

+ +
+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Massachusetts Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Massachusetts state laws and regulations cover bullying?

How are bullying and cyberbullying defined in Massachusetts anti-bullying laws and regulations?

Massachusetts anti-bullying laws include the following definitions of bullying and cyberbullying:

“Bullying”, means the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:

    (a)  causes physical or emotional harm to the target or damage to the target's property;

    (b)  places the target in reasonable fear of harm to himself or herself or damage to his or her property;

    (c)  creates a hostile environment at school for the target;

    (d)  infringes on the rights of the target at school; or

    (e)  materially and substantially disrupts the education process or the orderly operation of a school. Bullying shall include cyberbullying.

“Cyberbullying” means bullying through the use of technology or any electronic communication, which shall include, but not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications. Cyberbullying shall also include:

    (a)  the creation of a web page or blog in which the creator assumes the identity of another person; or

    (b)  the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions in bullying(a) through (e).

“Cyberbullying” shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions in bullying(a) through (e).

Mass. Gen. Laws ch. 71, § 37O (2014)

Do Massachusetts anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Massachusetts anti-bullying laws cover off-campus conduct that occurs at a location, activity, function, or program that is not school-related or through the use of technology or an electronic device that is not owned, leased, or used by a school district or school if the bullying:

    (a)  creates a hostile environment at school for the target;

    (b)  infringes on the rights of the target at school; or

    (c)  materially and substantially disrupts the education process or the orderly operation of a school.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Massachusetts school districts are required to develop a plan addressing bullying prevention and intervention. District plans must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting bullying, cyberbullying, and retaliation;
  • Procedures for reporting and investigations, including procedures for collecting, maintaining, and reporting bullying incident data;
  • Statements of consequences for violation of the policy;
  • Procedures for restoring sense of safety for a victim and assessing needs for protection;
  • Strategies for providing counseling or referral for perpetrators and victims; and
  • Requirements for how the policy will be publicized within the district.

Massachusetts state law requires that districts review and update the plan at least biennially.

Do Massachusetts anti-bullying laws and regulations include protections for specific groups?

Yes. Massachusetts anti-bullying laws require that each bullying prevention and intervention plan recognize that certain students may be more vulnerable to becoming a target of bullying or harassment based on actual or perceived differentiating characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one or more of these characteristics.

Massachusetts schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Massachusetts anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Massachusetts school districts must provide age-appropriate, evidence-based instruction on bullying prevention in each grade that is incorporated into the curriculum.

Do Massachusetts anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Massachusetts school districts’ bullying prevention and intervention plans must include a provision for ongoing professional development to build the skills of all staff members to prevent, identify, and respond to bullying.

Do Massachusetts anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Massachusetts school districts’ bullying prevention and intervention plans must include clear procedures for restoring a sense of safety for a victim and assessing that victim’s needs for protection. Each bullying prevention and intervention plan must also include a strategy for providing counseling and referral to appropriate services to perpetrators and victims and their family members.

Do Massachusetts anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Massachusetts school districts are required to develop a plan to address bullying prevention and intervention in consultation with teachers, school staff, professional support personnel, school volunteers, administrators, community representatives, local law enforcement agencies, students, parents, and guardians. The district plan must include procedures for notifying the parents or guardians of the victim and the perpetrator. The plan must also include provisions for informing parents and guardians about the school’s bullying prevention curriculum.

For More Information

Visit the Massachusetts Department of Elementary and Secondary Education’s “Bullying Prevention and Intervention” webpage and/or view the Massachusetts state model bullying prevention and intervention plan on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

 

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Michigan state laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Michigan anti-bullying laws and regulations?

+ +

Michigan anti-bullying laws and regulations include the following definitions of bullying and cyberbullying:

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“Bullying” means any written, verbal, or physical act, or any electronic communication, including, but not limited to, cyberbullying, that is intended or that a reasonable person would know is likely to harm 1 or more pupils either directly or indirectly by doing any of the following:

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    (i)  Substantially interfering with educational opportunities, benefits, or programs of 1 or more pupils.

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    (ii)  Adversely affecting the ability of a pupil to participate in or benefit from the school district’s or public school’s educational programs or activities by placing the pupil in reasonable fear of physical harm or by causing substantial emotional distress.

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    (iii) Having an actual and substantial detrimental effect on a pupil’s physical or mental health.

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    (iv) Causing substantial disruption in, or substantial interference with, the orderly operation of the school.

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“Cyberbullying” means any electronic communication that is intended or that a reasonable person would know is likely to harm 1 or more pupils either directly or indirectly by doing any of the following:

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    (i)  Substantially interfering with educational opportunities, benefits, or programs of 1 or more pupils.

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    (ii)  Adversely affecting the ability of a pupil to participate in or benefit from the school district’s or public school’s educational programs or activities by placing the pupil in reasonable fear of physical harm or by causing substantial emotional distress.

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    (iii) Having an actual and substantial detrimental effect on a pupil’s physical or mental health.

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    (iv) Causing substantial disruption in, or substantial interference with, the orderly operation of the school.

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Mich. Comp. Laws Serv. § 380.1310b (2016)

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Do Michigan anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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Yes. Michigan anti-bullying laws cover off-campus conduct using a telecommunications access device or telecommunications service provider that occurs off school premises if the telecommunications access device or the telecommunications service provider is owned by or under the control of the school district.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Michigan school districts must adopt and implement a policy prohibiting bullying. District policies must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting bullying of a pupil that include cyberbullying as a form of bullying;
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  • Statements prohibiting retaliation or false accusation against a target of bullying, a witness or another person with reliable information about an act of bullying;
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  • Provisions indicating that all pupils are protected under the policy;
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  • Designation of a school official responsible for ensuring that the policy is implemented;
    • +
  • Statements describing how the policy is to be publicized;
    • +
  • Procedures for providing notification to parents or legal guardians of students involved in bullying incidents;
    • +
  • Procedures for reporting, investigation, and documentation; and
    • +
  • Assurances of confidentiality and safeguards for individuals reporting an act of bullying.
    • +
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Michigan school districts must submit copies of their policies to the Department of Education and must report incidents of bullying to the Department on an annual basis.

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Do Michigan anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Michigan anti-bullying laws or regulations. Michigan anti-bullying laws state that all pupils are protected under the policy and that bullying is equally prohibited with regard to its subject matter or motivating animus.

+ +

Michigan schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Michigan anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Michigan anti-bullying laws encourage districts to form bullying prevention task forces, programs, teen courts, and other initiatives involving school staff, pupils, school clubs, other student groups, administrators, volunteers, parents, law enforcement, community members, and other stakeholders. Michigan anti-bullying laws also encourage districts to provide educational programs for pupils and parents on preventing, identifying, responding to, and reporting incidents of bullying.

+ +

Do Michigan anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Michigan anti-bullying laws encourage districts to provide annual training for administrators, school employees, and volunteers who have significant contact with pupils on preventing, identifying, responding to, and reporting incidents of bullying.

+ +

Do Michigan anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. Michigan anti-bullying laws do not encourage or require districts to provide safeguards or mental health supports for students involved with bullying. Michigan school boards are encouraged to use restorative practices for students who bully, including counseling, as a disciplinary alternative or in addition to suspension or expulsion.

+ +

Do Michigan anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Michigan school district policies must include a procedure for providing notification to the parent or legal guardian of the victim and the perpetrator. Michigan school boards are encouraged to include in the district policy a requirement for educational programs for parents on preventing, identifying, responding to, and reporting incidents of bullying.

+ +

For More Information

+ +

Visit the Michigan Department of Education’s “Health and Safety” webpage and/or view the Michigan state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/minnesota b/laws/minnesota new file mode 100644 index 0000000..4483b0e --- /dev/null +++ b/laws/minnesota @@ -0,0 +1,1202 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Minnesota Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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Minnesota Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Minnesota state laws and regulations cover bullying?

How are bullying and cyberbullying defined in Minnesota anti-bullying laws and regulations?

Minnesota anti-bullying laws include the following definitions of bullying and cyberbullying:

“Bullying” means intimidating, threatening, abusive, or harming conduct that is objectively offensive and:

(1)   there is an actual or perceived imbalance of power between the student engaging in prohibited conduct and the target of the behavior and the conduct is repeated or forms a pattern; or

(2)   materially and substantially interferes with a student’s educational opportunities or performance or ability to participate in school functions or activities or receive school benefits, services, or privileges.

“Cyberbullying” means bullying using technology or other electronic communication, including, but not limited to, a transfer of a sign, signal, writing, image, sound, or data, including a post on a social network Internet Web site or forum, transmitted through a computer, cell phone, or other electronic device.

Minn. Stat. § 121A.031 (2014)

Do Minnesota anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Minnesota anti-bullying laws cover off-campus conduct involving the use of electronic technology and communications to the extent that such use substantially and materially disrupts student learning or the school environment.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Minnesota school districts are required to adopt, implement, review, and revise written policies to prevent and prohibit bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Definitions of the role and responsibilities of students, school personnel, and volunteers under the policy;
  • Lists of characteristics that may be the basis for bullying;
  • Requirements for how the policy must by publicized within the district;
  • Procedures for reporting and investigations, including designation of a staff member who will serve as the primary contact to receive reports of prohibited conduct;
  • Procedures for how schools will respond to incidents of prohibited conduct, including intervening to protect the target of the prohibited conduct and providing other remedial responses to the prohibited conduct;
  • Prohibitions against reprisals or retaliation; and
  • Information about available community resources to the target, actor, and other affected individuals.

Minnesota state law requires districts to review and revise policies on a cycle consistent with other district policies and must submit an electronic copy of the prohibited conduct policy to the commissioner.

Do Minnesota anti-bullying laws and regulations include protections for specific groups?

Yes. Minnesota anti-bullying laws prohibit any intimidating, threatening, abusive or harming conduct that is directed at any student or students, 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, academic status related to student performance, disability, or status with regard to public assistance, age, or any additional characteristic.

Minnesota schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Minnesota anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Minnesota school districts and schools are encouraged to provide developmentally appropriate programmatic instruction to help students identify, prevent, and reduce prohibited conduct; value diversity in school and society; and develop and improve students’ knowledge and skills for solving problems, managing conflict, engaging in civil discourse, and recognizing, responding to, and reporting prohibited conduct. School districts and schools must establish strategies for creating a positive school climate and use evidence-based social-emotional learning to prevent and reduce discrimination and improper conduct.

Do Minnesota anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Minnesota school districts must provide appropriate training for all school personnel to prevent, identity, and respond to prohibited conduct. School districts must establish a training cycle, not to exceed a period of three years. Newly employed school personnel must receive training within the first year of their employment with the district.

Do Minnesota anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Minnesota school district policies must provide information about available community resources to the target, actor, or other affected individuals.

Do Minnesota anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Minnesota school districts are encouraged to develop policies in consultation with students, parents, and community organizations. School district policies must also include requirements to notify the parent of the reported target and the parent of the actor engaged in the prohibited conduct.

For More Information

Visit the Minnesota Department of Education’s “Safe and Supportive Schools” webpage and/or view the Minnesota state model policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

 

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+ Secure .gov websites use HTTPS +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyNo
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationYes
Staff trainingNo
Parent engagementYes
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Which Mississippi laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Mississippi anti-bullying laws and regulations?

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Mississippi anti-bullying laws include the following definitions of bullying or harassing behavior:

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"Bullying or harassing behavior" is any pattern of gestures or written, electronic or verbal communications, or any physical act or any threatening communication, or any act reasonably perceived as being motivated by any actual or perceived differentiating characteristic, that takes place on school property, at any school-sponsored function, or on a school bus, and that:

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    (a) Places a student or school employee in actual and reasonable fear of harm to his or her person or damage to his or her property; or

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    (b) Creates or is certain to create a hostile environment by substantially interfering with or impairing a student's educational performance, opportunities or benefits. For purposes of this section, "hostile environment" means that the victim subjectively views the conduct as bullying or harassing behavior and the conduct is objectively severe or pervasive enough that a reasonable person would agree that it is bullying or harassing behavior.

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Miss. Code Ann. § 37-11-67 (2017)

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Do Mississippi anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. Mississippi anti-bullying laws do not cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

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Mississippi school districts must include a prohibition against bullying or harassment behavior in their discipline policy and code of student conduct. School district policies and codes of conduct must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting bullying of a student;
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  • Statements prohibiting retaliation against any person who provides information concerning an incident of bullying;
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  • Procedures for notifying the parent or guardian of the victim and the parent or guardian of the bully within a reasonable amount of time after the incident;
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  • Statements regarding the actions a student should take to obtain assistance and intervention in response to bullying;
    • +
  • Procedures for reporting and investigations, including a requirement that procedures for reporting bullying be posted on the district’s Internet website;
    • +
  • Information on counseling options for a student who is a victim of or witness to bullying or who engages in bullying; and
    • +
  • Prohibitions against disciplinary measures for students who use reasonable self-defense in response to bullying.
    • +
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Do Mississippi anti-bullying laws and regulations include protections for specific groups?

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No. Mississippi anti-bullying laws prohibit bullying that is reasonably perceived as being motivated by any actual or perceived differentiating characteristic; however, there are no specific groups listed under Mississippi anti-bullying laws or regulations.

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Mississippi schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Mississippi anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. Mississippi school districts must incorporate evidence-based practices and positive behavioral intervention supports into individual school district policies and codes of conduct.

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Do Mississippi anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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No. Mississippi anti-bullying laws do not require districts to train teachers and other school staff on how to respond to bullying incidents.

+ +

Do Mississippi anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Mississippi school district policies must set out the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying.

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Do Mississippi anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Mississippi school district policies must include a procedure for notifying the parent or guardian of the victim and the parent or guardian of the bully following a bullying incident.

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For More Information

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Visit the Mississippi Department of Education’s “Suicide - Bullying Prevention Resources” webpage and/or view the state model policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

+
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+
+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementNo
+ +

Which Missouri laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Missouri anti-bullying laws and regulations?

+ +

Missouri anti-bullying laws and regulations include the following definition of bullying:

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“Bullying” means intimidation, unwanted aggressive behavior, or harassment that is repetitive or is substantially likely to be repeated and causes a reasonable student to fear for his or her physical safety or property; substantially interferes with the educational performance, opportunities, or benefits of any student without exception; or substantially disrupts the orderly operation of the school. Bullying may consist of physical actions, including gestures, or oral, cyberbullying, electronic, or written communication, and any threat of retaliation for reporting of such acts. Bullying of students is prohibited on school property, at any school function, or on a school bus. “Cyberbullying” means bullying as defined in this subsection through the transmission of a communication including, but not limited to, a message, text, sound, or image by means of an electronic device including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager.

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Mo. Rev. Stat. § 160.775 (2016)

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Do Missouri anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. Missouri anti-bullying laws do not cover off-campus conduct. However, Missouri anti-bullying laws do state that any school district shall have jurisdiction to prohibit cyberbullying that originates on a school’s campus or at a district activity if the electronic communication was made using the school’s technological resources, if there is a sufficient nexus to the educational environment, or if the electronic communication was made on the school’s campus or at a district activity using the student’s own personal technological resources. School districts may discipline any student for such cyberbullying to the greatest extent allowed by the law.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Missouri school districts must adopt an anti-bullying policy. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting bullying defined no less inclusively than definitions in state law;
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  • Procedures for reporting and investigations, including designation of an individual at each school to receive reports of incidents of bullying and identification of one or more employees responsible for investigations;
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  • Statements prohibiting reprisal or retaliation and consequences and remedial actions for reprisal or retaliation;
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  • Statements regarding how the policy will be publicized within the district; and
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  • Procedures for discussing the anti-bullying policy with students and training school employees and volunteers on the requirements of the policy.
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Missouri anti-bullying laws require districts to review the policy and revise it as needed with input from school personnel, students, and administrators. School districts must also gather data on violence, substance abuse, and bullying and must use information to modify programs and strategies to ensure safe and orderly schools.

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Do Missouri anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under Missouri anti-bullying laws or regulations. Missouri anti-bullying laws state that policies must treat all students equally and shall not contain specific lists of protected classes of students who are to received special treatment.

+ +

Missouri schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Missouri anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Missouri anti-bullying laws require districts to provide education and information to students regarding bullying, including information regarding the school district policy prohibiting bullying, the harmful effects of bullying, and other applicable initiatives to address bullying. The school district administration must implement programs and other initiatives to address bullying, including violence prevention instruction for all students and staff that includes information on preventing and responding to illegal harassment and bullying.

+ +

Do Missouri anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Missouri school districts must provide information and appropriate training regarding the policy to school district staff who have significant contact with students.

+ +

Do Missouri anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Missouri anti-bullying laws require school districts to implement programs and other initiatives to address bullying, to respond to such conduct in a manner that does not stigmatize the victim, and to make resources available to victims of bullying. Missouri anti-bullying laws also require districts to instruct school counselors, school social workers, and other mental health professionals to educate students who are victims of bullying on techniques for students to overcome the negative effects of bullying.

+ +

Do Missouri anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

No. Missouri anti-bullying laws do not create expectations for parent involvement in addressing bullying.

+ +

For More Information

+ +

Visit the Missouri Department of Elementary and Secondary Education’s “Bullying” webpage.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/montana b/laws/montana new file mode 100644 index 0000000..82733eb --- /dev/null +++ b/laws/montana @@ -0,0 +1,1340 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Montana Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyNo
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationNo
Staff trainingNo
Parent engagementYes
+ +

Which Montana state laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Montana anti-bullying laws and regulations?

+ +

Montana anti-bullying laws and regulations include the following definition of bullying:

+ +

“Bullying” means any harassment, intimidation, hazing, or threatening, insulting, or demeaning gesture or physical contact, including any intentional written, verbal, or electronic communication or threat directed against a student that is persistent, severe, or repeated and that:

+ +

    (a) causes a student physical harm, damages a student’s property, or places a student in reasonable fear of harm to the student or the student’s property;

+ +

    (b) creates a hostile environment by interfering with or denying a student’s access to an educational opportunity or benefit; or

+ +

    (c) substantially and materially disrupts the orderly operation of a school.

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The term includes retaliation against a victim or witness who reports information about an act of bullying and includes acts of hazing associated with athletics or school-sponsored organizations or groups.

+ +

Mont. Code Ann. § 20-5-208 (2015)

+ +

Do Montana anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Montana anti-bullying regulations cover off-campus conduct committed through use of electronic communication that substantially and materially disrupts the orderly operation of the school or any school-sponsored program, activity, or function where the school is responsible for the student.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Montana school districts must adopt a policy prohibiting bullying, hazing, intimidation, and harassment of students. School district policies must contain key policy and procedural elements, including, but not limited to:

+ +
    +
  • Statements prohibiting bullying, intimidation, and harassment;
    • +
  • Procedures for reporting, investigations, and documentation, including identification of the person responsible for the investigation and response;
    • +
  • Procedures for determining whether the reported act is subject to the jurisdiction of the school or another public agency and a procedure for referral to the necessary persons or entity;
    • +
  • Procedures for prompt notification of the alleged victim, alleged perpetrator, or parents or guardians of such students when students are minors;
    • +
  • Procedures to protect any alleged victim of prohibited behaviors from further incidents;
    • +
  • Disciplinary procedures establishing consequences for violations of policy; and
    • +
  • Procedures for use of appropriate intervention and remediation for victims and perpetrators.
    • +
+ +

Do Montana anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Montana anti-bullying laws or regulations.
+Montana schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Montana anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

No. Montana anti-bullying laws do not require districts to implement bullying prevention programs or strategies.

+ +

Do Montana anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent and respond to bullying incidents?

+ +

No. Montana anti-bullying laws do not require districts to train teachers and other school staff on how to prevent and respond to bullying incidents.

+ +

Do Montana anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Montana school district policies must include a procedure for the use of appropriate intervention and remediation for victims and perpetrators, as well as a procedure to protect any alleged victim from further incidents of such prohibited behaviors.

+ +

Do Montana anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Montana school district policies must include a procedure for prompt notification of the alleged victim and the alleged perpetrator or the parents and guardians of such students when the students are minors.

+ +

For More Information

+ +

Visit the Montana Office of Public Instruction’s “Bullying Prevention” webpage and/or view the Montana state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

+ +

 

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+ + +
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementNo
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsNo
ConsequencesYes
Communication of policyNo
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationNo
Staff trainingNo
Parent engagementNo
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Which Nebraska state laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Nebraska anti-bullying laws and regulations?

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Nebraska anti-bullying laws include the following definition of bullying:

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“Bullying” means any ongoing pattern of physical, verbal, or electronic abuse on school grounds, in a vehicle owned, leased, or contracted by a school being used for a school purpose by a school employee or his or her designee, or at school-sponsored activities or school-sponsored athletic events.

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Neb. Rev. Stat. § 79-2,137 (2008)

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Do Nebraska anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. Nebraska anti-bullying laws do not cover off-campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Nebraska school districts must develop and adopt a policy concerning bullying prevention and education for all students. Nebraska anti-bullying laws do not prescribe specific content for school district bullying policies.

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Nebraska anti-bullying laws require districts to review policies annually.

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Do Nebraska anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under Nebraska anti-bullying laws or regulations.

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Nebraska schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Nebraska anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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No. Nebraska anti-bullying laws do not require districts to implement bullying prevention programs or strategies.

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Do Nebraska anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent and respond to bullying incidents?

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No. Nebraska anti-bullying laws do not require districts to train teachers and other school staff on how to respond to bullying incidents.

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Do Nebraska anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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No. Nebraska anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

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Do Nebraska anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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No. Nebraska anti-bullying laws do not create expectations for parent involvement in addressing bullying.

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For More Information

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Visit the Nebraska Department of Education’s “Bullying Prevention” webpage and/or view the Nebraska state model policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyNo
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Nevada state laws cover bullying?

Do Nevada anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

No. Nevada anti-bullying laws do not cover off-campus conduct.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Nevada anti-bullying laws direct the Department of Education to prescribe a policy for all school districts and schools to provide for a safe and respectful learning environment that is free from bullying and cyberbullying. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Procedures for reporting and investigations;
  • Requirements for parent notification of pupils directly involved in report incidents;
  • Requirements to follow-up with a reported victim of bullying to inquire about the well-being of the victim and to ensure that the bullying is not continuing;
  • Requirements to provide parents or guardians of students involved in bullying incidents with lists of resources that may be available in the community to assist the pupil;
  • Processes for appealing disciplinary decisions;
  • Statements informing students of the right to request reassignment to a different school in the district; and
  • Methods for addressing rights and needs of persons with diverse gender identities or expressions; and
  • Provisions to train members of the governing body and all administrators, teachers and all personnel.

Nevada anti-bullying laws encourage districts to review policies on an annual basis, to update policies if necessary, and to submit a copy of the updated policies to the Department.

Nevada anti-bullying laws also establish an Office for a Safe and Respectful Learning Environment and create the 24-hour, toll-free statewide Safe-to-Tell hotline and internet website for anonymous reports.

Do Nevada anti-bullying laws and regulations include protections for specific groups?

Yes. Nevada anti-bullying laws prohibit bullying acts, discrimination, or conduct that is based on actual or perceived race, color, national origin, ancestry, religion, sexual orientation, physical or mental disability of a person, sex or any other distinguishing characteristic or background of a person, or association of a person with another person having one or more of those actual or perceived characteristics.

Nevada schools that receive federal funding are required by federal law to address discrimination based on certain characteristics. Find out when bullying may be a civil rights violation.

Do Nevada anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Nevada anti-bullying laws establish a state bullying prevention fund to provide grants to school districts to establish prevention and training programs and to develop and implement procedures to address bullying. Nevada school districts are also encouraged to establish programs to create a school environment that is free from bullying and cyberbullying and schools are encouraged to establish school safety teams to develop, foster, and maintain a school environment which is free from bullying and cyberbullying.

Nevada anti-bullying laws also establish the first week in October as the “Week of Respect” for governing bodies to provide instruction to students on ways to prevent bullying and cyberbullying.

Do Nevada anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Nevada anti-bullying laws direct the Department of Education to prescribe a policy for school districts and schools to train members of the governing body and all administrators, teachers, and all other personnel employed by the governing body on methods to prevent, identify, and report incidents of bullying and cyberbullying. Staff training programs must also address the needs of persons with diverse gender identities or expressions and the needs of pupils with disabilities and autism spectrum disorder.

Do Nevada anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Nevada anti-bullying laws require districts to take necessary action to stop bullying or cyberbullying and ensure the safety and wellbeing of the reported victim or victims. School district policies must include a list of any resources available at no charge or at a reduced cost in the community to assist a student to each parent or guardian of a student. If such list is provided, the principal, his or her designee, or any employee of the school or the school district is not responsible for providing such resources to the student or ensuring the student receives such resources.

Do Nevada anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Nevada school districts are encouraged to establish a school safety team that consists of at least one parent or legal guardian of a student enrolled in the school. The role of the school safety team is to identify and address patterns of bullying or cyberbullying; review and strengthen school policies to prevent and address bullying or cyberbullying; provide information to school personnel, pupils, and parents on methods to address behavior; and participate in training conducted by the school district regarding bullying and cyberbullying. Nevada anti-bullying laws also require districts to notify parents or guardians of students involved with bullying as a component of an investigation.

For More Information

Visit the Nevada Department of Education’s “School Safety webpage on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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New Hampshire Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which New Hampshire state laws and regulations cover bullying?

How are bullying and cyberbullying defined in New Hampshire anti-bullying laws and regulations?

New Hampshire anti-bullying laws include the following definitions of bullying and cyberbullying:

“Bullying” means a single significant incident or a pattern of incidents involving a written, verbal, or electronic communication, or a physical act or gesture, or any combination thereof, directed at another pupil which:

    (1)   Physically harms a pupil or damages the pupil’s property;

    (2)   Causes emotional distress to a pupil;

    (3)   Interferes with a pupil’s educational opportunities;

    (4)   Creates a hostile educational environment; or

    (5)   Substantially disrupts the orderly operation of the school.

“Bullying” shall include actions motivated by an imbalance of power based on a pupil’s actual or perceived personal characteristics, behaviors, or beliefs, or motivated by the pupil’s association with another person and based on the other person’s characteristics, behaviors, or beliefs.

“Cyberbullying” means conduct defined in paragraph I of this section undertaken through the use of electronic devices.

N.H. Rev. Stat. Ann. § 193-F:3 (2010)

Do New Hampshire anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. New Hampshire anti-bullying laws cover off-campus conduct if the conduct interferes with a pupil’s educational opportunities or substantially disrupts the orderly operations of the school or school sponsored activity or event.

What are the policy requirements for schools to prevent and respond to bullying behavior?

New Hampshire school districts are required to adopt a written policy prohibiting bullying and cyberbullying. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Definitions of bullying that conform to definitions in state law;
  • Statements prohibiting bullying or cyberbullying of a pupil;
  • Statements prohibiting retaliation or false accusations;
  • Requirements that all students are protected regardless of their status under the law;
  • Disciplinary consequences or interventions for students who commit acts of bullying and cyberbullying or who falsely accuse other students;
  • Statements of how the policy will be publicized within the district;
  • Procedures for reporting and investigations, including identification of a person to whom a pupil or another person may report bullying or cyberbullying;
  • Requirements to develop a response to remediate substantiated incidents and to offer assistance to the victim or perpetrator;
  • Procedures for notifying the parents or guardians of victims or perpetrators and communicating regarding the school’s remedies and assistance; and
  • Identification of a school official responsible for ensuring that the policy is implemented.

New Hampshire school districts must annually report substantiated incidents of bullying or cyberbullying to the department of education.

Do New Hampshire anti-bullying laws and regulations include protections for specific groups?

Yes. New Hampshire anti-bullying laws define bullying as actions motivated by an imbalance of power based on a pupil’s actual or perceived personal characteristics, behaviors, or beliefs, or motivated by the pupil’s associated with another person and based on the other person’s characteristics, behaviors, or beliefs. The laws states that bullying has historically included actions that are motivated by actual or perceived race, color, national origin, ancestry or ethnicity, sexual orientation, socioeconomic status, age, physical, mental, emotional, or learning disability, sex, obesity, or other distinguishing personal characteristics.

New Hampshire schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do New Hampshire anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. New Hampshire school districts are required to provide educational programs for pupils and parents in preventing, identifying, responding to, and reporting incidents of bullying or cyberbullying.

Do New Hampshire anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. New Hampshire school districts must provide annual training for school employees, regular school volunteers, or employees under contract with a school or district who have significant contact with pupils for the purpose of preventing, identifying, responding to, and reporting incidents of bullying or cyberbullying.

Do New Hampshire anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. New Hampshire school district policies must include a requirement that the principal or designee develop a response to remediate any substantiated incident of bullying or cyberbullying, including offering assistance to the victim or perpetrator.

Do New Hampshire anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. New Hampshire school districts are encouraged to develop policies in consultation with pupils, parents, administrators, school staff, school volunteers, community representatives, and local law enforcement agencies. School district policies must also include a procedure for notifying the parent or parents or guardian of the victim and the perpetrator of the bullying or cyberbullying and communicating regarding the school’s remedies and assistance. School districts must also provide education programs for parents in preventing, identifying, responding to, and reporting incidents of bullying or cyberbullying.

For More Information

Visit the New Hampshire Department of Education’s “Bullying & Cyberbullying“ webpage. 

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Https +
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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which New Jersey state laws cover bullying?

Do New Jersey anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. New Jersey anti-bullying laws cover off-campus conduct that substantially disrupts or interferes with the orderly operation of the school or the rights of other students and that:

        (a) a reasonable person should know, under the circumstances, will have the effect of physically or emotionally harming a student or damaging the student’s property, or placing a student in reasonable fear of physical or emotional harm to his person or damage to his property;

        (b) has the effect of insulting or demeaning any student or group of students; or

        (c) creates a hostile educational environment for the student by interfering with a student’s education or by severely or pervasively causing physical or emotional harm to the student.

What are the policy requirements for schools to prevent and respond to bullying behavior?

New Jersey school districts are required to adopt a policy prohibiting harassment, intimidation, bullying, or cyberbullying. District policies must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting harassment, intimidation, or bullying;
  • Definitions of harassment, intimidation, or bullying;
  • Descriptions of the type of behaviors expected from each student;
  • Consequences and appropriate remedial actions for any persons who commits an act of harassment, intimidation, or bullying;
  • Procedures for reporting and investigation;
  • Statements prohibiting reprisal or retaliation;
  • Statements regarding how the policy will be publicized within the district; and
  • Designation of an anti-bullying coordinator.

New Jersey anti-bullying laws encourage districts to annually conduct, with the input from the school anti-bullying specialists, a re-evaluation, reassessment, and review of its policy, making any necessary revisions and additions.

Do New Jersey anti-bullying laws and regulations include protections for specific groups?

Yes. New Jersey anti-bullying laws prohibit harassment, intimidation, or bullying that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, sex, or a mental, physical or sensory disability, or by any other distinguishing characteristic.

New Jersey schools that receive federal funding are required by federal law to address discrimination based on certain characteristics. Find out when bullying may be a civil rights violation.

Do New Jersey anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. New Jersey school districts are encouraged to annually establish, implement, document, and assess bullying prevention programs or approaches, and other initiatives involving school staff, students, administrators, volunteers, parents, law enforcement, and community members. School districts may form school safety teams in each school within the district to develop, foster, and maintain a positive school climate. School districts are also encouraged to observe a “Week of Respect” to provide age-appropriate instruction focusing on preventing harassment, intimidation, or bullying. New Jersey school districts may incorporate instruction on responsible use of social media into the technology education curriculum for students in grades 6 through 8.

New Jersey anti-bullying laws direct the Department of Education to make available an online a tutorial on best practices in the prevention of harassment, intimidation, and bullying.

Do New Jersey anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. New Jersey school districts are required to provide training to teachers and other school staff regarding the policy and appropriate procedures relative to policy implementation.

Do New Jersey anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. New Jersey school district policies must include an appropriate combination of services that are available within the district such as counseling, support services, intervention services, and other programs. School districts may apply to the Department of Education for grants from the “Bullying Prevention Fund” to support the provision of out-of-district programs and services.

Do New Jersey anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. New Jersey school districts are encouraged to develop policies in consultation with parents and other community members, school employees, school volunteers, students, and school administrators.

For More Information

Visit the New Jersey Department of Education’s “Harassment, Intimidation, and Bullying” webpage and/or view the New Jersey state model policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Official websites use .gov +

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+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which New Mexico state laws and regulations cover bullying?

Do New Mexico anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. New Mexico anti-bullying laws prohibit electronic communication directed at a student, that is published with the intent that it be seen by or disclosed to that student and that substantially interferes with the student’s ability to participate in or benefit from the services, activities or privileges provided by the public school.

What are the policy requirements for schools to prevent and respond to bullying behavior?

New Mexico school districts must adopt policies to prevent bullying. District policies must contain key policy and procedural elements, including, but not limited to:

  • Definitions of prohibited behavior that conform to definitions in state law;
  • Statements prohibiting bullying and retaliation against persons who report or witness incidents of bullying;
  • Discipline consequences that are designed to appropriately correct the behavior, prevent another occurrence, and protect the target of bullying;
  • Procedures for reporting and investigations, including designation of a school administrator to lead an investigation, and timelines for reporting;
  • Procedures for the notification of the parents of the student alleged to have committed any act of bullying and the parents of the students targeted by the alleged act;
  • An appeals process for a student accused of bullying or a student who is the target of bullying who is not satisfied with the outcome of the investigation; and
  • Procedures for developing a student safety support plan for students who are the target of bullying.

New Mexico school boards must include prevention policies in student handbooks and must produce and disseminate policies in languages spoken by families at home. New Mexico school boards must also establish procedures for schools to report aggregate incidents of bullying and harassment and to report information annually to the Department of Education.

Do New Mexico anti-bullying laws and regulations include protections for specific groups?

Yes. New Mexico anti-bullying laws prohibit bullying that may be based on a student’s actual or perceived race, religion, color, national origin, ancestry, sex, sexual orientation, spousal affiliation, physical or cognitive disability, or any other distinguishing characteristic; or on an association with a person, or group with any person, with one or more of the actual or perceived distinguishing characteristics.

New Mexico schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do New Mexico anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. New Mexico public schools must establish an annual bullying prevention program for students that is included in New Mexico’s health education content standards with benchmarks and performance standards.

Do New Mexico anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. New Mexico public schools must provide annual training on bullying prevention to all employees and volunteers who have significant contact with students and must incorporate information on the bullying prevention policy into new employee training.

Do New Mexico anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. New Mexico public schools must adopt policies that include a procedure for the investigation of bullying complaints, including the development of a student safety support plan for students who are targets of bullying that addresses safety measures the school will take to protect targeted students against further acts of bullying.

Do New Mexico anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. New Mexico anti-bullying laws require districts to adopt a procedure for notification of the parents of the student alleged to have committed an act of bullying and the parents of the students targeted by the alleged act.

For More Information

Visit the New Mexico Public Education Department’s “Bullying Prevention” webpage and/or view the New Mexico state model policy framework addressing bullying.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementNo

Which New York laws and regulations cover bullying?

Do New York anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. New York anti-bullying laws cover off-campus conduct that creates or would foreseeably create a risk of substantial disruption within the school environment, where it is foreseeable that the conduct, threats, intimidation, or abuse might reach school property.

What are the policy requirements for schools to prevent and respond to bullying behavior?

New York school districts must establish and implement policies, procedures, and guidelines to create a school environment that is free from harassment, bullying, and discrimination. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Designation of a school employee responsible for receiving reports of harassment, bullying, and discrimination;
  • Procedures for reporting, investigations, and documentation;
  • Requirements for the school to take prompt actions reasonably calculated to end the harassment, bullying, or discrimination, eliminate any hostile environment, create a more positive school culture and climate, prevent recurrence of the behavior, and ensure the safety of the student or students against whom such harassment, bullying, or discrimination was directed;
  • Prohibitions against retaliation against any individual who reports harassment, bullying, or discrimination;
  • Strategies to prevent harassment, bullying, and discrimination;
  • Requirements for notification of law enforcement for any incident of harassment, bullying, or discrimination that constitutes criminal conduct; and
  • Requirements for how the district policy will be publicized within the district.

New York anti-bullying laws require schools to regularly report data and trends related to harassment, bullying, and discrimination to the superintendent. New York anti-bullying laws also require the State to create a procedure for reporting incidents of harassment, bullying, and discrimination on an annual basis.

Do New York anti-bullying laws and regulations include protections for specific groups?

Yes. New York anti-bullying laws prohibit acts of harassment and bullying that include, but are not limited to, acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, or sex.

New York schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do New York anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. New York school district policies must include a school strategy to prevent harassment, bullying, and discrimination. New York school districts may provide students in grades kindergarten through twelve instruction designed to promote the proper and safe use of the internet and must implement school safety plans that include strategies for improving communication among staff and students concerned with bullying. New York school districts must also include content addressing awareness and sensitivity to harassment, bullying, and discrimination in instructional programs on civility, citizenship, and character education.

Do New York anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. New York school district policies must include guidelines to be used in school training programs to discourage the development of harassment, bullying, and discrimination, and to make school employees aware of the effects of harassment, bullying, cyberbullying, and discrimination on students. Training programs must be designed:

     a. to raise the awareness and sensitivity of school employees to potential harassment, bullying, and discrimination, and

     b. to enable employees to prevent and respond to harassment, bullying, and discrimination.

Do New York anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. New York school district policies require that when an investigation reveals any verified harassment, bullying, or discrimination, schools must take prompt actions reasonably calculated to end the harassment, bullying, or discrimination, eliminate any hostile environment, create a more positive school culture and climate, prevent recurrence of the behavior, and ensure the safety of the student or students against whom such harassment, bullying, or discrimination was directed. New York school district policies must also include guidelines relating to the development of nondiscriminatory instructional and counseling methods and require that at least one staff member at every school be thoroughly trained to handle human relations in the areas of race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, and sex.

Do New York anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

No. New York anti-bullying laws do not create expectations for parent involvement in addressing bullying.

For More Information

Visit the New York State Education Department’s “The Dignity for All Students Act” webpage and/or view the New York state model policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
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+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationYes
Staff trainingYes
Parent engagementNo

Which North Carolina laws and regulations cover bullying?

Do North Carolina anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. North Carolina anti-bullying laws cover off-campus conduct by imposing criminal sanctions for cyberbullying.

What are the policy requirements for schools to prevent and respond to bullying behavior?

North Carolina school districts must adopt a policy prohibiting bullying or harassing behavior. School district policies must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting bullying or harassing behavior;
  • Definitions of bullying or harassing behavior that are no less inclusive than the definition in state law;
  • Descriptions of the types of behavior expected for each student and school employee;
  • Disciplinary consequences and remedial actions for a person who commits an act of bullying or harassment;
  • Procedures for reporting and investigations, including designation of the principal or a designee as the person responsible for the investigation;
  • Statements prohibiting reprisal or retaliation against anyone who reports an act of bullying or harassment, and consequences for reprisal or retaliation; and
  • Statements regarding how the policy will be publicized within the district.

Do North Carolina anti-bullying laws and regulations include protections for specific groups?

Yes. North Carolina anti-bullying laws prohibit bullying or harassing behavior that includes, but is not limited to, acts reasonably perceived as being motivated by any actual or perceived differentiating characteristic, such as race, color, religion, ancestry, national origin, sex, socioeconomic status, academic status, physical appearance, sexual orientation, or mental, physical, developmental, or sensory disability, or by association with a person who has or is perceived to have one or more of these characteristics.

North Carolina schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do North Carolina anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. North Carolina school districts must develop and implement methods and strategies for promoting school environments that are free of bullying or harassing behavior.

Do North Carolina anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. North Carolina school districts must incorporate information regarding the local policy against bullying or harassing behavior into each school’s employee training program and must provide training on the local policy to school employees and volunteers who have significant contact with students to the extent that funds are appropriated for these purposes.

Do North Carolina anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

No. North Carolina anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

Do North Carolina anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

No. North Carolina anti-bullying laws do not create expectations for parent involvement in addressing bullying.

For More Information

Visit the North Carolina Department of Public Instruction’s “Bullying Prevention” webpage. 

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+ A .gov website belongs to an official government organization in the United States. +

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+
+ Https +
+

+ Secure .gov websites use HTTPS +

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+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
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Which North Dakota laws and regulations cover bullying?

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How are bullying and cyberbullying defined in North Dakota anti-bullying laws and regulations?

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North Dakota anti-bullying laws include the following definitions of bullying and cyberbullying:

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1. “Bullying” means:

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      a. Conduct that occurs in a public school, on school district premises, in a district owned or leased school bus or school vehicle, or at any public school or school district sanctioned or sponsored activity or event and which:

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          (1) Is so severe, pervasive, or objectively offensive that it substantially interferes with the student’s educational opportunities;

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          (2) Places the student in actual and reasonable fear of harm;

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          (3) Places the student in actual and reasonable fear of damage to property of the student; or

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          (4) Substantially disrupts the orderly operation of the public school; or

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      b. Conduct received by a student while the student is in a public school, on school district premises, in a district owned or leased school bus or school vehicle, or at any public school or school district sanctioned or sponsored activity or event and which:

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          (1) Is so severe, pervasive, or objectively offensive that it substantially interferes with the student’s educational opportunities;

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          (2) Places the student in actual and reasonable fear of harm;

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          (3) Places the student in actual and reasonable fear of damage to property of the student; or

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          (4) Substantially disrupts the orderly operation of the public school; or

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      c. Conduct received or sent by a student through the use of an electronic device while the student is outside a public school, off school district premises, and off school district owned or leased property which:

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          (1) Places the student in actual and reasonable fear of:

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               (a) Harm; or

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               (b) Damage to property of the student; and

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          (2) Is so severe, pervasive, or objectively offensive the conduct substantially interferes with the student’s educational opportunities or substantially disrupts the orderly operation of the public school.

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2. “Conduct” includes the use of technology or other electronic media.

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N.D. Cent. Code, § 15.1-19-17 (2019)

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Do North Dakota anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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Yes. North Dakota anti-bullying laws cover conduct received or sent by a student through the use of an electronic device while the student is outside a public school, off school district premises, and off school district owned or leased property which:

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          (1) Places the student in actual and reasonable fear of:

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               (a) Harm; or

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               (b) Damage to property of the student; and

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          (2) Is so severe, pervasive, or objectively offensive the conduct substantially interferes with the student’s educational opportunities or substantially disrupts the orderly operation of the public school.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

North Dakota school districts must adopt a policy prohibiting bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting bullying and reprisal or retaliation against a victim or witness of an alleged act of bullying, or any individual who reports or provides information about an alleged act of bullying;
    • +
  • Definitions of prohibited behavior that are no less inclusive that the definition in state law;
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  • Procedures for reporting, investigations, and documentation;
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  • Disciplinary consequences for violation of the policy;
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  • Requirements for law enforcement notification if there is reasonable suspicion that a crime has occurred; and
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  • Strategies to protect a victim of bullying, reprisal, or retaliation.
    • +
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North Dakota anti-bullying laws require districts to explain and discuss the policy with its students and to file a copy of the policy with the superintendent of public instruction.

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Do North Dakota anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under North Dakota anti-bullying laws or regulations.

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North Dakota schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do North Dakota anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. North Dakota school districts must provide bullying prevention programs to all students from kindergarten through grade twelve.

+ +

Do North Dakota anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. North Dakota anti-bullying laws require districts to provide teachers and administrators with professional development on youth behavioral health, including bullying.

+ +

Do North Dakota anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. North Dakota anti-bullying laws require districts to establish strategies to protect a victim of bullying, reprisal, or retaliation.

+ +

Do North Dakota anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. North Dakota school districts must involve parents, school district employees, volunteers, students, school district administrators, law enforcement personnel, domestic violence sexual assault organizations, and community representatives in developing the bullying policy.

+ +

For More Information

+ +

Visit the North Dakota Department of Public Instruction’s “School Safety/Security” webpage.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
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Which Ohio laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Ohio anti-bullying laws and regulations?

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Ohio anti-bullying laws include the following definitions of harassment, intimidation, and bullying:

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“Harassment, intimidation, or bullying” means either of the following:

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    (a)  Any intentional written, verbal, electronic, or physical act that a student has exhibited toward another particular student more than once and the behavior both:

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          (i) Causes mental or physical harm to the other student;

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          (ii) Is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abusive educational environment for the other student.

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    (b)  Violence within a dating relationship.

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Ohio Rev. Code Ann. § 3313.666 (2012)

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Do Ohio anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. Ohio anti-bullying laws do not cover off-campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Ohio school districts must establish a policy prohibiting harassment, intimidation, or bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting harassment, intimidation, or bullying and statements of scope indicating where and when the policy applies;
    • +
  • Definitions of prohibited behavior that are inclusive of definitions in state law;
    • +
  • Procedures for reporting, investigations, and documentation;
    • +
  • Strategies for protecting a victim or other person from harassment, intimidation, or bullying or from retaliation following a report;
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  • Disciplinary consequences for violation of the policy;
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  • Statements prohibiting students from making false reports;
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  • Statements of how the policy will be publicized within the district; and
    • +
  • Requirements that districts provide a written summary of all report incidents and post the summary on the district website.
    • +
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Ohio state school district audits include a review of whether a school district has adopted a policy prohibiting harassment, intimidation, or bullying.

+ +

Do Ohio anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Ohio anti-bullying laws or regulations.

+ +

Schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Ohio anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Ohio anti-bullying laws encourage districts to form bullying prevention task forces, programs, and other initiatives involving volunteers, parents, law enforcement, and community members. Ohio school districts must also report to the state Department of Education the types of prevention-focused programs, services, and supports used to assist students in developing the knowledge and skills to engage in healthy behaviors and decision-making and to increase their awareness of risky behaviors, including substance abuse, suicide, bullying, and other harmful behaviors.

+ +

Do Ohio anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Ohio anti-bullying laws require each board of education to incorporate training on the board’s harassment, intimidation, or bullying policy into in-service training programs. Ohio anti-bullying laws also require districts to provide training, workshops, or courses on the district’s harassment, intimidation, or bullying policy to school employees and volunteers who have direct contact with students and who are not subject to other in-service training requirements, to the extent that state or federal funds are appropriated for these purposes.

+ +

Do Ohio anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Ohio anti-bullying laws require districts to develop policies that include strategies for protecting a victim or other person from new or additional harassment, intimidation, or bullying and from retaliation following a report.

+ +

Do Ohio anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Ohio anti-bullying laws require districts to develop policies in consultation with parents, school employees, school volunteers, students, and community members. Ohio school district policies must include a requirement that the custodial parent or guardian of any student involved in a prohibited incident be notified and be given access to any written reports pertaining to the prohibited incident to the extent permitted by state and federal law.

+ +

For More Information

+ +

Visit the Ohio Department of Education’s “Anti-Harassment, Intimidation and Bullying Resources” webpage and/or view the Ohio state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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Oklahoma Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Oklahoma laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Oklahoma anti-bullying laws and regulations?

+ +

Oklahoma anti-bullying laws include the following definition of bullying or harassing behavior:

+ +

“Bullying” means any pattern of harassment, intimidation, threatening behavior, physical acts, verbal or electronic communication directed toward a student or group of students that results in or is reasonably perceived as being done with the intent to cause negative educational or physical results for the targeted individual or group and is communicated in such a way as to disrupt or interfere with the school’s educational mission or the education of any student.

+ +

Okla. Stat. tit. 70 § 24-100.3 (2013)

+ +

Do Oklahoma anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

No. Oklahoma anti-bullying laws do not cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Oklahoma school districts must adopt a policy for the discipline of all children attending public school and for the investigation of report incidents of bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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    +
  • Procedures for reporting and investigations, including procedures for reporting to local law enforcement;
    • +
  • Statements of consequences for violation of the policy;
    • +
  • Statements of how the policy will be publicized within the district.
    • +
  • Procedures for notifying the parents or guardians for a victim and the parents or guardians of a perpetrator;
    • +
  • Designation of the school official responsible for enforcing the policy;
    • +
  • Requirements for annual training of administrators and school employees;
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  • Provisions for educational programming for students and parents in preventing, identifying, responding to, and reporting incidents of bullying;
    • +
  • Procedures for referral to delinquency prevention and diversion programs for students who bullying;
    • +
  • Disciplinary consequences and remedial actions for persons who commit acts of bullying,
    • +
  • Strategies for providing counseling or referral to appropriate services for both targets and perpetrators and family members affected by bullying; and
    • +
  • Procedures for documenting and reporting the number of bullying incidents.
    • +
+ +

Oklahoma anti-bullying laws require districts to implement district policies throughout the school year and in a manner that is integrated with other violence prevention efforts. Oklahoma anti-bullying laws require the State Board of Education to monitor school district compliance, provide sanctions for non-compliance, create a central repository for the collection of information on verified incidents of bullying, and publish annual incident reports.

+ +

Do Oklahoma anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Oklahoma anti-bullying laws or regulations.

+ +

Oklahoma schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Oklahoma anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Oklahoma anti-bullying laws require districts to provide educational programming developed by the state for students and parents in preventing, identifying, responding to, and reporting incidents of bullying.

+ +

Do Oklahoma anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Oklahoma anti-bullying laws require districts to provide annual training for administrators and school employees in preventing, identifying, responding to, and reporting incidents of bullying.

+ +

Do Oklahoma anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Oklahoma school district policies must include a strategy for providing counseling or referral to appropriate services, including guidance, academic intervention, and other protection for students, both targets and perpetrators, and family members affected by bullying. School district policies must establish a procedure whereby, upon completing an investigation of bullying, a school may recommend that available community mental health care, substance abuse, or other counseling options be provided to the student, if appropriate. District policies must also allow a student who has been the victim of harassment, intimidation, or bullying to transfer to another school district.

+ +

Do Oklahoma anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Oklahoma anti-bullying laws require boards of education to make an effort to involve teachers, parents, administrators, school staff, school volunteers, community representatives, local law enforcement agencies, and students in developing bullying policies. Oklahoma anti-bullying laws also require districts to provide educational programming for parents in preventing, identifying, responding to, and reporting incidents of bullying.

+ +

For More Information

+ +

Visit the Oklahoma State Department of Education’s “Bullying Prevention” webpage and/or view the Oklahoma state model policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/oregon b/laws/oregon new file mode 100644 index 0000000..74f8ebf --- /dev/null +++ b/laws/oregon @@ -0,0 +1,1357 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Oregon Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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Oregon Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Oregon laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Oregon anti-bullying laws and regulations?

+ +

Oregon anti-bullying laws include the following definitions of cyberbullying, harassment, intimidation, or bullying:

+ +

(1) “Cyberbullying” means the use of any electronic communication device to harass, intimidate or bully.

+ +

(2) “Harassment, intimidation or bullying” means any act that:

+ +

       (a) Substantially interferes with a student’s educational benefits, opportunities, or performance;

+ +

       (b) Takes place on or immediately adjacent to school grounds, at any school-sponsored activity, on school-provided transportation or at any official school bus stop;

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       (c) Has the effect of:

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           (A)  Physically harming a student or damaging a student’s property;

+ +

           (B)  Knowingly placing a student in reasonable fear of physical harm to the student or damage to the student’s property; or

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           (C)  Creating a hostile educational environment, including interfering with the psychological well-being of a student; and

+ +

       (d) May be based on, but not be limited to, the protected class status of a person.

+ +

Or. Rev. Stat. § 339.351 (2009)

+ +

Do Oregon anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

No. Oregon anti-bullying laws do not cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Oregon school districts must adopt a policy prohibiting harassment, intimidation, or bullying, and prohibiting cyberbullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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    +
  • Statements prohibiting harassment, intimidation, or bullying and prohibiting cyberbullying;
    • +
  • Definitions of prohibited behavior that are consistent with definitions in state law;
    • +
  • Definitions of “protected class” that are consistent with definitions in state law;
    • +
  • Statements of scope indicating where and when the policy applies;
    • +
  • Descriptions of the type of behavior expected from each student;
    • +
  • Procedures for reporting and investigations, including designation of a school official responsible for receiving bullying reports;
    • +
  • Procedures for requesting a review of school actions in responding to or investigating acts of harassment, intimidation, bullying, or cyberbullying;
    • +
  • Statements concerning how the district will respond to confirmed acts of harassment, intimidation, bullying, or cyberbullying;
    • +
  • Disciplinary consequences and remedial actions for confirmed incidents of harassment, intimidation, bullying, and cyberbullying, or for reprisal, retaliation, or false accusation; and
    • +
  • Statements of how the policy will be publicized within the district.
    • +
+ +

Oregon anti-bullying laws state that any district that does not comply with the requirements of the law is considered non-standard, which may result in the withholding of state funds.

+ +

Do Oregon anti-bullying laws and regulations include protections for specific groups?

+ +

Yes. Oregon anti-bullying laws state that prohibited behavior may be based on, but is not limited to, the protected class status of a person. “Protected class” means a group of persons distinguished, or perceived to be distinguished, by race, color, religion, sex, sexual orientation, national origin, marital status, familial status, source of income, or disability.

+ +

Oregon schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Oregon anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Oregon anti-bullying laws encourage school districts to form task forces and to implement programs and other initiatives that are aimed at the prevention of, and the appropriate response to, acts of harassment, intimidation, or bullying and acts of cyberbullying, and that involve school employees, students, administrators, volunteers, parents, guardians, law enforcement, and community representatives. Oregon anti-bullying laws also establish a statewide school safety and prevention system to assist school districts in decreasing acts of harassment, intimidation, or bullying and acts of cyberbullying through the implementation of effective prevention programs that incorporate evidence-based, multitiered practices and support resiliency building and trauma-informed care practices.

+ +

 

+ +

Do Oregon anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

 

+ +

Yes. Oregon anti-bullying laws require school district to incorporate into existing training programs for students and school employees information on the district bullying policy and information related to the prevention of, and the appropriate response to, acts of harassment, intimidation, and bullying and acts of cyberbullying.

+ +

Do Oregon anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. Oregon anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do Oregon anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Oregon anti-bullying laws require school districts to develop bullying policies after consultation with parents, guardians, school employees, volunteers, students, administrators, and community representatives. Oregon anti-bullying laws also encourage school districts to form task forces and to implement prevention programs and other initiatives that involve school employees, students, administrators, volunteers, parents, guardians, law enforcement, and community representatives.

+ +

For More Information

+ +

Visit the Oregon Department of Education’s “School Discipline, Bullying, Restraint and Seclusion” webpage and/or view the Oregon state policy guidance on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/pennsylvania b/laws/pennsylvania new file mode 100644 index 0000000..f9953a2 --- /dev/null +++ b/laws/pennsylvania @@ -0,0 +1,1355 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Pennsylvania Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ U.S. flag +
+
+

An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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Pennsylvania Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementNo
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementNo
+ +

Which Pennsylvania laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Pennsylvania anti-bullying laws and regulations?

+ +

Pennsylvania anti-bullying laws include the following definitions of bullying and cyberbullying:

+ +

“Bullying” shall mean an intentional electronic, written, verbal or physical act, or a series of acts:

+ +

     (1)   directed at another student or students;

+ +

     (2)   which occurs in a school setting;

+ +

     (3)   that is severe, persistent, or pervasive; and

+ +

     (4)   that has the effect of doing any of the following:

+ +

          (i)   substantially interfering with a student’s education;

+ +

          (ii)  creating a threatening environment; or

+ +

          (iii) substantially disrupting the orderly operation of the school.

+ +

24 Pa. Stat. § 13-1303.1-A (2008)

+ +

Do Pennsylvania anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Pennsylvania anti-bullying laws state that a school entity shall not be prohibited from defining bullying in such a way as to encompass acts that occur outside a school setting if those acts meet the requirements contained in the bullying definition in state law.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Pennsylvania school districts must adopt a policy or amend existing policies related to bullying and must incorporate the policy in the school entity’s code of conduct. School district policies must contain key policy and procedural elements, including, but not limited to:

+ +
    +
  • Definitions of bullying;
    • +
  • Disciplinary consequences for violation of the policy;
    • +
  • Designation of an appropriate school staff person to receive reports of incidents of alleged bullying;
    • +
  • Procedures for reporting bullying incidents; and
    • +
  • Requirements regarding how the policy will be publicized within the district.
    • +
+ +

Pennsylvania anti-bullying laws require school districts to review bullying policies every three years and annually provide the Office for Safe Schools with a copy of the policy, including information related to the development and implementation of any bullying prevention, intervention, and education programs. Pennsylvania anti-bullying laws also require districts to report to the Office of Safe Schools all incidents that qualify as bullying under the school district’s adopted definition of the term and that meet requirements for state reporting.

+ +

Do Pennsylvania anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Pennsylvania anti-bullying laws or regulations.

+ +

Pennsylvania schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Pennsylvania anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Pennsylvania anti-bullying laws encourage districts to provide for prevention, intervention, and education programs in school bullying policies. Pennsylvania anti-bullying laws also direct the state Office for Safe Schools to make targeted grants to school entities to fund the development and implementation of research-based violence prevention programs that address risk factors to reduce incidents of problem behaviors among students including, but not limited to, bullying. Pennsylvania anti-bullying laws also require each school entity to appoint a school safety and security coordinator who is responsible for coordinating training and resources for students and school entity staff in matters relating to bullying awareness.

+ +

Do Pennsylvania anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Pennsylvania anti-bullying laws require school entities to provide employees with mandatory training on school safety and security including training addressing suicide and bullying awareness.

+ +

Do Pennsylvania anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. Pennsylvania anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do Pennsylvania anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

No. Pennsylvania anti-bullying laws do not create expectations for parent involvement in addressing bullying.

+ +

For More Information

+ +

Visit the Pennsylvania Department of Education’s “Bullying Prevention” webpage bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/puerto-rico b/laws/puerto-rico new file mode 100644 index 0000000..85132c7 --- /dev/null +++ b/laws/puerto-rico @@ -0,0 +1,1339 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Puerto Rico Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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Puerto Rico Anti-Bullying Laws & Policies +

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Components of Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Puerto Rico laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Puerto Rico anti-bullying laws and regulations?

+ +

Puerto Rico anti-bullying laws and regulations include the following definitions of harassment, bullying, and cyberbullying:

+ +

Bullying.— For a situation or disciplinary incident to be classified as bullying, the following elements must be present: (1) a continuous, repetitive, and intentional pattern of verbal, written, or physical acts by one or more students; (2) intended to cause harm or discomfort; and (3) where there is an imbalance of power whether real or perceived by the victim. Incidents of interpersonal violence or peer conflicts at the school where the aforementioned elements are not present shall not be classified as bullying.

+ +

Cyberbullying.— Bullying may also be carried out through electronic communications or messaging including, but not limited to, text messages, emails, photographs, images, and social media posts using electronic devices such as telephones, mobile phones, computers, and tablets, among others.

+ +

3 L.P.R.A. § 9809f (2018)

+ +

Do Puerto Rico anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Puerto Rico anti-bullying laws do cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Puerto Rico anti-bullying laws prohibit bullying, harassment, and intimidation. Puerto Rico anti-bullying laws set procedural requirements for schools that include, but are not limited to:

+ +
    +
  • Procedures for reporting and investigations, including requirements for written documentation;
    • +
  • Requirements to notify local law enforcement authorities of any cases where the safety or wellbeing of the student or school community is threatened;
    • +
  • Requirements for school staff to resolve incidents by repairing the damage caused by bullying incidents;
    • +
  • Requirements to inform students about the prohibition against bullying; and
    • +
  • Opportunities for public school employees and students to participate in training activities, programs, and workshops.
    • +
+ +

Puerto Rico anti-bullying laws require the Secretary of Education to report incidents involving harassment or bullying to the legislature.

+ +

Do Puerto Rico anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Puerto Rico anti-bullying laws or regulations. Specific groups are listed in the Puerto Rico departmental policy on bullying.

+ +

Puerto Rico schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Puerto Rico anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Puerto Rico anti-bullying laws require the Regional Superintendent, in conjunction with the School Principals and School Councils, to provide public school employees and students with an opportunity to participate in training programs, activities, and workshops designed and developed to acquire the knowledge and tools related to harassment and intimidation between students or school staff.

+ +

Do Puerto Rico anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Puerto Rico anti-bullying laws require the Regional Superintendent, in conjunction with school principals and school councils, to provide public school employees and students with an opportunity to participate in training programs, activities, and workshops designed and developed to acquire the knowledge and tools related to harassment and intimidation between students or school staff.

+ +

Do Puerto Rico anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Puerto Rico anti-bullying laws require social workers and school counselors to advise students on harassment and intimidation and to provide counseling to both bullying victims and bullies.

+ +

Do Puerto Rico anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Puerto Rico anti-bullying laws establish school councils with parent representation that are tasked with coordinating and conducting campaigns on bullying.

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For More Information

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Visit the Puerto Rico Department of Education website and/or view the Puerto Rico department policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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Rhode Island Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Rhode Island laws and regulations cover bullying?

Do Rhode Island anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

No. Rhode Island anti-bullying laws do not cover off-campus conduct.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Rhode Island school districts must adopt the statewide bullying policy to ensure a consistent and unified approach to the prohibition of bullying at school. The statewide policy applies to all schools and must contain the following:

  • Statements prohibiting bullying, cyber-bullying, and retaliation at school;
  • Procedures for reporting, investigations, and response;
  • Disciplinary consequences that balance the need for accountability with the need to teach appropriate behavior, including a parental engagement strategy and a provision that limits use of suspension;
  • Procedures for restoring a sense of safety for the victim and assessing a victim’s need for protection;
  • Procedures for notifying the parent and guardians of a victim and a perpetrator, including notification of any actions taken to prevent further acts of bullying or retaliation, and procedures for notifying local law enforcement when criminal charges may be pursued;
  • Strategies for protecting from bullying or retaliation a person who reports bullying or who has reliable information about an act of bullying;
  • Designation of a principal or designee to be responsible for implementation and oversight of the bullying policy;
  • Statements of how the policy will be publicized within the district; and
  • Strategies for providing counseling or referral to appropriate services being offered by schools or communities.

Do Rhode Island anti-bullying laws and regulations include protections for specific groups?

Rhode Island anti-bullying laws prohibit bullying that includes, but is not limited to, an incident or incidents that may be reasonably perceived as being motivated by characteristics such as: race, color, religion, ancestry, national origin, sex, sexual orientation, mental, physical, or sensory disability, intellectual ability, or by any other distinguishing characteristic.

Rhode Island schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Rhode Island anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Rhode Island school districts must prevent and respond appropriately to incidents of bullying and must promote nonviolent conflict resolution techniques in order to encourage attitudes and behaviors that foster harmonious relations.

Do Rhode Island anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Rhode Island school districts are required to provide professional development, training, resources, and other means to assist students, staff, and other adults in the school building or at school sponsored activities in carrying out the responsibilities prescribed by the statewide bullying policy.

Do Rhode Island anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. Rhode Island anti-bullying laws require districts to provide referrals to appropriate counseling and/or social services currently being offered by schools or communities for bullying victims, perpetrators, and appropriate family members of said students. School district policies must include clear procedures for restoring a sense of safety for a victim and assessing that victim's needs for protection.

Do Rhode Island anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. The Rhode Island statewide bullying policy includes procedures for promptly notifying the parents or guardians of a victim and a perpetrator and about any action taken to prevent further acts of bullying or retaliation. The statewide bullying policy also includes a parent engagement strategy related to disciplining students who bully.

For More Information

Visit the Rhode Island Department of Education’s “Bullying & School Violence” webpage and/or view the Rhode Island state model policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Official websites use .gov +

+

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+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
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What are the South Carolina laws and regulations that cover bullying?

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How are bullying and cyberbullying defined in South Carolina anti-bullying laws and regulations?

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South Carolina anti-bullying laws include the following definition of bullying:

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“Harassment, intimidation, or bullying” means a gesture, an electronic communication, or a written, verbal, physical, or sexual act that is reasonably perceived to have the effect of:

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  1. harming a student physically or emotionally or damaging a student’s property, or placing a student in reasonable fear of personal harm or property damage; or
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  2. insulting or demeaning a student or group of students causing substantial disruption in, or substantial interference with, the orderly operation of the school.
    3. +
+ +

S.C. Code Ann. § 59-63-120 (2006)

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Do South Carolina anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. South Carolina anti-bullying laws do not cover off-campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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South Carolina school districts must adopt a policy prohibiting harassment, intimidation, or bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting harassment, intimidation, or bullying of a student;
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  • Definitions of prohibited behavior that are no less inclusive than definitions in state law;
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  • Descriptions of appropriate student behavior;
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  • Consequences and remedial actions for persons committing acts of harassment, intimidation, or bullying and for persons engaging in reprisal or retaliation;
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  • Procedures for reporting and investigations, including designation of appropriate school personnel responsible for taking reports and investigating complaints;
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  • Statements prohibiting reprisal or retaliation;
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  • Processes for discussing the district’s harassment, intimidation, or bullying policy with students; and
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  • Statements of how the policy will be publicized within the district.
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Do South Carolina anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under South Carolina anti-bullying laws or regulations.

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South Carolina schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do South Carolina anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. South Carolina anti-bullying laws encourage districts to establish bullying prevention programs and other initiatives involving school staff, students, administrators, volunteers, parents, law enforcement, and community members.

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Do South Carolina anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent and respond to bullying incidents?

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Yes. South Carolina anti-bullying laws require districts to incorporate information on district harassment, intimidation, or bullying policies into employee training programs and provide training to school volunteers who have significant contact with students. South Carolina anti-bullying laws also require the State Board of Education to develop teacher preparation program standards on the identification and prevention of bullying.

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Do South Carolina anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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No. South Carolina anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

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Do South Carolina anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. South Carolina school districts must involve parents and guardians, school employees, volunteers, students, administrators, and community representatives in the process of creating harassment, intimidation, and bullying policies.

+ +

For More Information

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Visit the South Carolina Department of Education’s “Bullying” webpage and/or view the South Carolina state model policy on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ U.S. flag +
+
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An official website of the United States government

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+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyNo
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationNo
Staff trainingNo
Parent engagementNo
+ +

Which South Dakota laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in South Dakota anti-bullying laws and regulations?

+ +

South Dakota anti-bullying laws include the following definition of bullying:

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Bullying is a pattern of repeated conduct that causes physical hurt or psychological distress on one or more students that may include threats, intimidation, stalking as defined in chapter 22-19A, physical violence, theft, destruction of property, any threatening use of data or computer software, written or verbal communication, or conduct directed against a student that:

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  1. Places a student in reasonable fear of harm to his or her person or damage to his or her property; and either
    2. +
  2. Substantially interferes with a student’s educational performance; or
    3. +
  3. Substantially disrupts the orderly operation of a school.
    4. +
+

S.D. Codified Laws § 13-32-15 (2012)

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Do South Dakota anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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Yes. South Dakota anti-bullying laws cover off-campus conduct that is committed via computers or electronic devices regardless of time or place.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

South Dakota school districts are required to adopt a policy prohibiting bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting bullying;
    • +
  • Definitions of prohibited behavior that conform to definitions in state law;
    • +
  • Descriptions of the type of behavior expected from each student;
    • +
  • Consequences for violations of the policy; and
    • +
  • Procedures for reporting, investigations, and response.
    • +
+ +

Do South Dakota anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under South Dakota anti-bullying laws or regulations. South Dakota anti-bullying laws state that no district policy prohibiting bullying may contain any protected classes of students.

+ +

Schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do South Dakota anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

No. South Dakota anti-bullying laws do not require districts to implement bullying prevention programs or strategies.

+ +

Do South Dakota anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to prevent or respond to bullying incidents?

+ +

No. South Dakota anti-bullying laws do not require districts train teachers and other school staff on how to respond to bullying incidents.

+ +

Do South Dakota anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No. South Dakota anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do South Dakota anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

No. South Dakota anti-bullying laws do not create expectations for parent involvement in addressing bullying.

+ +

For More Information

+ +

Visit the South Dakota Department of Education’s “School Safety” webpage and/or view the South Dakota state model policy on harassment, intimidation, and bullying.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Tennessee Anti-Bullying Laws & Policies +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Tennessee laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Tennessee anti-bullying laws and regulations?

+ +

Tennessee anti-bullying laws and regulations include the following definitions of harassment, intimidation or bullying and cyberbullying:

+ +

“Harassment, intimidation or bullying" means any act that substantially interferes with a student's educational benefits, opportunities or performance; and:

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    +
  1. If the act takes place on school grounds, at any school-sponsored activity, on school-provided equipment or transportation or at any official school bus stop, the act has the effect of: +
      +
    1. Physically harming a student or damaging a student's property;
      2. +
    2. Knowingly placing a student or students in reasonable fear of physical harm to the student or damage to the student's property;
      3. +
    3. Causing emotional distress to a student or students; or
      4. +
    4. Creating a hostile educational environment; or
      5. +
    +
    2. +
  2. If the act takes place off school property or outside of a school-sponsored activity, it is directed specifically at a student or students and has the effect of creating a hostile educational environment or otherwise creating a substantial disruption to the education environment or learning process.
    3. +
+ +

“Cyber-bullying" means bullying undertaken through the use of electronic devices.

+ +

Tenn. Code Ann. § 49-6-4502 (2011)

+ +

Do Tennessee anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Tennessee anti-bullying laws cover off-campus conduct if the behavior is directed specifically at a student or students and has the effect of creating a hostile educational environment or otherwise creating a substantial disruption to the education environment or learning process.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Tennessee school districts are required to adopt a policy prohibiting harassment, intimidation, bullying or cyber-bullying. District policies must contain key policy and procedural elements, including, but not limited to:

+ +
    +
  • Statements prohibiting harassment, intimidation, bullying, or cyberbullying;
    • +
  • Definitions of prohibited behavior and statements of scope indicating where and when the policy applies;
    • +
  • Descriptions of the types of behaviors expected from each student;
    • +
  • Procedures for reporting and investigations;
    • +
  • Disciplinary consequences for violation of the policy;
    • +
  • Statements regarding the manner in which a school district will respond to confirmed incidents of bullying;
    • +
  • Statements prohibiting reprisal and retaliation;
    • +
  • Statements of how the policy will be publicized within the district;
    • +
  • Procedures for discouraging and reporting conduct aimed at defining a student in a sexual manner; and
    • +
  • Procedures for referring students to counseling and support services.
    • +
+ +

Tennessee state law encourages districts to review the policy at least once every three years and to transmit a copy to the Commissioner of Education. Districts must also complete and submit an annual report to the Department of Education with information on the number of alleged and substantiated bullying incidents and the number and type of investigations completed.

+ +

Do Tennessee anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Tennessee anti-bullying laws or regulations.

+ +

Tennessee schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Tennessee anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Tennessee school districts are encouraged to form bullying prevention task forces, programs, and other initiatives involving school employees, students, administrators, volunteers, parents, guardians, law enforcement, and community representatives. Tennessee school districts must make information on bullying prevention programs available to students and parents to promote awareness of the harmful effects of bullying and to permit discussion with respect to prevention policies and strategies.

+ +

Do Tennessee anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Tennessee school districts are required to provide training to teachers and counselors regarding the policy and appropriate procedures relative to policy implementation.

+ +

Do Tennessee anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Tennessee school district policies must include a procedure for referral to appropriate counseling and support services when deemed necessary. Counseling and support services may be conducted by school counseling personnel who are appropriately trained.

+ +

Do Tennessee anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Tennessee school districts are encouraged to develop policies in consultation with parents, school employees, students, and other members of the school community. School principals must also immediately inform parents or legal guardian when a student is involved in an act of harassment, intimidation, bullying, or cyber-bullying, and must inform parents about the availability of counseling and support services.

+ +

For More Information

+ +

Visit the Tennessee Department of Education’s “Bullying and Harassment” webpage and/or view the Tennessee state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

+ + + +
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+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
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  3. + Texas Anti-Bullying Laws & Policies +
    4. +
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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesNo
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Texas laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Texas anti-bullying laws and regulations?

+ +

Texas anti-bullying laws and regulations include the following definitions of bullying and cyberbullying:

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“Bullying”:

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    +
  1. means a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that satisfies the applicability requirements provided by Subsection (a-1), and that: +
      +
    1. has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property;
      2. +
    2. is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student;
      3. +
    3. materially and substantially disrupts the educational process or the orderly operation of a classroom or school; or
      4. +
    4. infringes on the rights of the victim at school; and
      5. +
    +
    2. +
  2. includes cyberbullying.
    3. +
+ +

“Cyberbullying” means bullying that is done through the use of any electronic communication device, including through the use of a cellular or other type of telephone, a computer, a camera, electronic mail, instant messaging, text messaging, a social media application, an Internet website, or any other Internet-based communication tool.

+ +

Tex. Educ. Code § 37.0832 (2017)

+ +

Do Texas anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Texas anti-bullying laws cover off-campus conduct that occurs off school property or outside of a school-sponsored or school-related activity if the cyberbullying:

+ +
    +
  1. interferes with a student’s educational opportunities; or
    2. +
  2. substantially disrupts the orderly operation of a classroom, school, or school-sponsored or school-related activity.
    3. +
+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Texas school districts are required to adopt a policy concerning bullying. School district policies must contain key policy and procedural elements, including, but not limited to:

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    +
  • Statements prohibiting bullying and retaliation;
    • +
  • Procedures for notifying parents or guardians of the alleged victim and the alleged bully;
    • +
  • Statements regarding actions a student should take to obtain assistance and intervention in response to bullying;
    • +
  • Statements regarding the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying;
    • +
  • Procedures for reporting and investigations;
    • +
  • Provisions related to disciplining of students with disabilities; and
    • +
  • Requirements for how the district policy will be publicized within the district.
    • +
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Minimum standards for a school district’s policy must:

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  • Include an emphasis on bullying prevention by focusing school climate and building healthy relationships between students and staff;
    • +
  • Establish a committee to address bullying by focusing on prevention, health and wellness;
    • +
  • Require student instruction on building relationships and preventing bullying and cyberbullying;
    • +
  • Include an emphasis on increasing student reporting of bullying incidents; including anonymous reporting
    • +
  • Require districts to collect student survey data and use the results to develop action plans and address student concerns
    • +
  • Require districts to develop a method to assess bullying incidents and determine the district’s response to the incident
    • +
+ +

Do Texas anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Texas anti-bullying laws or regulations.

+ +

Texas schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Texas anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Texas anti-bullying laws require school districts to adopt a health curriculum that includes evidence-based practices that will effectively address awareness, prevention, identification, self-defense in response to, and resolution of and intervention in bullying and harassment. Texas anti-bullying laws also require school district policies to include an emphasis on bullying prevention by focusing on school climate and building healthy relationships between students and staff.

+ +

Do Texas anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Texas anti-bullying laws require district staff development programs to include training on preventing, identifying, responding to, and reporting incidents.

+ +

Do Texas anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Texas school district policies must establish the actions a student should take to obtain assistance and intervention in response to bullying and must set out the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying. Texas anti-bullying laws also allow for a student who is the victim of bullying to be transferred to another classroom or school campus.

+ +

Do Texas anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Texas school district policies must establish a procedure for providing notice of an incident of bullying to the parents or guardians of the alleged victim and the parents or guardians of the alleged bully within a specified timeframe.

+ +

For More Information

+ +

Visit the Texas Education Agency’s “Coordinated School Health: Bullying and Cyber bullying” webpage.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/utah b/laws/utah new file mode 100644 index 0000000..d16fd3c --- /dev/null +++ b/laws/utah @@ -0,0 +1,1385 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Utah Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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Utah Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Utah and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in Utah anti-bullying laws and regulations?

+ +

Utah anti-bullying laws and regulations include the following definitions of bullying, cyber-bullying, and harassment:

+ +

“Bullying” means a school employee or student intentionally committing a written, verbal, or physical act against a school employee or student that a reasonable person under the circumstances should know or reasonably foresee will have the effect of:

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  1. causing physical or emotional harm to the school employee or student;
    2. +
  2. causing damage to the school employee’s or student’s property;
    3. +
  3. placing the school employee or student in reasonable fear of: +
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    1. harm to the school employee’s or student’s physical or emotional well-being; or
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    2. damage to the school employee’s or student’s property;
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  4. creating a hostile, threatening, humiliating, or abusive educational environment due to: +
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    1. the pervasiveness, persistence, or severity of the actions; or
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    2. a power differential between the bully and the target; or
      3. +
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    5. +
  5. substantially interfering with a student having a safe school environment that is necessary to facilitate educational performance, opportunities, or benefits.
    6. +
  6. the conduct described above constitutes bullying, regardless of whether the person against whom the conduct is committed directed, consented to, or acquiesced in, the conduct.
    7. +
  7. bullying” includes relational aggression or indirect, covert, or social aggression, including rumor spreading, intimidation, enlisting a friend to assault a child, and social isolation.
    8. +
+ +

“Cyber-bullying” means using the Internet, a cell phone, or another device to send or post text, video, or an image with the intent or knowledge, or with reckless disregard, that the text, video, or image will hurt, embarrass, or threaten an individual, regardless of whether the individual directed, consented to, or acquiesced in the conduct, or voluntarily accessed the electronic communication.

+ +

“Abusive conduct” means verbal, nonverbal, or physical conduct of a parent or student directed toward a school employee that, based on its severity, nature, and frequency of occurrence, a reasonable person would determine is intended to cause intimidation, humiliation, or unwarranted distress.

+ +

A single act does not constitute abusive conduct.

+ +

Utah Code Ann. § 53G-9-601 (2019)

+ +

Do Utah anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

Yes. Utah anti-bullying laws cover off-campus conduct by prohibiting cyberbullying at any time or at any location.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Utah school districts must adopt a policy addressing bullying, cyber-bullying, hazing, abusive conduct, and retaliation. School district policies must contain key policy and procedural elements, including, but not limited to:

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    +
  • Definitions of bullying, cyber-bullying, hazing, and abusive conduct that are consistent with definitions in state law;
    • +
  • Prohibitions against bullying, cyber-bullying, hazing, abusive conduct, retaliation, and false reporting;
    • +
  • Requirements for parent notification of incidents of bullying, cyber-bullying, hazing, abusive conduct, and retaliation, or of a student’s threats of suicide;
    • +
  • Grievance processes for school employees;
    • +
  • Reporting and investigation procedures, including interview processes and reviews of disciplinary reports and physical evidence, and circumstances in which the district would report incidents to law enforcement;
    • +
  • Action plans to address a reported incident of bullying, cyber-bullying, hazing, or retaliation; and
    • +
  • Requirements for how the policy will be publicized within the district.
    • +
+ +

Utah school boards must also adopt electronic device policies that prohibit the use of electronic devices in ways that bully, humiliate, harass, or intimidate school-related individuals. Utah anti-bullying laws require districts to report annually to the State Board of Education on the school board’s policy, training of school employees, and other related information.

+ +

Do Utah anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under Utah anti-bullying laws or regulations. However, Utah state regulation does prohibit bullying, cyber-bullying, harassment, or hazing that is targeted at a student based upon the students’ or employees’ identification as part of any group protected from discrimination under federal law.

+ +

Utah schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Utah anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Utah anti-bullying laws require school boards to adopt standards and procedures that require regular annual discussion and training designed to prevent bullying, cyberbullying, hazing, and retaliation among school employees and students.

+ +

Do Utah anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. Utah anti-bullying laws require districts to include training regarding bullying, cyber-bullying, hazing, abusive conduct, and retaliation in school employee training. School boards may also offer voluntary training to parents and students regarding abusive conduct. School boards are also encouraged to implement programs or initiatives, in addition to standard school employee training, to provide training and education regarding the prevention of bullying, hazing, abusive conduct, and retaliation. Programs or initiatives may involve the establishment of a bullying task force or the involvement of school employees, students, or law enforcement.

+ +

Do Utah anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

Yes. Utah anti-bullying laws encourage districts to take positive restorative justice practice action if an alleged victim chooses to participate and to support involved students through trauma-informed practices.

+ +

Do Utah anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Utah school district policies must be developed with input from students, parents, teachers, school administrators, school staff, or local law enforcement agencies and must include provisions to notify the parents of each student involved in an incident of bullying, cyber-bullying, hazing, abusive conduct, or retaliation. Utah school districts are also encouraged to implement seminars for parents that address bullying and other behavioral health issues.

+ +

For More Information

+ +

Visit the Utah State Board of Education’s “ Bullying Prevention” webpage and/or view the Utah state model policy on bullying, cyber-bullying, hazing, and retaliation.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/vermont b/laws/vermont new file mode 100644 index 0000000..55faf1b --- /dev/null +++ b/laws/vermont @@ -0,0 +1,1202 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Vermont Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Vermont Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementNo

Which Vermont laws and regulations cover bullying?

Do Vermont anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. Vermont anti-bullying laws cover off-campus conduct that does not occur during the school day on school property, on a school bus, or at a school-sponsored activity and can be shown to pose a clear and substantial interference with another student's right to access educational programs.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Vermont school districts are required to adopt separate policies addressing harassment, hazing, and bullying prevention. School district bullying prevention policies must contain key policy and procedural elements, including, but not limited to:

  • Statements prohibiting bullying as defined in state law;
  • Procedures for reporting and investigations;
  • Descriptions of the circumstances under which bullying may be reported to a law enforcement agency;
  • Disciplinary consequences and appropriate remedial actions for students who commit bullying;
  • Descriptions of how the school board will ensure that teachers and other staff members receive training in preventing, recognizing, and responding to bullying; and
  • Designation of two or more people at each school campus to receive bullying complaints.

Vermont anti-bullying laws state that any school board that fails to adopt one or more of the prescribe policies shall be presumed to have adopted the most current model policy or policies published by the Secretary.

Do Vermont anti-bullying laws and regulations include protections for specific groups?

Yes. Vermont anti-bullying laws prohibit harassment that is based on or motivated by a student's or a student's family member's actual or perceived race, creed, color, national origin, marital status, sex, sexual orientation, or disability.

Vermont schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Vermont anti-bullying laws and regulations require districts to implement bullying prevention programs or strategies?

Yes. Vermont anti-bullying laws require school boards to use discretion in developing and initiating age-appropriate programs to inform students about the substance of the bullying prevention policy and procedures to help prevent harassment, hazing, and bullying. School boards are encouraged to foster opportunities for conversations between and among students regarding tolerance and respect. Vermont school districts are also required to adopt a continuous quality improvement plan that includes strategies and supports to ensure the school maintains a safe, orderly, civil and positive learning environment which is free from harassment, hazing and bullying.

Do Vermont anti-bullying laws and regulations require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Vermont school district policies must include a description of how the school board will ensure that teachers and other staff members receive training in preventing, recognizing, and responding to bullying.

Do Vermont anti-bullying laws and regulations require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. The Vermont state policy on prevention of harassment, hazing, and bullying of students requires that school superintendents take prompt and appropriate remedial action on substantiated complaints that are calculated to stop the hazing, harassment, or bullying; prevent its recurrence; and remedy the impact of the offending conduct on the victim(s), where appropriate.

Do Vermont anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Vermont anti-bullying laws require that schools, through a process including parents, teachers, students, and community members, develop , implement , and annually update a continuous improvement plan to improve student performance that includes efforts to ensure the school maintains a safe, orderly, civil, and positive learning environment that is free f rom harassment, hazing, and bullying.

For More Information

Visit the Vermont Agency of Education’s “School Climate”  webpage and/or view the Vermont state model policy and state model procedures on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ + +
+
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+
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+ U.S. flag +
+
+

An official website of the United States government

+ +
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+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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United States Virgin Islands Anti-Bullying Laws & Policies +

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Components of Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementNo
DefinitionNo
ScopeNo
Protected groupsNo
District policy requirementYes
Reporting and investigationsNo
ConsequencesNo
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementNo
+ +

Which U.S. Virgin Islands laws and regulations cover bullying?

+ + + +

How are bullying and cyberbullying defined in U.S. Virgin Islands anti-bullying laws and regulations?

+ +

U.S. Virgin Islands anti-bullying laws and regulations do include definitions of prohibited conduct.

+ +

Do U.S. Virgin Islands anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

No. U.S. Virgin Islands anti-bullying laws do not cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

U.S. Virgin Islands school districts must create and maintain a policy on bullying. U.S. Virgin Islands anti-bullying laws do not specify content of school district policies but do require that school districts communicate policies on bullying to students and their parents or guardians on an annual basis.

+ +

U.S. Virgin Islands school districts must update policies every two years and file bullying policies with the Board for implementation monitoring.

+ +

Do U.S. Virgin Islands anti-bullying laws and regulations include protections for specific groups?

+ +

No. There are no specific groups listed under U.S. Virgin Islands anti-bullying laws or regulations.

+ +

U.S. Virgin Islands schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do U.S. Virgin Islands anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. U.S. Virgin anti-bullying laws require each district to make suitable provisions for instruction in bullying prevention and gang resistance education and training in all grades and to incorporate bullying prevention and gang resistance education and training into conflict resolution education.  

+ +

Do U.S. Virgin Islands anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

Yes. U.S. Virgin anti-bullying laws require each district to make suitable provisions for instruction in bullying prevention and gang resistance education and training. U.S. Virgin anti-bullying laws also direct the Department of Education to assist in the development of instructional materials and training for all school personnel in relation to bullying prevention and gang resistance education and training.

+ +

Do U.S. Virgin Islands anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No.  U.S. Virgin anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do U.S. Virgin Islands anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

No. U.S. Virgin anti-bullying laws do not create expectations for parent involvement in addressing bullying.

+ +

For More Information

+ +

Visit the U.S. Virgin Islands Department of Education webpage.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

+ + + +
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Date Last Reviewed
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+ + + + + + + + + + + + + + + + + + + diff --git a/laws/virginia b/laws/virginia new file mode 100644 index 0000000..2ff8b46 --- /dev/null +++ b/laws/virginia @@ -0,0 +1,1202 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Virginia Anti-Bullying Laws & Policies | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
+
+
+
+
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    4. +
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Virginia Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyNo
Safeguards and supportsNo
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Virginia laws and regulations cover bullying?

How are bullying and cyberbullying defined in Virginia anti-bullying laws and regulations?

Virginia anti-bullying laws and regulations include the following definition of bullying:

"Bullying" means any aggressive and unwanted behavior that is intended to harm, intimidate, or humiliate the victim; involves a real or perceived power imbalance between the aggressor or aggressors and victim; and is repeated over time or causes severe emotional trauma. "Bullying" includes cyber bullying. "Bullying" does not include ordinary teasing, horseplay, argument, or peer conflict.

Va. Code Ann. § 22.1-276.01 (2018)

Do Virginia anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

No, Virginia anti-bullying laws do not cover off-campus conduct.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Virginia school districts must include policies and procedures that prohibit bullying in district codes of student conduct.  School district policies must be consistent with the standards for school board policies on bullying and the use of electronic means for purposes of bullying developed by the state board.

Do Virginia anti-bullying laws and regulations include protections for specific groups?

Yes. Virginia schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Virginia anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Virginia anti-bullying laws require districts to establish character education programs that include content addressing the inappropriateness of bullying.

Do Virginia anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Virginia anti-bullying laws direct the Virginia Center for School and Campus Safety to provide training for Virginia public school personnel in school safety, on evidence-based anti-bullying tactics based on the definition of bullying in state law, and in the effective identification of students who may be at risk for violent behavior and in need of special services or assistance.

Do Virginia anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

No. Virginia anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

Do Virginia anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Virginia anti-bullying laws direct the principal of each school to notify the parent of any student involved in an alleged incident of bullying of the status of any investigation within five school days of the allegation of bullying.

For More Information

Visit the Virginia Department of Education’s “Bullying Prevention” webpage and/or view the Virginia state model policy on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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Components of State Anti-Bullying Laws and Regulations

ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsYes
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes

Which Washington laws and regulations cover bullying?

How are bullying and cyberbullying defined in Washington anti-bullying laws and regulations?

Washington anti-bullying laws and regulations include the following definitions of harassment, intimidation, and bullying:

“Harassment, intimidation, or bullying” means any intentional electronic, written, verbal, or physical act including, but not limited to, one shown to be motivated by any characteristic in RCW 28A.640.010 and 28A.642.010, or other distinguishing characteristics, when the intentional electronic, written, verbal, or physical act:

  1. Physically harms a student or damages the student’s property;
  2. Has the effect of substantially interfering with a student’s education;
  3. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment; or

“Electronic” means any communication where there is the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means.

Wash. Rev. Code (ARCW) § 28A.600.477 (2019)

Do Washington anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

No. Washington anti-bullying laws do not cover off-campus conduct.

What are the policy requirements for schools to prevent and respond to bullying behavior?

Washington school districts must adopt or amend a policy and procedure prohibiting harassment, intimidation, and bullying of any student that incorporates the model policy and procedure developed by the state. School district policies and procedures must contain key policy and procedural elements including, but not limited to:

  • Statements prohibiting harassment, intimidation, and bullying and statements of scope indicating where and when the policy applies;
  • Definitions of prohibited behavior;
  • Strategies to prevent harassment, intimidation, and bullying, including policy dissemination, education, staff training, and implementation of individual, classroom, school, and district-level prevention approaches;
  • Designation of a compliance officer who serves as the primary contact for harassment, intimidation, and bullying;
  • Requirements for immediate staff intervention;
  • Procedures for reporting and investigations;
  • Disciplinary consequences and corrective actions for a student who commits an act of harassment, intimidation, or bullying;
  • Supports for the targeted student;
  • Lists of other resources and related policies and procedures; and
  • Requirements for how school districts must community the district’s harassment, intimidation, and bullying policy and procedure to parents, students, employees, and volunteers.

Washington anti-bullying laws require districts to provide the Office of the Superintendent of Public Instruction with a brief summary of policies, procedures, programs, partnerships, vendors, and instructional and training materials to be publicly posted, and must provide a link to the school district’s website for further information.

Do Washington anti-bullying laws and regulations include protections for specific groups?

Yes. Washington anti-bullying laws prohibit harassment, intimidation, or bullying behavior that includes but is not limited to behavior shown to be motivated by sex, race, creed, religion, color, national origin, honorably discharged veteran or military status, sexual orientation, the presence of any sensory, mental, or physical disability, the use of a trained dog guide or service animal by a person with a disability, or other distinguishing characteristics.

Washington schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

Do Washington anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. Washington school districts must implement a range of prevention strategies including individual, classroom, school, and district-level approaches. Districts are encouraged to implement evidence-based prevention programs that are designed to increase social competency, improve school climate, and eliminate harassment, intimidation, and bullying in schools.

Do Washington anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. Washington school districts must adopt the state model procedure, which requires that all staff receive annual training on the school district’s policy and procedure, including staff roles and responsibilities, how to monitor common areas, and the use of the district’s Incident Reporting Form. The Office of the S uperintendent of P ublic I nstruction must post on its web site training and instructional materials on the components that must be included in any school district policy and procedure.  Washington anti-bullying laws also require the Office of the S uperintendent of P ublic I nstruction to develop a statewide training class for individuals in each district who act as the primary contact regarding the policy and procedure prohibiting harassment, intimidation, and bullying. The training class must be offered annually.

Do Washington anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes.  Washington school districts must provide appropriate district support services to students who have been subjected to harassment, intimidation, or bullying and must address and remedy, as appropriate, the adverse impact of the harassment on the student. Washington school districts must also adopt a plan for recognition, initial screening, and response to emotional or behavioral distress in students. Plans may be separate or may be a component of another district plan or policy, such as the harassment, intimidation, and bullying prevention policy.

Do Washington anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. Washington anti-bullying laws encourage districts to adopt and update the policy and procedure prohibiting harassment, intimidation, and bullying through a process that includes representation of parents or guardians, school employees, volunteers, students, administrators, and community representatives.

For More Information

Visit the Washington Office of Superintendent of Public Instruction’s “ Harassment, Intimidation, and Bullying (HIB)” webpage and/or view the Washington state model policy and state model procedure on bullying and harassment.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Official websites use .gov +

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+ Https +
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+ Secure .gov websites use HTTPS +

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
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Which West Virginia laws and regulations cover bullying?

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How are bullying and cyberbullying defined in West Virginia anti-bullying laws and regulations?

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West Virginia anti-bullying laws and regulations include the following definitions of harassment, intimidation, and bullying:

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“Harassment, intimidation or bullying” means any intentional gesture, or any intentional electronic, written, verbal or physical act, communication, transmission or threat that:

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  1. A reasonable person under the circumstances should know will have the effect of any one or more of the following: +
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    3. Placing a student in reasonable fear of harm to his or her person; or
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    4. Placing a student in reasonable fear of damage to his or her property;
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  2. Is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or emotionally abusive educational environment for a student; or
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  3. Disrupts or interferes with the orderly operation of the school.
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W. Va. Code § 18-2C-2 (2011)

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Do West Virginia anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. West Virginia anti-bullying laws do not cover off-campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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West Virginia school districts are required to adopt a policy prohibiting harassment, intimidation, or bullying. District policies must contain key policy and procedural elements, including, but not limited to:

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  • Statements prohibiting harassment, intimidation, or bullying and statements of scope indicating where and when the policy applies;
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  • Definitions of harassment, intimidation, or bullying that are no less inclusive than the definitions in state law;
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  • Procedures for reporting, investigations, and documentation of reported incidents;
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  • Requirements for notifying the parents of any student involved in a bullying incident;
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  • Strategies for protecting a victim from additional harassment, intimidation, bullying, or retaliation;
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  • Disciplinary consequences for any student guilty of harassment, intimidation, or bullying; and
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  • Provisions to protect student confidentiality.
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West Virginia anti-bullying laws require county boards to submit a copy of the harassment, intimidation, and bullying policy to the State Superintendent of Schools and to publish the policy in student handbooks. County boards must compile information on bullying incidents and annually report incidents to the state.

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Do West Virginia anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under West Virginia anti-bullying laws or regulations.

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West Virginia schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do West Virginia anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. West Virginia anti-bullying laws encourage districts to form bullying prevention task forces, programs, and other initiatives involving school staff, students, teachers, administrators, volunteers, parents, law enforcement, and community members, and to develop a process for educating students on the harassment, intimidation, or bullying policy. Internet safety policies must also provide for educating students about appropriate online behavior, including cyberbullying awareness and response.

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Do West Virginia anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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Yes. West Virginia anti-bullying laws require districts, to the extent state or federal funds are appropriated for this purpose, to provide training on the harassment, intimidation or bullying policy to school employees and volunteers who have direct contact with students. Information regarding the harassment, intimidation or bullying policy must also be incorporated into each school's current employee training program.

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Do West Virginia anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. West Virginia school district policies must include a strategy for protecting a victim from additional harassment, intimidation, or bullying. Also, they must include protections from retaliation following a report.

+ +

Do West Virginia anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. West Virginia anti-bullying laws require county boards to adopt policies through a process that includes representation of parents or guardians, school employees, school volunteers, students and community members. School district policies must include a requirement that the parents or guardians of any student involved in a bullying incident must be notified. West Virginia anti-bullying laws also encourage districts to form bullying prevention task forces, programs and other initiatives involving school staff, students, teachers, administrators, volunteers, parents, law enforcement and community members.

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For More Information

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Visit the West Virginia Department of Education’s “Safe & Supportive Schools” webpage and/or view the West Virginia state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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An official website of the United States government

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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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ComponentIncluded
Prohibiting statementYes
DefinitionNo
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsNo
Review and update of local policiesNo
Prevention educationYes
Staff trainingNo
Parent engagementYes
+ +

Which Wisconsin state laws and regulations cover bullying?

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How are bullying and cyberbullying defined in Wisconsin anti-bullying laws and regulations?

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Wisconsin anti-bullying laws do not include definitions of prohibited behavior.

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Do Wisconsin anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

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No. Wisconsin anti-bullying laws do not cover off-campus conduct.

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What are the policy requirements for schools to prevent and respond to bullying behavior?

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Wisconsin anti-bullying laws require districts to adopt a policy prohibiting bullying by pupils. Wisconsin anti-bullying laws do not specify content of bullying policies, although districts may adopt a model bullying policy developed by the department of education. Wisconsin school districts must distribute copies of the policy annually to all pupils enrolled in the school district and to their parents or guardians and must provide a copy of the policy upon request.

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Do Wisconsin anti-bullying laws and regulations include protections for specific groups?

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No. There are no specific groups listed under Wisconsin anti-bullying laws or regulations. Wisconsin state regulations do list specific groups in separate non-discrimination policies that define "pupil harassment" as behavior towards pupils based, in whole or in part, on sex, race, religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or learning disability which substantially interferes with a pupil's school performance or creates an intimidating, hostile or offensive school environment.

+ +

Wisconsin schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

+ +

Do Wisconsin anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

+ +

Yes. Wisconsin anti-bullying laws direct the Department of Public Instruction to develop a model education and awareness program on bullying and to post the model program on its website. Wisconsin anti-bullying laws designate the Wednesday of the 4th week in September as Bullying Awareness Day. Wisconsin state law also authorizes the state superintendent to award grants to nonprofit organizations to provide training and an online bullying prevention curriculum for pupils in grades kindergarten to 8.

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Do Wisconsin anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

+ +

No. Wisconsin anti-bullying laws and regulations do not require districts to train teachers and other staff on how to respond to bullying incidents.

+ +

Do Wisconsin anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

+ +

No.  Wisconsin anti-bullying laws do not require districts to provide safeguards or mental health supports for students involved with bullying.

+ +

Do Wisconsin anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

+ +

Yes. Wisconsin’s model school policy on bullying must a requirement to notify the parent or guardian of each pupil involved in bullying incident. The model school policy may or may not be adopted by Wisconsin school districts.

+ +

For More Information

+ +

Visit the Wisconsin Department of Public Instruction’s “A Comprehensive Approach to Bullying Prevention” webpage and/or view the Wisconsin state model policy on bullying and harassment.

+ +

The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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+ U.S. flag +
+
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Wyoming Anti-Bullying Laws & Policies +

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Components of State Anti-Bullying Laws and Regulations

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ComponentIncluded
Prohibiting statementYes
DefinitionYes
ScopeYes
Protected groupsNo
District policy requirementYes
Reporting and investigationsYes
ConsequencesYes
Communication of policyYes
Safeguards and supportsYes
Review and update of local policiesYes
Prevention educationYes
Staff trainingYes
Parent engagementYes
+ +

Which Wyoming laws and regulations cover bullying?

+ + + + +

How are bullying and cyberbullying defined in Wyoming anti-bullying laws and regulations?

+ +

Wyoming anti-bullying laws include the following definitions of harassment, intimidation or bullying:

+ +

“Harassment, intimidation or bullying” means any intentional gesture, any intentional electronic communication or any intentional written, verbal or physical act initiated, occurring or received at school that a reasonable person under the circumstances should know will have the effect of:

+ +
    +
  1. Harming a student physically or emotionally, damaging a student's property or placing a student in reasonable fear of personal harm or property damage;
    2. +
  2. Insulting or demeaning a student or group of students causing substantial disruption in, or substantial interference with, the orderly operation of the school; or
    3. +
  3. Creating an intimidating, threatening or abusive educational environment for a student or group of students through sufficiently severe, persistent or pervasive behavior.
    4. +
+ +

Wyo. Stat. § 21-4-312 (2009)

+ +

Do Wyoming anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

+ +

No. Wyoming anti-bullying laws do not cover off-campus conduct.

+ +

What are the policy requirements for schools to prevent and respond to bullying behavior?

+ +

Wyoming school districts are required to adopt a policy prohibiting harassment, intimidation, bullying, or cyber bullying. District policies must contain key policy and procedural elements, including, but not limited to:

+ +
    +
  • Statements prohibiting harassment, intimidation, or bullying of a student;
    • +
  • Definitions of prohibited behavior that are no less inclusive than definitions in state law;
    • +
  • Disciplinary consequences and remedial actions for persons committing acts of harassment, intimidation, or bullying or acts of reprisal or retaliation;
    • +
  • Procedures for prompt reporting, investigations, and documentation, including identification of the appropriate school personnel responsible for receiving a report and investigating a complaint;
    • +
  • Statements prohibiting reprisal or retaliation against a person who reports harassment, intimidation, or bullying;
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Wyoming school districts must continuously review and revise district bullying policies as necessary.

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No. There are no specific groups listed under Wyoming anti-bullying laws or regulations.

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Schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation.

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Do Wyoming anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

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Yes. Wyoming school districts are encouraged to establish bullying prevention programs or other initiatives and may involve school staff, students, administrators, volunteers, parents, law enforcement, and community members.

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Do Wyoming anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

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Yes.  Wyoming school districts must incorporate information regarding the school district's policy against harassment, intimidation, or bullying into district professional development programs, and must provide training to volunteers and other noncertified employees of the district who have significant contact with students. Wyoming anti-bullying laws require the D epartment of E ducation to develop teacher preparation program standards on the identification and prevention of bullying.

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Do Wyoming anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

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Yes. Wyoming anti-bullying laws require district policies to include strategies to protect a victim from additional harassment, intimidation, or bullying and from retaliation following a report.

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Do Wyoming anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

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Yes. Wyoming school districts must involve parents and guardians, school employees, volunteers, students, administrators, and community representatives in the process of creating the district bullying policy. Wyoming school districts are also encouraged to involve parents in establishing bullying prevention programs or other initiatives.

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For More Information

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Visit the Wyoming Department of Education’s  “Health and Safety” webpages and/or view the Wyoming state model policy I and state model policy II on bullying and harassment.

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The key component framework used in the analysis of state laws is based on the review of legislation presented in the “Analysis of State Bullying Laws and Policies – December 2011” (U.S. Department of Education).

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Many studies show that the media has the power to influence the public’s view of the world. That’s why it’s so important to get messages about bullying right—especially in an era when misinformation can spread across the Internet in an instant. Here are some common pitfalls:

  • Overstating the problem
  • Stating or implying that bullying caused a suicide
  • Oversimplifying issues related to a bullying incident
  • Using under-qualified sources
  • Blaming/criminalizing those who bully
  • Sensationalizing
  • Excluding prevention information and resources

Journalists, bloggers, and other content creators who avoid these problems can offer their audiences accurate, quality coverage while also helping to prevent bullying.

Common Pitfalls in Bullying Coverage

A task force of noted journalists and experts in bullying prevention and related fields developed the chart below. Their sole goal is to help journalists avoid problems evident in current coverage.

Common PitfallWhy It Can be Harmful

Overstating the problem. With so much discussion of bullying and an Internet rife with false information and misleading statistics, it can be difficult to keep the issue in perspective.

Unfortunately, a majority of bullying stories give an inaccurate picture of the prevalence of the problem. The facts are:

  • Bullying is not an epidemic. Rates of bullying nationally have not increased. There may be a local increase in bullying or awareness of bullying, but even this statement requires more reliable evidence than a few striking cases.
  • Most young people do not experience or support bullying behavior.
  • Many types of aggressive behavior are in fact not bullying (e.g., one-time physical fights, online arguments, incidents between adults).
  • Cyberbullying is less prevalent than other forms of bullying.

Creating the impression that bullying is a bigger problem than it is spreads misinformation, which in media reports raises many ethical and professional concerns. Some experts contend that reports depicting bullying as widespread and rapidly growing make youth and adults more likely to see it as common and less likely to try to stop it.

  • Adults accept it as part of growing up and think nothing can be done.
  • Youth think it is okay because “everyone does it.”

Also, when people don’t understand the actual dimension of a problem, they can make mistaken conclusions or even turn to the wrong solutions.

Finally, the idea that bullying is “everywhere” can contribute to irrational fears that can lead some to overprotective or anxious parenting. Some studies show that anxious parenting may harm children as they grow up.

 

Stating or implying that bullying caused a suicide. The relationship between bullying and suicide is complex. Many media reports take short cuts, presenting bullying as the “cause” or “reason” for a suicide. The facts tell a different story.

A thorough investigation usually reveals that the cause of a suicide is complex and multifacted. If bullying is involved, it is one of many factors.

Read more about bullying and suicide.

See recommendations for reporting on suicide .

Stories that say or insinuate that bullying caused a suicide can create a belief that suicide is a normal, even inevitable result of bullying. This may lead to “contagion”—additional deaths or cluster suicides that occur after heavy media coverage of the issue.

 

Oversimplifying. Journalists’ efforts to simplify complex bullying issues for readers can be unintentionally misleading. Examples of nuances the public needs to understand include:

  • The same young person can play the roles of “bully” and “victim” in different situations.
  • Bullying affects all types of youth.
  • Simple or one-time solutions (e.g., school assemblies) are not likely to work.

Reports that exclude nuances paint an inaccurate and incomplete picture of real-world bullying. This perpetuates myths and may lead parents, educators, and others to miss the bullying in front of them.

Citing unrealistically simple solutions also can hinder efforts to stop bullying. When people observe that these solutions fail, they can give up trying.

Oversimplifying can also lead to unfair anger or resentment, because it enables people to draw conclusions without the full facts. It can result in such problems as blaming a school principal or a parent for a bullying incident.

 

Using under-qualified sources. It can be difficult to identify true experts in bullying prevention, suicide, and other newsworthy topics. Spokespeople may have expertise in other areas, for example from working as educators, or from personal experience. But they can lack deep knowledge of these complex issues and lead you to misinform your audience.

Check out the Expert Help section.

Poor sources can introduce inaccuracies into reports, which readers and viewers may take as fact and share broadly.

Misinformation perpetuates the problem.

Blaming/criminalizing those who bully. Many times youth who bully are not mentioned in media reports. Some reports paint a one-sided picture of bullying situations, quickly blaming those who bully or even portraying them as criminals. They also may blame the school.

This may be due to laws like FERPA that prevent school officials from providing information about bullying cases. These restrictions protect youth, but make it difficult for journalists to get information about what actually happened in a specific bullying incident.

The facts are:

  • Youth who bully often have been bullied themselves.
  • Bullying involves a complex dynamic between youth in groups; attributing blame can be problematic.
  • Bullying is not a crime, even when a young person involved dies by suicide.
  • Youth who bully need help too so they can learn to use power in appropriate ways.

Portraying those who bully in a harshly negative light shuts down healthy dialogue. Parents of youth who have exhibited some bullying behaviors may be unwilling to participate in prevention. Teachers, counselors, and others also can write them off as “no good.”

A report implying that bullying led to a suicide can create public pressure for an inappropriate criminal investigation or civil lawsuit, and even brand the youth who bullied as a “murderer.”

Some experts fear that young people who are bullied may see suicide as a way to punish those who have bullied them.

Blaming also may damage the entire school community, and in the case of suicide, limit or negatively impact healing.

 

Sensationalizing. Journalists must interest readers. Bullying incidents generally are not covered unless they involve serious injury, a death, many young people, or some other act that makes them newsworthy.

Attention-grabbing headlines often use language that adds to the dramatic element in the coverage.

Often cyberbullying stories are particularly sensational.

The emphasis on the most tragic results of bullying can encourage overprotective or anxious parenting, which studies have shown may harm children as they grow up.

Cyberbullying is misperceived as more prevalent and threatening than facts suggest. Resulting efforts to prevent bullying may focus in the wrong place.

Sensational stories about cyberbullying can lead adults to mistakenly blame the technology and take away access to this important social and learning tool.

The focus on dramatic bullying events misses an opportunity for coverage of positive themes about new research findings or progress achieved through prevention.

 

Failing to include prevention information and resources. Research has not arrived at what definitely works to prevent bullying, but many media reports do not offer the public what is known.

Media reports often focus on prevention through anti-bullying legislation and policies, or contain very general ideas instead of more specific tips for parents, schools, and youth.

Also, many do not refer to quality public resources, such as StopBullying.gov.

The absence of information about effective prevention strategies for youth and parents implies that bullying has no solution, and does not help move toward one.

Related Research and Stories:

Overstating the problem

Magid, L. (2011, October 6). Exaggerating bullying could increase bullying . The Huffington Post.

Perkins, H.W.; Craig, D.W.; and Perkins, J.M. (2011). "Using social norms to reduce bullying: A research intervention among adolescents in five middle schools. Group Processes Intergroup Relations, 14: 703.

Schneider, S.K.; O’Donnell, L.; Stueve, A.; and Coulter, R. (2012). "Cyberbullying, school bullying, and psychological distress: A regional census of high school students." American Journal of Public Health, 102(1): 171-177.

Smerconish, M. (2010, October 21). "Media help to hype perception of bullying." The Philadelphia Inquirer.

Gould, M.S.; Midle, J.B.; Insel, G.; and Kleinman, M. (2007). "Suicide reporting content analysis: abstract development and reliability." Crisis, 28(4):165–174.

Kim, Y.S. "Bullying and suicide. A review." Int J Adolesc Med Health, 20(2):133.

ReportingOnSuicide.org. (2012). Recommendations for Reporting on Suicide.

Oversimplifying

Bindley, K. (2012). "Bullying and suicide: The dangerous mistake we make." The Huffington Post.

Smerconish, M. (2010, October 21). Media help to hype perception of bullying .The Philadelphia Inquirer.

Blaming/criminalizing those who bully

Bindley, K. (2012). "Bullying and suicide: The dangerous mistake we make." The Huffington Post.

Carpenter, S. (2011). "Lessons from a former bully."Detroit Free Press.

Swearer, S. S. M. (2001). "Psychosocial correlates in bullying and victimization the relationship between depression, anxiety, and bully/victim status." Journal of Emotional Abuse, 2(2-3): 95-121.

Sensationalizing

Schneider, S.K.; O’Donnell, L.; Stueve, A.; and Coulter, R. (2012). "Cyberbullying, school bullying, and psychological distress: A regional census of high school students."American Journal of Public Health, 102(1): 171-177.

Stearns, P. N. (2003). Anxious parents: A history of modern childrearing in America. New York University Press: New York.

Failing to include prevention information and resources

Frey, K. K. S. (2005). "Reducing playground bullying and supporting beliefs: An experimental trial of the steps to respect program."Developmental Psychology, 41(3): 479-491.

Waasdorp, T. T. E. (2012). "The impact of schoolwide positive behavioral interventions and supports on bullying and peer rejection: A randomized controlled effectiveness trial." Archives of Pediatrics Adolescent Medicine, 166(2): 149-156.

Windber Research Institute, Center Safe Schools, & Clemson University. (2011). Bullying prevention: The impact on Pennsylvania schoolchildren. Program Report of the Highmark Foundation.

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This section pulls together fundamental information about bullying, including:

Definition of Bullying

In 2014, the Centers for Disease Control and Department of Education released the first federal definition of bullying. The definition includes three core elements:

  • unwanted aggressive behavior
  • observed or perceived power imbalance
  • repetition or high likelihood of repetition of bullying behaviors

This definition helps determine whether an incident is bullying or another type of aggressive behavior or both.

Research on Bullying

Bullying prevention is a growing research field that investigates the complexities and consequences of bullying. Important areas for more research include:

  • Prevalence of bullying in schools
  • Prevalence of cyberbullying in online spaces
  • How bullying affects people
  • Risk factors for people who are bullied, people who bully others, or both
  • How to prevent bullying
  • How media and media coverage affects bullying

What We’ve Learned about Bullying

  • Bullying affects all youth, including those who are bullied, those who bully others, and those who witness bullying. The effects of bullying may continue into adulthood.
  • There is not a single profile of a young person involved in bullying. Youth who bully can be either well connected socially or marginalized, and may be bullied by others as well. Similarly, those who are bullied sometimes bully others.
  • Solutions to bullying are not simple. Bullying prevention approaches that show the most promise confront the problem from many angles. They involve the entire school community—students, families, administrators, teachers, and staff such as bus drivers, nurses, cafeteria and front office staff—in creating a culture of respect. Zero tolerance and expulsion are not effective approaches.
  • Bystanders, or those who see bullying, can make a huge difference when they intervene on behalf of someone being bullied.
  • Studies also have shown that adults can help prevent bullying by talking to children about bullying, encouraging them to do what they love, modeling kindness and respect, and seeking help.

Bullying Statistics

Here are federal statistics about bullying in the United States. Data sources include the school year 2021–22 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics) and the 2023  Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention).

How Common Is Bullying

  • About 19.2% of students ages 12-18 enrolled in grades 6-12 experienced bullying nationwide during the 2021-2022 school year. This is lower than the prevalence of bullying at the beginning of the last decade, during the 2010-2011 school year (28%), and lower than the prevalence last measured by the School Crime Supplement during the 2018-2019 school year (22%).
    • About 15.4% of students reported being bullied by a student who was more powerful than them in some way, 14.5% reported being bullied repeatedly, and 12.7% reported being bullied repeatedly by a student who was more powerful than them in some way.
    • The prevalence of bullying is higher in middle school (26.3%) than in high school (15.7%).
    • The prevalence of bullying is higher among female students (21.8%) than among male students (16.7%).
  • Students ages 12–18 in grades 6-12 who reported being bullied said they thought those who bullied them:
    • Had the ability to influence what other students think of them (56.3%).
    • Were more popular (52%).
    • Were physically stronger or larger (39.7%).
    • Had more money (35.2%).
  • Among students ages 12-18 in grades 6-12 who reported being bullied, roughly 2 in 3 reported being bullied on multiple days during the school year:
    • One day (32.5%)
    • Two days (17.6%)
    • Three to ten days (31.5%)
    • More than ten days (18.5%)

Bullying in Schools

  • An estimated 19% of high school students were bullied on school property in the 12 months prior to the survey.
  • Among students ages 12-18 in grades 6-12 who reported being bullied, the following percentages of them had experienced bullying in these places at school:
    • Classroom (39%)
    • Hallway or stairwell (37.5%)
    • Cafeteria (25.1%)
    • Outside on school grounds (24.4%)
    • Online or by text (21.6%)
    • Bathroom or locker room (11.9%)
    • In a gymnasium or weight room (10.8%)
    • School bus (9.8%)
  • Approximately 44.2% of students ages 12-18 in grades 6-12 who were bullied during the school year notified an adult at school about the bullying.

Cyberbullying

  • Among students ages 12-18 in grades 6-12 who reported being bullied at school during the school year, 21.6% were bullied online or by text.
    • Among those who were bullied, nearly twice as many female students reported being bullied online or by text (27.7%) as compared with male students (14.1%).
  • An estimated 16% of high school students were electronically bullied in the 12 months prior to the survey.
    • Nearly twice as many female students reported being electronically bullied (21%) as compared with male students (12%).

Types of Bullying

  • Students ages 12-18 in grades 6-12 experienced various types of bullying, including:
  • Having rumors spread about them (13%)
  • Being made fun of, called names, or insulted (11.9%)
  • Pushed, shoved, tripped, or spit on (4.9%)
  • Being excluded from activities, social media, or communications (3.7%)
  • Threatened with harm (3.3%)
  • Having private information, photos, or videos purposely shared in a hurtful way (2.5%)
  • Others tried to make them do things they did not want to do (2.5%)
  • Property was destroyed on purpose (1.4%)

State and Local Statistics

Follow these links for state and local figures on the following topics:

International Statistics

According to the UNESCO Institute of Statistics:

  • One third of the globe’s youth is bullied; this ranges from as low as 7% in Tajikistan to 74% in Samoa.
  • Low socioeconomic status is a main factor in youth bullying within wealthy countries.
  • Immigrant-born youth in wealthy countries are more likely to be bullied than locally-born youth.

Bullying and Suicide

The relationship between bullying and suicide is complex. The media should avoid oversimplifying these issues and insinuating or directly stating that bullying can cause suicide. The facts tell a different story. It is not accurate and potentially dangerous to present bullying as the “cause” or “reason” for a suicide, or to suggest that suicide is a natural response to bullying.

  • Research indicates that persistent bullying can lead to or worsen feelings of isolation, rejection, exclusion, and despair, as well as depression and anxiety, which can contribute to suicidal behavior.
  • The vast majority of young people who are bullied do not become suicidal.
  • Most young people who die by suicide have multiple risk factors.
  • For more information on the relationship between bullying and suicide, read “The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools” from the CDC.

Anti-Bullying Laws

All states have anti-bullying legislation. When bullying is also harassment and happens in the school context, schools have a legal obligation to respond to it according to federal laws.

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Assessments—such as surveys—can help schools determine the frequency and locations of bullying behavior. They can also gauge the effectiveness of current prevention and intervention efforts. Knowing what’s going on can help school staff select appropriate prevention and response strategies.

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Assessments involve asking school or community members—including students—about their experiences and thoughts related to bullying. An assessment is planned, purposeful, and uses research tools.

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Build a Safe Environment +

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A safe and supportive school climate can help prevent bullying. Safety starts in the classroom. Students should also feel and be safe everywhere on campus—in the cafeteria, in the library, in the rest rooms, on the bus, and on the playground. Everyone at school can work together to create a climate where bullying is not acceptable.

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Create a Safe and Supportive Environment

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In general, schools can:

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  • Establish a culture of inclusion and respect that welcomes all students. Reward students when they show thoughtfulness and respect for peers, adults, and the school. The Positive Behavioral Interventions and Supports Technical Assistance Center  can help.
    • +
  • Make sure students interact safely. Monitor bullying “hot spots” in and around the building. Students may be at higher risk of bullying in settings where there is little or no adult monitoring or supervision, such as bathrooms, playgrounds, and the cafeteria.
    • +
  • Enlist the help of all school staff. All staff can keep an eye out for bullying. They also help set the tone at school. Teachers, bus drivers, cafeteria staff, office staff, librarians, school nurses, and others see and influence students every day. Messages reach kids best when they come from many different adults who talk about and show respect and inclusion. Train school staff to prevent bullying.
    • +
  • Set a tone of respect in the classroom. This means managing student behavior in the classroom well. Well-managed classrooms are the least likely to have bullying.
    • +
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Manage Classrooms to Prevent Bullying

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Teachers can consider these ways to promote the respect, positive relations, and order that helps prevent bullying in the classroom:

+ +
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  • Create ground rules. +
      +
    • Develop rules with students so they set their own climate of respect and responsibility.
      • +
    • Use positive terms, like what to do, rather than what not to do.
      • +
    • Support school-wide rules.
      • +
    +
    • +
  • Reinforce the rules. +
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    • Be a role model and follow the rules yourself. Show students respect and encourage them to be successful.
      • +
    • Make expectations clear. Keep your requests simple, direct, and specific.
      • +
    • Reward good behavior. Try to affirm good behavior four to five times for every one criticism of bad behavior.
      • +
    • Use one-on-one feedback, and do not publicly reprimand.
      • +
    • Help students correct their behaviors. Help them understand violating the rules results in consequences: “I know you can stop [negative action] and go back to [positive action]. If you choose to continue, then [consequence].”
      • +
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    • +
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Classroom Meetings

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Classroom meetings provide a forum for students to talk about school-related issues beyond academics. These meetings can help teachers stay informed about what is going on at school and help students feel safe and supported.

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These meetings work best in classrooms where a culture of respect is already established. Classroom meetings are typically short and held on a regular schedule. They can be held in a student’s main classroom, home room, or advisory period.

+ +
    +
  • Establish ground rules. Kids should feel free to discuss issues without fear. Classroom meetings are not a time to discuss individual conflicts or gossip about others. Reinforce existing classroom rules.
    • +
  • Start the conversation. Focus on specific topics, such as bullying or respectful behaviors. Meetings can identify and address problems affecting the group as a whole. Stories should be broad and lead to solutions that build trust and respect between students. Use open-ended questions or prompts such as: +
      +
    • Share an example of a student who helped someone at school this week.
      • +
    • Without names, share an example of someone who made another student feel bad.
      • +
    • What did students nearby do? What did you do? Did you want to do something different—why or why not?
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    • If you could describe the perfect response to the situation what would it be? How hard or easy would it be to do? Why?
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    • How can adults help?
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    +
    • +
  • End the meeting with a reminder that it is everyone’s job to make school a positive place to learn. Encourage kids to talk to teachers or other trusted adults if they see bullying or are worried about how someone is being treated.
    • +
  • Follow-up when necessary. Monitor student body language and reactions. If a topic seems to be affecting a student, follow-up with him or her. Know what resources are available to support students affected by bullying.
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School staff can do a great deal to prevent bullying and protect students, but they can’t do it alone. Parents and youth also have a role to play in preventing bullying at school. One mechanism for engaging parents and youth, a school safety committee, can bring the community together to keep bullying prevention at school active and focused.

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Benefits of Parent and Youth Engagement

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Research shows that school administrators, such as principals, can play a powerful role in bullying prevention. They can inspire others and maintain a climate of respect and inclusion. But a principal cannot do it alone. When parents and youth are involved in the solutions:

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  • Students feel safer and can focus on learning.
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  • Parents worry less.
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  • Teachers and staff can focus on their work.
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  • Schools can develop more responsive solutions because students are more likely to see or hear about bullying than adults.
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  • School climate improves because students are engaged in taking action to stop bullying.
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  • Parents can support schools’ messages about bullying at home. They are also more likely to recognize signs that a child has been bullied or is bullying others.
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How Parents and Youth Can Contribute

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Schools can set the stage for meaningful parent and youth involvement, but it doesn’t happen overnight. Parents and youth need to feel valued and be given opportunities to contribute their expertise. To sustain parent and youth involvement, schools need to provide meaningful roles for them. For example:

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  • Students can contribute their views and experiences with bullying. They can take leadership roles in school to promote respect and inclusion, communicate about bullying prevention with their peers, and help develop rules and policies.
    • +
  • Parents can contribute to a positive school climate through the parent teacher association, volunteering, and school improvement events.
    • +
  • School staff can keep parents informed, make them feel welcome, and treat them as partners. Schools can consider identifying a school coordinator to support parent and youth engagement strategies. Schools can set meeting times that are convenient for parents and youth and may consider additional incentives such as providing dinner or child care.
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School Safety Committees

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A school safety committee—a small group of people focused on school safety concerns—is one strategy to engage parents and youth, as well as others, in bullying prevention. The following people can make positive contributions to a school safety committee:

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  • Administrators can answer questions about budget, training, curriculum, and federal and state laws such as Family Educational Rights and Privacy Act (FERPA).
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  • Inventive, respected teachers with strong classroom and “people” skills can give insights.
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  • Other school staff, such as school psychologists, counselors, school nurses, librarians, and bus drivers, bring diverse perspectives on bullying.
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  • Parents can share the family viewpoint and keep other parents in the loop on committee work.
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  • Students can bring fresh views and help identify real-life challenges to prevention.
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  • Other community stakeholders, such as police officers, clergy members, elected officials, and health care providers can provide a broader perspective.
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The primary activities of the school safety committee could be to: 

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  • Plan bullying prevention and intervention programs. Set measurable and achievable goals.  
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  • Implement a bullying prevention effort. Meet often enough to keep momentum and address barriers.
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  • Develop, communicate, and enforce bullying prevention policies and rules.
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  • Educate the school community about bullying to ensure everyone understands the problem and their role in stopping it.
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  • Conduct school-wide bullying assessments and review other data, such as incident reports.
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  • Evaluate bullying prevention efforts and refine the plan if necessary.
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  • Advocate for the school’s work in bullying prevention to the entire school community.
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  • Sustain the effort over time.
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This committee is not a forum for discussing individual student behaviors. Doing so is a violation of student privacy under FERPA. There are also FERPA considerations for assessments, particularly if personally identifiable information is collected.

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Bullying can threaten students’ physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts. There are a number of things school staff can do to make schools safer and prevent bullying.

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Training school staff and students to prevent and address bullying can help sustain bullying prevention efforts over time. There are no federal mandates for bullying curricula or staff training. The following are some examples of options schools can consider.

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Activities to Teach Students About Bullying

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Schools don’t always need formal programs to help students learn about bullying prevention. Schools can incorporate the topic of bullying prevention in lessons and activities. Examples of activities to teach about bullying include:

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  • Internet or library research, such as looking up types of bullying, how to prevent it, and how kids should respond
    • +
  • Presentations, such as a speech or role-play on stopping bullying
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  • Discussions about topics like reporting bullying
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  • Creative writing, such as a poem speaking out against bullying or a story or skit teaching bystanders how to help
    • +
  • Artistic works, such as a collage about respect or the effects of bullying
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  • Classroom meetings to talk about peer relations
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Evidence-Based Programs and Curricula

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Schools may choose to implement formal evidence-based programs or curricula. Many evaluated programs that address bullying are designed for use in elementary and middle schools. Fewer programs exist for high schools and non-school settings. There are many considerations in selecting a program, including the school’s demographics, capacity, and resources. Also, be sure to avoid Misdirections in Bullying Prevention and Response - PDF.

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Staff Training on Bullying Prevention

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To ensure that bullying prevention efforts are successful, all school staff need to be trained on what bullying is, what the school’s policies and rules are, and how to enforce the rules. Training may take many forms: staff meetings, one-day training sessions, and teaching through modeling preferred behavior. Schools may choose any combination of these training options based on available funding, staff resources, and time.

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Training can be successful when staff are engaged in developing messages and content, and when they feel that their voices are heard. Learning should be relevant to their roles and responsibilities to help build buy-in.

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+ U.S. flag +
+
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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School staff can help prevent bullying by establishing and enforcing school rules and policies that clearly describe how students are expected to treat each other. Consequences for violations of the rules should be clearly defined as well. 

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Types of Rules and Policies

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There are several types of policies and rules that work to prevent bullying. Each serves a different purpose. For example: 

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  • A school mission statement establishes the vision for the school. Everyone should know how they personally help the school achieve this shared goal. +
      +
    • Sample Mission Statement
      + [Name of School] is committed to each student’s success in learning within a caring, responsive, and safe environment that is free of discrimination, violence, and bullying. Our school works to ensure that all students have the opportunity and support to develop to their fullest potential and share a personal and meaningful bond with people in the school community.
      • +
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  • A code of conduct describes the positive behaviors expected of the school community. The code of conduct applies to all, sets standards for behavior, and covers a focused set of expected positive behaviors. State laws sometimes specify what must be included in a school’s code of conduct.
    • +
  • A student bill of rights includes positive things students can expect at school. Keep it short and easy to remember, so it is useful in day-to-day school life. +
      +
    • Sample Student Bill of Rights
      + Each student at [school] has a right to: +
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      • Learn in a safe and friendly place
        • +
      • Be treated with respect
        • +
      • Receive the help and support of caring adults
        • +
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      • +
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    • +
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Integrating Rules and Policies into a School’s Culture

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As you develop or update school rules and policies, have a plan for keeping them relevant and meaningful for students and school staff.

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  • Make sure school rules and policies are consistent with state laws and the school district rules and policies.
    • +
  • Include school staff, parents, and students when developing rules and policies. Giving students a role can help them set their own climate of respect and responsibility. Parental involvement can reinforce these messages at home.
    • +
  • Train school staff on enforcing school rules and policies. Give them the tools to respond to bullying consistently and appropriately.
    • +
  • Incorporate rules and policies in day-to-day school interactions. Teachers and students can discuss the rules in class. Students can hold each other accountable. The principal can give an annual “state of the school” speech that reports on the mission.
    • +
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Establish a Reporting System

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Schools can establish clear procedures for reporting rule violations so that reasonable consequences can be given to students when rules are broken. Reporting systems help track individual incidents and responses as well as trends over time.  

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Some tips for establishing a reporting system:

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  • Make it easy. People are more likely to report when it’s easy to do.
    • +
  • Maintain reports in a way that shows emerging problems and patterns over time.
    • +
  • Keep reports confidential and private. School staff and students should be encouraged to report violations without fear of retaliation.
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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Build a Safe Environment +

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A safe and supportive school climate can help prevent bullying. Safety starts in the classroom. Students should also feel and be safe everywhere on campus—in the cafeteria, in the library, in the rest rooms, on the bus, and on the playground. Everyone at school can work together to create a climate where bullying is not acceptable.

+ + + +

Create a Safe and Supportive Environment

+ +

In general, schools can:

+ +
    +
  • Establish a culture of inclusion and respect that welcomes all students. Reward students when they show thoughtfulness and respect for peers, adults, and the school. The Positive Behavioral Interventions and Supports Technical Assistance Center  can help.
    • +
  • Make sure students interact safely. Monitor bullying “hot spots” in and around the building. Students may be at higher risk of bullying in settings where there is little or no adult monitoring or supervision, such as bathrooms, playgrounds, and the cafeteria.
    • +
  • Enlist the help of all school staff. All staff can keep an eye out for bullying. They also help set the tone at school. Teachers, bus drivers, cafeteria staff, office staff, librarians, school nurses, and others see and influence students every day. Messages reach kids best when they come from many different adults who talk about and show respect and inclusion. Train school staff to prevent bullying.
    • +
  • Set a tone of respect in the classroom. This means managing student behavior in the classroom well. Well-managed classrooms are the least likely to have bullying.
    • +
+ +

Manage Classrooms to Prevent Bullying

+ +

Teachers can consider these ways to promote the respect, positive relations, and order that helps prevent bullying in the classroom:

+ +
    +
  • Create ground rules. +
      +
    • Develop rules with students so they set their own climate of respect and responsibility.
      • +
    • Use positive terms, like what to do, rather than what not to do.
      • +
    • Support school-wide rules.
      • +
    +
    • +
  • Reinforce the rules. +
      +
    • Be a role model and follow the rules yourself. Show students respect and encourage them to be successful.
      • +
    • Make expectations clear. Keep your requests simple, direct, and specific.
      • +
    • Reward good behavior. Try to affirm good behavior four to five times for every one criticism of bad behavior.
      • +
    • Use one-on-one feedback, and do not publicly reprimand.
      • +
    • Help students correct their behaviors. Help them understand violating the rules results in consequences: “I know you can stop [negative action] and go back to [positive action]. If you choose to continue, then [consequence].”
      • +
    +
    • +
+ +

Classroom Meetings

+ +

Classroom meetings provide a forum for students to talk about school-related issues beyond academics. These meetings can help teachers stay informed about what is going on at school and help students feel safe and supported.

+ +

These meetings work best in classrooms where a culture of respect is already established. Classroom meetings are typically short and held on a regular schedule. They can be held in a student’s main classroom, home room, or advisory period.

+ +
    +
  • Establish ground rules. Kids should feel free to discuss issues without fear. Classroom meetings are not a time to discuss individual conflicts or gossip about others. Reinforce existing classroom rules.
    • +
  • Start the conversation. Focus on specific topics, such as bullying or respectful behaviors. Meetings can identify and address problems affecting the group as a whole. Stories should be broad and lead to solutions that build trust and respect between students. Use open-ended questions or prompts such as: +
      +
    • Share an example of a student who helped someone at school this week.
      • +
    • Without names, share an example of someone who made another student feel bad.
      • +
    • What did students nearby do? What did you do? Did you want to do something different—why or why not?
      • +
    • If you could describe the perfect response to the situation what would it be? How hard or easy would it be to do? Why?
      • +
    • How can adults help?
      • +
    +
    • +
  • End the meeting with a reminder that it is everyone’s job to make school a positive place to learn. Encourage kids to talk to teachers or other trusted adults if they see bullying or are worried about how someone is being treated.
    • +
  • Follow-up when necessary. Monitor student body language and reactions. If a topic seems to be affecting a student, follow-up with him or her. Know what resources are available to support students affected by bullying.
    • +
+ + + +
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+ + + + + + + + + + + + + + + + + + diff --git a/prevention/bullying-prevention-in-extra-curricular-activities b/prevention/bullying-prevention-in-extra-curricular-activities new file mode 100644 index 0000000..a095c25 --- /dev/null +++ b/prevention/bullying-prevention-in-extra-curricular-activities @@ -0,0 +1,1244 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Bullying Prevention in Extra-Curricular Activities | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ U.S. flag +
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An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Extra-curricular activities are a great way to provide youth with opportunities. It lets children follow their interests and be involved in activities outside the classroom. Whether it’s sports, arts, cultural and faith-based groups or other programs, youth can learn new skills through hands-on practice, creative projects, and teamwork. They can also experience growth, friendship, mentorship, and character building.

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As in school, bullying can occur during these activities. Coaches, instructors, and leaders in extra-curricular activities can have positive impacts on the children in their programs when they create safe, supportive programs that help prevent bullying. The children in their programs will receive even more enrichment and growth when they are free from bullying.

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To prevent bullying, leaders can:

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  • Role model respect, inclusion, and cooperation.
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  • Talk about the program’s guiding principles and mission.
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  • Have a written bullying prevention ‘code of behavior’ that everyone signs. It should be posted in a public place with signatures. Review it regularly with everyone involved.
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  • When bullying happens, separate and support all involved; speak to each individual privately to find out what happened.
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  • Add activities into the program that help youth reflect on their experiences. This can help children learn how to think about things from different points of view.
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  • When issues come up, discuss them with the whole group (as appropriate). Relate them to the program’s guiding principles and codes of conduct.
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Bullying Prevention Strategies Based on Type of Activity

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Sports Programs

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In sports programs, competition is part of the game. Coaches and leaders can focus on teamwork and skill-building to bring out the best in their students. These strategies can also help prevent bullying. You can:

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  • Foster development of individual skills. Rotate roles in practices and games so everyone gets a chance to learn and play new roles.
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  • Design tasks that are appropriate to the skills and physical levels of each student. That can help make sure everyone has a role to play.
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  • Support children who are struggling to improve their skills by having other, more skilled team members mentor them.
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  • Promote the idea that no one starts out as a pro. Everyone gets better with practice.
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Faith-based Organizations

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Faith-based organizations are an important component of communities. They help children develop their values and moral engagement. There are many ways that faith leaders can help prevent bullying in their programs and in the larger community. You can:

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  • Promote awareness and dispel stereotypes of other faiths. Help students understand the similarities and differences between their faith and others.
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  • Create educational opportunities with different community groups. Help students learn together and from each other.
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  • Have students work together on community service projects.
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  • Address bullying within the group or of others outside of the group.
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  • Cultivate empathy. Have open discussions about the bullying experiences of your students. Ask them what bullying might feel like for each person involved (as targets, bystanders, and those doing the bullying). Discuss the topic of being bullied because of one’s faith or beliefs.
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Art can help children and youth develop creative skills, ideas, and talents. Some art forms involve teamwork (theater, dance, performance, music). Some are individual (visual arts, literary arts, performance). Participating in the arts can involve personal self-expression that is shared within the group or publicly. Sometimes, this leads to some children and youth feeling particularly vulnerable. There are many ways to help prevent bullying in arts settings. You can:

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  • Teach students how to provide constructive feedback on the art or performance. This type of feedback should not be negative, poke fun, or be a comment on the person.
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  • Teach children how to receive feedback on their work without taking it personally. Stress that feedback is not an insult or a comment on them as a person.
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  • Promote the idea that everyone is in a process of learning and development. They are getting better with practice.
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  • Promote the idea that every individual contributes to the whole performance. Encourage ways they can improve with each other, such as mentoring.
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Bystanders to Bullying +

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Someone who witnesses bullying, either in person or online, is a bystander. Friends, students, peers, teachers, school staff, parents, coaches, and other youth-serving adults can be bystanders. With cyberbullying, even strangers can be bystanders.

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Youth involved in bullying play many different roles. Witnessing bullying is upsetting and affects the bystander, too. Bystanders have the potential to make a positive difference in a bullying situation by becoming an upstander. An upstander is someone who sees what happens and intervenes, interrupts, or speaks up to stop the bullying.

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Youth who are bullied often feel even more alone because there are witnesses who do nothing. When no one intervenes the person being targeted may feel that bystanders do not care or they agree with what is happening. There are many reasons why a bystander may not interject, even if they believe that bullying is wrong. They may be afraid of retaliation or of becoming the target of bullying themselves. They might fear that getting involved could have negative social consequences.

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An Upstander is someone who takes action when they witness bullying. Even one person’s support can make a big difference for someone who is being bullied. When youth who are bullied are defended and supported by their peers, they are less anxious and depressed than those who are not.

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There are many things that bystanders to bullying can do to become upstanders:

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  • Question the bullying behavior. Simple things like changing the subject or questioning the behavior can shift the focus.
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  • Use humor to say something funny and redirect the conversation.
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  • There is strength in numbers too! Bystanders can intervene as a group to show there are several people who don’t agree with the bullying.
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  • Walk with the person who is the target of bullying to help diffuse potential bullying interactions.
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  • Reach out privately to check in with the person who was bullied to let them know you do not agree with it and that you care. It makes a difference.
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  • Be Someone’s Hero video in English or Spanish for an example of how to be an upstander.
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Teachers, schools, and other educators (faith-based, after-school, recreational) can help youth learn how to be more than just bystanders by showing and teaching moral engagement. Strategies to address student’s special needs at school can also help to prevent bullying and have positive outcomes for all students, especially tactics that use a team approach, foster peer relationships, and help students develop empathy.

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When bystanders become upstanders it not only helps the targets of bullying, but shows other bystanders how to take action to prevent or address bullying.

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Additional resources

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School staff can do a great deal to prevent bullying and protect students, but they can’t do it alone. Parents and youth also have a role to play in preventing bullying at school. One mechanism for engaging parents and youth, a school safety committee, can bring the community together to keep bullying prevention at school active and focused.

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Benefits of Parent and Youth Engagement

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Research shows that school administrators, such as principals, can play a powerful role in bullying prevention. They can inspire others and maintain a climate of respect and inclusion. But a principal cannot do it alone. When parents and youth are involved in the solutions:

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  • Students feel safer and can focus on learning.
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  • Parents worry less.
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  • Teachers and staff can focus on their work.
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  • Schools can develop more responsive solutions because students are more likely to see or hear about bullying than adults.
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  • School climate improves because students are engaged in taking action to stop bullying.
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  • Parents can support schools’ messages about bullying at home. They are also more likely to recognize signs that a child has been bullied or is bullying others.
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How Parents and Youth Can Contribute

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Schools can set the stage for meaningful parent and youth involvement, but it doesn’t happen overnight. Parents and youth need to feel valued and be given opportunities to contribute their expertise. To sustain parent and youth involvement, schools need to provide meaningful roles for them. For example:

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  • Students can contribute their views and experiences with bullying. They can take leadership roles in school to promote respect and inclusion, communicate about bullying prevention with their peers, and help develop rules and policies.
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  • Parents can contribute to a positive school climate through the parent teacher association, volunteering, and school improvement events.
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  • School staff can keep parents informed, make them feel welcome, and treat them as partners. Schools can consider identifying a school coordinator to support parent and youth engagement strategies. Schools can set meeting times that are convenient for parents and youth and may consider additional incentives such as providing dinner or child care.
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School Safety Committees

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A school safety committee—a small group of people focused on school safety concerns—is one strategy to engage parents and youth, as well as others, in bullying prevention. The following people can make positive contributions to a school safety committee:

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  • Administrators can answer questions about budget, training, curriculum, and federal and state laws such as Family Educational Rights and Privacy Act (FERPA).
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  • Inventive, respected teachers with strong classroom and “people” skills can give insights.
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  • Other school staff, such as school psychologists, counselors, school nurses, librarians, and bus drivers, bring diverse perspectives on bullying.
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  • Parents can share the family viewpoint and keep other parents in the loop on committee work.
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  • Students can bring fresh views and help identify real-life challenges to prevention.
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  • Other community stakeholders, such as police officers, clergy members, elected officials, and health care providers can provide a broader perspective.
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The primary activities of the school safety committee could be to: 

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  • Plan bullying prevention and intervention programs. Set measurable and achievable goals.  
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  • Implement a bullying prevention effort. Meet often enough to keep momentum and address barriers.
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  • Develop, communicate, and enforce bullying prevention policies and rules.
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  • Educate the school community about bullying to ensure everyone understands the problem and their role in stopping it.
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  • Conduct school-wide bullying assessments and review other data, such as incident reports.
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  • Evaluate bullying prevention efforts and refine the plan if necessary.
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  • Advocate for the school’s work in bullying prevention to the entire school community.
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  • Sustain the effort over time.
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This committee is not a forum for discussing individual student behaviors. Doing so is a violation of student privacy under FERPA. There are also FERPA considerations for assessments, particularly if personally identifiable information is collected.

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Respond to Bullying +

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Stop Bullying on the Spot

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When adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time. There are simple steps adults can take to stop bullying on the spot and keep kids safe.

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  • Intervene immediately. It is ok to get another adult to help.
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  • Separate the kids involved.
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  • Stay calm. Reassure the kids involved, including bystanders.
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  • Model respectful behavior when you intervene.
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Avoid these common mistakes:

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  • Don’t ignore it. Don’t think kids can work it out without adult help.
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  • Don’t immediately try to sort out the facts.
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  • Don’t force other kids to say publicly what they saw.
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  • Don’t question the children involved in front of other kids.
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  • Don’t talk to the kids involved together, only separately.
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  • Don’t make the kids involved apologize or patch up relations on the spot.
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Get police help or medical attention immediately if:

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  • A weapon is involved.
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  • There are threats of serious physical injury.
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  • There are threats of hate-motivated violence, such as racism or homophobia.
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  • There is serious bodily harm.
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  • Anyone is accused of an illegal act, such as robbery or extortion—using force to get money, property, or services.
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Find Out What Happened

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Whether you’ve just stopped bullying on the spot or a child has reached out to you for help, follow the steps below to determine the best way to proceed.

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  • Keep all the involved children separate. 
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  • Get the story from several sources, both adults and kids.
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  • Listen without blaming.
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  • Don’t call the act “bullying” while you are trying to understand what happened.
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It may be difficult to get the whole story, especially if multiple students are involved or the bullying involves social bullying or cyberbullying. Collect all available information.

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Determine if it's Bullying

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There are many behaviors that look like bullying but require different approaches. It is important to determine whether the situation is bullying or something else.

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Review the definition of bullying. To determine if this is bullying or something else, consider the following questions:

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  • What is the history between the kids involved? Have there been past conflicts?
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  • Is there a power imbalance? Remember that a power imbalance is not limited to physical strength. It is sometimes not easily recognized. If the targeted child feels like there is a power imbalance, there probably is.
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  • Has this happened before? Is the child worried it will happen again?
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  • Have the kids dated? There are special responses for teen dating violence.
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  • Are any of the kids involved with a gang? Gang violence has different interventions.
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Remember that it may not matter “who started it.” Some kids who are bullied may be seen as annoying or provoking, but this does not excuse the bullying behavior.

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State law and school policy may have additional guidelines for defining bullying behavior.

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Once you have determined if the situation is bullying, support the kids involved.

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Resilience is the ability to overcome serious hardship and adapt well when faced with adverse experiences. Beyond being a personal characteristic or trait (i.e., "She is resilient."), resilience also refers to the process of overcoming threats, difficulties, and traumas. Being resilient is an outcome of that process.

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Children and youth who experience adverse childhood experiences (ACEs) – such as domestic or neighborhood violence, abuse, poverty, loss of a parent, and bullying – can have negative, lasting effects. This is especially true if their resilience is low.

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A person's resilience can change over time. Children can become more resilient and can also lose resilience when faced with new trauma or loss of support. Parents and caregivers can help build children's resilience. They can do this by strengthening protective factors that buffer and support them when they experience hardships or risks. According to the Substance Use and Mental Health Services Administration (SAMHSA), three protective factors contribute significantly to childhood resilience:

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Children and youth who have these protective factors may be more resilient than peers who face similar ACEs and do not have them. Parents and caregivers help build children's resilience when they:

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10 Ways Parents and Caregivers Can Help Kids Build Resilience

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Here are ways that parents and caregivers can help their children and family become more resilient. Some of these may take some effort but are worth it in the long run. If you are a parent or caregiver, you can:

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  1. Set family goals and have children play an important role in working towards them.
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  2. When your child is defensive or aggressive, help them reflect on the situation to understand what is causing their behavior. Children may lack the skills to handle what's happening. They may need support. Help them build the skills they lack so they can respond in better ways in the future.
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  3. Practice role playing how to handle different problems. This helps children develop ways of handling challenges.
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  4. Model an attitude of grit and optimism in the face of family challenges.
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  5. Work on solving problems together.
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  6. Teach your child how to manage stress. Participating in wellness activities together, like exercise or healthy cooking, can be helpful.
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  7. Find someone (like a tutor, mentor, or school counselor) to help your child improve specific academic or life skills.
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  8. Volunteer together to help others in need.
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  9. Talk to your child about past challenges and how they helped you grow.
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  10. Help your child find practical solutions to problems as they come up.
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With parent and caregiver support, a child's resilience can develop and help them cope when they are faced with difficult experiences, like bullying.

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How to Prevent Bullying +

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Parents, school staff, and other caring adults have a role to play in preventing bullying. They can: 

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Help Kids Understand Bullying

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Kids who know what bullying is can better identify it. They can talk about bullying if it happens to them or others. Kids need to know ways to safely stand up to bullying and how to get help.

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  • Encourage kids to speak to a trusted adult if they are bullied or see others being bullied. The adult can give comfort, support, and advice, even if they can’t solve the problem directly. Encourage the child to report bullying if it happens.
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  • Talk about how to stand up to kids who bully. Give tips, like using humor and saying “stop” directly and confidently. Talk about what to do if those actions don’t work, like walking away
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  • Talk about strategies for staying safe, such as staying near adults or groups of other kids.
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Keep the Lines of Communication Open

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Research tells us that children really do look to parents and caregivers for advice and help on tough decisions. Sometimes spending 15 minutes a day talking can reassure kids that they can talk to their parents if they have a problem. Start conversations about daily life and feelings with questions like these:

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Talking about bullying directly is an important step in understanding how the issue might be affecting kids. There are no right or wrong answers to these questions, but it is important to encourage kids to answer them honestly. Assure kids that they are not alone in addressing any problems that arise. Start conversations about bullying with questions like these:

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  • Describe what kids who bully are like. Why do you think people bully?
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  • Who are the adults you trust most when it comes to things like bullying?
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  • Have you ever felt scared to go to school because you were afraid of bullying? What ways have you tried to change it?
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  • What do you think parents can do to help stop bullying?
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  • Have you or your friends left other kids out on purpose? Do you think that was bullying? Why or why not?
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  • What do you usually do when you see bullying going on?
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  • Do you ever see kids at your school being bullied by other kids? How does it make you feel?
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  • Have you ever tried to help someone who is being bullied? What happened? What would you do if it happens again?
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Get more ideas for talking with children - PDF about life and about bullying. If concerns come up, be sure to respond.

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There are simple ways that parents and caregivers can keep up-to-date with kids’ lives. 

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  • Read class newsletters and school flyers. Talk about them at home.
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Teachers and school staff also have a role to play. 

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Encourage Kids to Do What They Love

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Help kids take part in activities, interests, and hobbies they like. Kids can volunteer, play sports, sing in a chorus, or join a youth group or school club. These activities give kids a chance to have fun and meet others with the same interests. They can build confidence and friendships that help protect kids from bullying.

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Model How to Treat Others with Kindness and Respect

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Kids learn from adults’ actions. By treating others with kindness and respect, adults show the kids in their lives that there is no place for bullying. Even if it seems like they are not paying attention, kids are watching how adults manage stress and conflict, as well as how they treat their friends, colleagues, and families.

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Working in the Community +

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Bullying can be prevented, especially when the power of a community is brought together. Community-wide strategies can help identify and support children who are bullied, redirect the behavior of children who bully, and change the attitudes of adults and youth who tolerate bullying behaviors in peer groups, schools, and communities. 

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The Benefits of Working Together

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Bullying doesn’t happen only at school. Community members can use their unique strengths and skills to prevent bullying wherever it occurs. For example, youth sports groups may train coaches to prevent bullying. Local businesses may make t-shirts with bullying prevention slogans for an event. After-care staff may read books about bullying to kids and discuss them. Hearing anti-bullying messages from the different adults in their lives can reinforce the message for kids that bullying is unacceptable.

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Potential Partners

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Involve anyone who wants to learn about bullying and reduce its impact in the community. Consider involving businesses, local associations, adults who work directly with kids, parents, and youth.

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  • Identify partners such as mental health specialists, law enforcement officers, neighborhood associations, service groups, faith-based organizations, and businesses.
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  • Learn what types of bullying community members see and discuss developing targeted solutions.
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  • Involve youth. Teens can take leadership roles in bullying prevention among younger kids.
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Community Strategies

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Study community strengths and needs:

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  • Ask: Who is most affected? Where? What kinds of bullying happen most? How do kids and adults react? What is already being done in our local area to help?
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  • Think about using opinion surveys, interviews, and focus groups to answer these questions. Learn how schools assess bullying.
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  • Consider open forums like group discussions with community leaders, businesses, parent groups, and churches.
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Develop a comprehensive community strategy:

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  • Review what you learned from your community study to develop a common understanding of the problem.
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  • Establish a shared vision about bullying in the community, its impact, and how to stop it.
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  • Identify audiences to target and tailor messages as appropriate.
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  • Describe what each partner will do to help prevent and respond to bullying.
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  • Advocate for bullying prevention policies in schools and throughout the community.
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  • Raise awareness about your message. Develop and distribute print materials. Encourage local radio, TV, newspapers, and websites to give public service announcements prime space. Introduce bullying prevention to groups that work with kids.
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  • Track your progress over time. Evaluate to ensure you are refining your approach based on solid data, not anecdotes.
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Bullying Prevention for Parents of Middle School Students +

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You’re now the parent of a child in middle school. It’s the transition from childhood to adolescence—when children become more independent and want to make choices for themselves. They are also in a developmental period when friends and social circles are increasingly important. And it’s the time when children can experience bullying most.

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Bullying is most frequently reported in grades six through eight. In 2019, about 28% of 6th-, 7th-, and 8th- graders reported being bullied at school during the school year. In high school, the percentage of students that reported being bullied was lower at about 19% on average, according to the National Center for Education Statistics.

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To prevent bullying, you need to know the warning signs to look for, what your school does to address it, and how to handle it if your child experiences or contributes to bullying.

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Students can be bullied in different ways, for instance: 

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Physical bullying like being pushed, shoved, punched, tripped, spit on; or being made to do things they did not want to do.

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Verbal bullying like being the subject of rumors, taunting; being called names; being threatened; receiving offensive notes or gestures.

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Relational bullying like being excluded from activities on purpose; isolating someone from their peers; purposely ignoring someone; intentionally harming someone’s reputation; posting derogatory comments or embarrassing images in a public space or online.

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Damaging property on purpose, like clothing, books, electronics, and jewelry.

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Students report being bullied at school (hallways, stairwells, classrooms, bathrooms, locker rooms or cafeteria), outside (school grounds), or on the school bus. 1 They can also be bullied on the way to/from school, and at school-related events. 

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Students may also be cyberbullied, which is bullying that takes place over digital devices like cell phones, computers, and tablets. It can occur through SMS, text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else.

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During middle school, your child will encounter new social dynamics with their peers. They might lose old friends and make new ones, change their social circles, or feel adrift in the rapidly changing groups and alliances being formed. Social hierarchies are often established in middle school. Peer opinions of each other take on a lot of importance. Unfortunately, bullying is one way that adolescents exclude peers from their groups or activities. Since you are the most consistent relationship in your child’s life, it’s important to know the different roles that adolescents play in bullying situations so that you can prevent or address it.

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Any child can witness bullying, bully others, or be bullied. Those who witness bullying – also referred to as bystanders – could choose to become defenders of the person being bullied, or they can be reinforcers or assistants to the one who bullies. When children are involved in bullying, they often play more than one role. Sometimes they are both the one who is bullied and one who bullies others. They could also be bystanders who witness it happening to other students and who have it happen to them.

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As a parent, you are your child’s number one protector. It’s up to you to recognize the warning signs of bullying. Not all children show warning signs, but if you notice any of the following, it might be that they’re being bullied:

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Though no parent wants their child to be a perpetrator of bullying, it does happen. Your child  may be bullying others if your child:

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Many of the warning signs that your child is experiencing cyberbullying can be seen in how they use their device. Their behavior may change. For instance, you may notice increases or decreases in their device use, including texting. Your child may have visible emotional responses (laughter, anger, upset) to what is happening on their device. Your child may hide their screen or device when others are near and avoid discussion about what they are doing. Other signs of cyberbullying are that their social media accounts are shut down or new ones appear. Your child may start to avoid social situations, even those they enjoyed in the past. They may become withdrawn or depressed or lose interest in people and activities.

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Help your child understand bullying. Talk about what bullying is and how to stand up to it safely. Ask questions about bullying they may have witnessed, experienced, or heard about. Keep the lines of communication open. Check in with your child often. Listen to them. Know their friends, ask about school, and understand their concerns. Prepare them for what to do if bullying happens to them. Know who to contact at school when bullying happens.

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The digital world is constantly evolving with new social media platforms, apps, and devices, and children and teens are often the first to use them. Common types of cyberbullying are posting hateful, mean, or derogatory messages or content and participating in negative group conversations. There are other types of cyberbullying tactics, and it can also happen during gaming. While you may not be able to monitor all your child’s activities, there are things you can do to prevent cyberbullying and protect your child from harmful digital behavior:

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  • Monitor a teen’s social media sites, apps, and browsing history.
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  • Review or re-set your child’s phone location and privacy settings.
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  • Follow or friend your teen on social media sites or have another trusted adult do so.
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  • Stay up-to-date on the latest apps, social media platforms, and digital slang used by children and teens.
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  • Know your child’s user names and passwords for email and social media.
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  • Establish rules about appropriate digital behavior, content, and apps.
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  • Teach your child good digital citizenship skills.
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  • Use a parental monitoring software to restrict content, block domains, or view your child’s online activities without looking at their device every day.
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An important part of protecting children from bullying and cyberbullying are state laws, policies, and regulations. Each jurisdiction, including all 50 states, the District of Columbia and U.S. territories, address bullying differently.  Some have established laws, policies, and regulations. Others have developed model policies that schools and local educational agencies (districts) can use to develop their own local laws, policies, and regulations. You can learn about your state bullying prevention laws, policies, or regulations on StopBullying.gov.

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You should also ask the school what their bullying and cyberbullying policies and rules are. Knowing how the school handles bullying will help you take the right action if your child is involved in it.

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Find out what happened. Get the facts. Get the story from several sources if possible, both teachers and other adults who may have witnessed it. Listen without blaming. It may be difficult to get the whole story, especially if multiple students are involved or the bullying involves social bullying or cyberbullying. Collect all available information.

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To determine if this is bullying or something else, consider the following questions:

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  • What is the history between the kids involved? Have there been past conflicts?
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  • Is there a power imbalance? A power imbalance is not limited to physical strength. Sometimes it not easily recognized. If the targeted child feels like there is a power imbalance, there probably is.
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  • Has this happened before? Is your child worried it will happen again?
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  • Listen and focus on them. Learn what’s been going on and show you want to help. 
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  • Assure them that bullying is not their fault.
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  • Consider referring them to a school counselor, psychologist, or other mental health service as children who are bullied may struggle with talking about it.
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  • Give advice about what to do. This may involve role-playing and thinking through how your child might react if the bullying occurs again.
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  • Work together to resolve the situation and protect them. Your child, other parents, and the school or organization may all have valuable input. It may help to: +
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    • Ask your child what can be done to make them feel safe. Remember that changes to routine should be minimized. Your child is not at fault and should not be singled out in school settings.
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    • Develop a game plan. Work with the school. Discuss the steps that are taken and the limitations around what can be done based on policies and laws. Remember, the law does not allow school personnel to discuss discipline, consequences, or services given to other children.
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    • Do not blame your child for being bullied. Even if they provoked the bullying, no one deserves to be bullied.
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    • Do not tell your child to physically fight back against the one who is bullying. It could get your child hurt, suspended, or expelled.
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  • Work with your child to understand some of the reasons they bullied. For example: +
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    • Sometimes children bully to fit in. They could benefit from participating in positive activities. Involvement in sports and clubs can enable them to take leadership roles and make friends without feeling the need to bully.
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    • Other times, children act out because of something else going on their lives like issues at home, school, abuse, or stress. They also may have been bullied. Ask a professional, like a pediatrician, school guidance counselor, or school social worker to help determine if your child needs additional support to help them cope, such as mental health services.
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If you notice warning signs that your child may be involved in cyberbullying, take steps to investigate their digital behavior. Because cyberbullying happens online, responding to it requires different approaches.

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  • Notice – Recognize if there has been a change in mood or behavior and explore what the cause might be. Try to determine if these changes happen around a child’s use of their digital devices.
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  • Talk – Ask questions to learn what is happening, how it started, and who is involved.
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  • Document – Keep a record of what is happening and where. Take screenshots of harmful posts or content if possible. Most laws and policies note that bullying is a repeated behavior, so records help to document it.
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  • Block – Consider blocking the person who is cyberbullying from social media, phone, and apps.
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  • Report – Most social media platforms and schools have clear policies and reporting processes. If a classmate is cyberbullying, report it the school. You can also contact app or social media platforms to report offensive content and have it removed. If a child has received physical threats, or if a potential crime or illegal behavior is occurring, report it to the police.
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  • Support – Peers, mentors, and trusted adults can sometimes intervene publicly to positively influence a situation where negative or hurtful content has been posted about your child. Public intervention can include posting positive comments about the person targeted with bullying to try to shift the conversation in a better direction. Try to determine if more professional support is needed, such as speaking with a guidance counselor or mental health professional.
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  • Seek assistance from an adult, friend, or classmate when a potentially threatening situation occurs.
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  • Be assertive with the person doing the bullying (not aggressive, fighting, or teasing back) when possible.
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  • Use humor to deflect a potential threatening situation.
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  • Avoid unsafe places or walk away before a potential bullying encounter occurs.
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  • Agree with or “own” a belittling comment to defuse it.
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  • Walk with friends or a small group of friendly peers.
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  • Use positive self-statements to maintain positive self-esteem during an incident.
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  • Practice remaining as outwardly calm as possible when bullying occurs. Showing emotional upset may embolden the person bullying.
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Give your child strategies for what to do if the witness bullying. They can:

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  • Change the subject.
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  • Question the bullying behavior.
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  • Use humor to lighten up a serious situation.
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  • Openly state an objection to bullying.
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  • State approval of the victim and validate his or her social status.
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If they don’t feel comfortable intervening, they can do something after it happens:

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  • Reach out privately to the target of the bullying to express support or concern.
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  • Report the bullying to a trusted adult, teacher, or school administrator.
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  • Reach out privately to the person doing the bullying to express concern—if they feel safe to do so.
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Stop Bullying on the Spot

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When adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time. There are simple steps adults can take to stop bullying on the spot and keep kids safe.

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  • Intervene immediately. It is ok to get another adult to help.
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  • Separate the kids involved.
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Avoid these common mistakes:

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  • Don’t immediately try to sort out the facts.
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  • Don’t question the children involved in front of other kids.
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  • Don’t talk to the kids involved together, only separately.
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  • Don’t make the kids involved apologize or patch up relations on the spot.
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Get police help or medical attention immediately if:

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  • A weapon is involved.
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  • There are threats of serious physical injury.
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  • There are threats of hate-motivated violence, such as racism or homophobia.
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  • There is serious bodily harm.
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  • There is sexual abuse.
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  • Anyone is accused of an illegal act, such as robbery or extortion—using force to get money, property, or services.
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Find Out What Happened

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Whether you’ve just stopped bullying on the spot or a child has reached out to you for help, follow the steps below to determine the best way to proceed.

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  • Keep all the involved children separate. 
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  • Get the story from several sources, both adults and kids.
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  • Listen without blaming.
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  • Don’t call the act “bullying” while you are trying to understand what happened.
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It may be difficult to get the whole story, especially if multiple students are involved or the bullying involves social bullying or cyberbullying. Collect all available information.

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Determine if it's Bullying

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There are many behaviors that look like bullying but require different approaches. It is important to determine whether the situation is bullying or something else.

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Review the definition of bullying. To determine if this is bullying or something else, consider the following questions:

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  • What is the history between the kids involved? Have there been past conflicts?
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  • Is there a power imbalance? Remember that a power imbalance is not limited to physical strength. It is sometimes not easily recognized. If the targeted child feels like there is a power imbalance, there probably is.
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  • Has this happened before? Is the child worried it will happen again?
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  • Have the kids dated? There are special responses for teen dating violence.
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  • Are any of the kids involved with a gang? Gang violence has different interventions.
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Remember that it may not matter “who started it.” Some kids who are bullied may be seen as annoying or provoking, but this does not excuse the bullying behavior.

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State law and school policy may have additional guidelines for defining bullying behavior.

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Once you have determined if the situation is bullying, support the kids involved.

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School staff can help prevent bullying by establishing and enforcing school rules and policies that clearly describe how students are expected to treat each other. Consequences for violations of the rules should be clearly defined as well. 

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Types of Rules and Policies

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There are several types of policies and rules that work to prevent bullying. Each serves a different purpose. For example: 

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  • A school mission statement establishes the vision for the school. Everyone should know how they personally help the school achieve this shared goal. +
      +
    • Sample Mission Statement
      + [Name of School] is committed to each student’s success in learning within a caring, responsive, and safe environment that is free of discrimination, violence, and bullying. Our school works to ensure that all students have the opportunity and support to develop to their fullest potential and share a personal and meaningful bond with people in the school community.
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  • A code of conduct describes the positive behaviors expected of the school community. The code of conduct applies to all, sets standards for behavior, and covers a focused set of expected positive behaviors. State laws sometimes specify what must be included in a school’s code of conduct.
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  • A student bill of rights includes positive things students can expect at school. Keep it short and easy to remember, so it is useful in day-to-day school life. +
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    • Sample Student Bill of Rights
      + Each student at [school] has a right to: +
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      • Learn in a safe and friendly place
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      • Be treated with respect
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      • Receive the help and support of caring adults
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Integrating Rules and Policies into a School’s Culture

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As you develop or update school rules and policies, have a plan for keeping them relevant and meaningful for students and school staff.

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  • Make sure school rules and policies are consistent with state laws and the school district rules and policies.
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  • Include school staff, parents, and students when developing rules and policies. Giving students a role can help them set their own climate of respect and responsibility. Parental involvement can reinforce these messages at home.
    • +
  • Train school staff on enforcing school rules and policies. Give them the tools to respond to bullying consistently and appropriately.
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  • Incorporate rules and policies in day-to-day school interactions. Teachers and students can discuss the rules in class. Students can hold each other accountable. The principal can give an annual “state of the school” speech that reports on the mission.
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Establish a Reporting System

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Schools can establish clear procedures for reporting rule violations so that reasonable consequences can be given to students when rules are broken. Reporting systems help track individual incidents and responses as well as trends over time.  

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Some tips for establishing a reporting system:

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  • Make it easy. People are more likely to report when it’s easy to do.
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  • Maintain reports in a way that shows emerging problems and patterns over time.
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  • Keep reports confidential and private. School staff and students should be encouraged to report violations without fear of retaliation.
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All kids involved in bullying—whether they are bullied, bully others, or see bullying—can be affected. It is important to support all kids involved to make sure the bullying doesn’t continue and effects can be minimized.

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Support Kids Who are Bullied

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Listen and focus on the child. Learn what’s been going on and show you want to help.  

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Assure the child that bullying is not their fault. 

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Know that kids who are bullied may struggle with talking about it. Consider referring them to a school counselor, psychologist, or other mental health service.

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Give advice about what to do. This may involve role-playing and thinking through how the child might react if the bullying occurs again.

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Work together to resolve the situation and protect the bullied child. The child, parents, and school or organization may all have valuable input. It may help to:

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  • Ask the child being bullied what can be done to make him or her feel safe. Remember that changes to routine should be minimized. He or she is not at fault and should not be singled out. For example, consider rearranging classroom or bus seating plans for everyone. If bigger moves are necessary, such as switching classrooms or bus routes, the child who is bullied should not be forced to change.
    • +
  • Develop a game plan. Maintain open communication between schools, organizations, and parents. Discuss the steps that are taken and the limitations around what can be done based on policies and laws. Remember, the law does not allow school personnel to discuss discipline, consequences, or services given to other children.
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Be persistent. Bullying may not end overnight. Commit to making it stop and consistently support the bullied child.

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Avoid these mistakes:

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  • Never tell the child to ignore the bullying.
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  • Do not blame the child for being bullied. Even if he or she provoked the bullying, no one deserves to be bullied.
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  • Do not tell the child to physically fight back against the kid who is bullying. It could get the child hurt, suspended, or expelled.
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  • Parents should resist the urge to contact the other parents involved. It may make matters worse. School or other officials can act as mediators between parents. 
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Follow-up. Show a commitment to making bullying stop. Because bullying is behavior that repeats or has the potential to be repeated, it takes consistent effort to ensure that it stops.

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Address Bullying Behavior

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Parents, school staff, and organizations all have a role to play.

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Make sure the child knows what the problem behavior is. Young people who bully must learn their behavior is wrong and harms others. 

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Show kids that bullying is taken seriously. Calmly tell the child that bullying will not be tolerated. Model respectful behavior when addressing the problem.

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Work with the child to understand some of the reasons he or she bullied. For example:

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  • Sometimes children bully to fit in. These kids can benefit from participating in positive activities. Involvement in sports and clubs can enable them to take leadership roles and make friends without feeling the need to bully.
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  • Other times kids act out because something else—issues at home, abuse, stress—is going on in their lives. They also may have been bullied. These kids may be in need of additional support, such as mental health services.
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Use consequences to teach. Consequences that involve learning or building empathy can help prevent future bullying. School staff should remember to follow the guidelines in their student code of conduct and other policies in developing consequences and assigning discipline. For example, the child who bullied can:

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  • Lead a class discussion about how to be a good friend.
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  • Write a story about the effects of bullying or benefits of teamwork.
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  • Role-play a scenario or make a presentation about the importance of respecting others, the negative effects of gossip, or how to cooperate.
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  • Do a project about civil rights and bullying.
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  • Read a book about bullying.
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  • Make posters for the school about cyberbullying and being smart online.
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Involve the kid who bullied in making amends or repairing the situation. The goal is to help them see how their actions affect others. For example, the child can:

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  • Write a letter apologizing to the student who was bullied.
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  • Do a good deed for the person who was bullied or for others in your community.
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  • Clean up, repair, or pay for any property they damaged.
    • +
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Avoid strategies that don’t work or have negative consequences.

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  • Zero tolerance or “three strikes, you’re out” strategies don’t work. Suspending or expelling students who bully does not reduce bullying behavior. Students and teachers may be less likely to report and address bullying if suspension or expulsion is the consequence.
    • +
  • Conflict resolution and peer mediation don’t work for bullying. Bullying is not a conflict between people of equal power who share equal blame. Facing those who have bullied may further upset kids who have been bullied.
    • +
  • Group treatment for students who bully doesn’t work. Group members tend to reinforce bullying behavior in each other.
    • +
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Follow-up. After the bullying issue is resolved, continue finding ways to help the child who bullied to understand how what they do affects other people. For example, praise acts of kindness or talk about what it means to be a good friend. 

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Support Bystanders Who Witness Bullying

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Even if kids are not bullied or bullying others they can be affected by bullying. Many times, when they see bullying, they may not know what to do to stop it. They may not feel safe stepping in in the moment, but there are many other steps they can take.

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+ + + + + + + + + + + + + + + + + + diff --git a/prevention/training-center/bullying-prevention-training-course/index.html b/prevention/training-center/bullying-prevention-training-course/index.html new file mode 100644 index 0000000..e9adfb6 --- /dev/null +++ b/prevention/training-center/bullying-prevention-training-course/index.html @@ -0,0 +1,1284 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Bullying Prevention Training Center | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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Getting Started

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The Bullying Prevention Training Module Presentation is a research-based resource that can help you lead bullying prevention efforts in your local community.

+ +

Bullying Prevention Training Module - PowerPoint

+ +

Bullying Prevention Training Module - PDF

+ +
+

Organizing a Community Event

+ +

The Community Action Toolkit includes materials to create a community event using the research, ideas and bullying prevention and response strategies that you learned about in the Training Module.

+ +

Community Action Toolkit - English - PDF

+ +

Equipo de acción comunitaria - Español - PDF

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Working with Stakeholders

+ +

The User Guides are tailored to 11 audiences that play a critical role in bullying prevention and include information for delivering this training.

+ +
+
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English User Guides

+ + +
+ +
+

Guías de Usuario

+ + +
+
+ +
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Trainings for Educators and School Bus Drivers

+ +

The National Center of Safe Supportive Learning Environments (NCSSLE) offers bullying prevention training toolkits filled with research-based, user friendly materials trainers can use for events and workshops. Each Training Toolkit includes a step-by-step facilitator's guide, a customizable power point presentation, handouts, and feedback form.

+ +

Creating a Safe and Respectful Environment on Our Nation's School Buses

+ +

Creating a Safe and Respectful Environment in Our Nation’s Classrooms

+ +

Get Smart, Get Help, Get Safe

+ +
+

Learn From Others

+ +

The Take Action Today booklet features stories of how different community leaders are working hard to prevent bullying in their schools and their communities.

+ +

Take Action Today Blog Series - PDF

+ +
+

Evidence Review of Bullying Prevention Strategies

+ +

The “Strengthen the Evidence Base for Maternal and Child Health (SEMCH) Programs” is a Health Resources and Services Administration-funded initiative that aims to support state Maternal and Child Health (MCH) Title V programs in developing evidence-based or evidence-informed State Action Plans in responding to the National Outcome Measures, National Performance Measures, and State Performance Measures to facilitate the transformation of the MCH Title V Block Grant program.

+ +

SEMCH recently released an evidence review of the current literature on strategies to address bullying. Although the intended audience for these briefs is Title V state health departments, the information has broad applicability to any individual or organization interested in bullying prevention. You can access to 3-page brief on the SEMCH website, as well as the full report.

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Additional Resources

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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+ + + +

Bullying Prevention Training Center +

+ + +
+
+ + + +
+ + + + + +
+ +
+
+ + + +

Getting Started

+ +

The Bullying Prevention Training Module Presentation is a research-based resource that can help you lead bullying prevention efforts in your local community.

+ +

Bullying Prevention Training Module - PowerPoint

+ +

Bullying Prevention Training Module - PDF

+ +
+

Organizing a Community Event

+ +

The Community Action Toolkit includes materials to create a community event using the research, ideas and bullying prevention and response strategies that you learned about in the Training Module.

+ +

Community Action Toolkit - English - PDF

+ +

Equipo de acción comunitaria - Español - PDF

+ +
+

Working with Stakeholders

+ +

The User Guides are tailored to 11 audiences that play a critical role in bullying prevention and include information for delivering this training.

+ +
+
+

English User Guides

+ + +
+ +
+

Guías de Usuario

+ + +
+
+ +
+

Trainings for Educators and School Bus Drivers

+ +

The National Center of Safe Supportive Learning Environments (NCSSLE) offers bullying prevention training toolkits filled with research-based, user friendly materials trainers can use for events and workshops. Each Training Toolkit includes a step-by-step facilitator's guide, a customizable power point presentation, handouts, and feedback form.

+ +

Creating a Safe and Respectful Environment on Our Nation's School Buses

+ +

Creating a Safe and Respectful Environment in Our Nation’s Classrooms

+ +

Get Smart, Get Help, Get Safe

+ +
+

Learn From Others

+ +

The Take Action Today booklet features stories of how different community leaders are working hard to prevent bullying in their schools and their communities.

+ +

Take Action Today Blog Series - PDF

+ +
+

Evidence Review of Bullying Prevention Strategies

+ +

The “Strengthen the Evidence Base for Maternal and Child Health (SEMCH) Programs” is a Health Resources and Services Administration-funded initiative that aims to support state Maternal and Child Health (MCH) Title V programs in developing evidence-based or evidence-informed State Action Plans in responding to the National Outcome Measures, National Performance Measures, and State Performance Measures to facilitate the transformation of the MCH Title V Block Grant program.

+ +

SEMCH recently released an evidence review of the current literature on strategies to address bullying. Although the intended audience for these briefs is Title V state health departments, the information has broad applicability to any individual or organization interested in bullying prevention. You can access to 3-page brief on the SEMCH website, as well as the full report.

+ +
+

Additional Resources

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+ U.S. flag +
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An official website of the United States government

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+ Dot gov +
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+ Official websites use .gov +

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+
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+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

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Best Practices for State Departments of Education +

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Understanding the Role of State Departments of Education

Each state within the U.S. has different bullying prevention laws and policies. In order to comply with these policies and, more importantly, create healthy school climates that promote positive relationships, it is important that educators, parents, students, and policymakers work together. Preventing bullying should be the focus of state efforts – using compelling evidence about what works to drive bullying prevention and intervention efforts.

Preventing Bullying through Science, Policy and Practice: Report Recommendations

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Best Practices for State Departments of Education Research Summary + +
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There are many promising approaches to reducing bullying. The National Academies of Sciences, Engineering, and Medicine report, Preventing Bullying through Science, Policy, and Practice, highlights evidence on bullying prevention. State Departments of Education should:

  • Use a common definition of bullying, and to include cyberbullying in the definition;
  • Use a common definition of harassment, and to include information about schools’ obligations under federal laws to address harassment based on race, color, national origin, sex (including sexual orientation and sex identity), disability, and religion.
  • Collect local data on the prevalence of all forms of bullying, including electronic, verbal, relational, physical, and bias-based bullying;
  • Lead the effort in collecting these data and sharing data at district, state, and federal levels; and
  • Work with researchers to assess anti-bullying laws and the impact on other forms of youth violence such as harassment, fighting, dating violence, and carrying weapons.

State enforcement of anti-bullying laws and policies will help create positive school climates. Best practices in bullying prevention and intervention indicates that teachers, administrators, parents, and students should all receive training in bullying prevention and in their state laws and policies. Accordingly, individual state laws and policies inform and drive the development of district and school-level laws and policies.

Using Laws and Policies Effectively to Prevent Bullying

Anti-bullying laws and policies have a positive effect on reducing bullying and protecting students. It is essential for school administrators, teachers, parents, and students to be aware of anti-bullying policies, including what applies and what does not.

There are some important things to keep in mind when implementing anti-bullying policies:

  • School attorneys and school boards should work together to communicate the scope and function of anti-bullying laws and policies.
  • State Departments of Education should lead their states bullying prevention initiatives.
  • Zero tolerance policies (i.e., suspension and expulsion) are not successful at reducing bullying and, in fact, may have negative consequences.
  • State Departments of Education should research and provide evidence-based alternative intervention strategies for bullying.
  • One promising approach is the use of restorative justice, where those who bully make amends for their behavior and are taught more prosocial (actions that promote inclusion) ways of interacting.

Furthermore, Preventing Bullying through Science, Policy, and Practice recommends that the U.S. Department of Education’s Office on Civil Rights along with each state’s Attorney General’s office, and state Departments of Education work together with researchers to collect data on the development, efficacy, and implementation of anti-bullying laws and policies. The report also recommends convening researchers, legislative members, educators, and community members to review anti-bullying laws and policies and to research their impact. Finally, the report recommends providing state-level findings to state legislatures and the U.S. Congress, which will advance knowledge of evidence-based bullying prevention and intervention strategies.

Testing New and Innovative Prevention Strategies

To date, there is no coordinated effort across state Departments of Education to prevent, identify, and use evidence-based practices to respond to bullying. Therefore, state commissioners of education are encouraged to prioritize testing new and innovative bullying prevention strategies. A comprehensive compilation of resources and studies on bullying prevention can be found at StopBullying.gov and the Strengthen the Evidence Base for Maternal and Child Health Evidence Review on bullying conducted by the Women’s and Children’s Health Policy Center at Johns Hopkins University. Prioritization of bullying prevention and intervention and coordinated efforts across researchers, policymakers, and state Departments of Education are necessary to effectively prevent, intervene in, and ultimately reduce bullying behaviors.

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Source and Research Limitations

The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Bullying and Pediatricians +

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Parents and Providers: Partnering with Healthcare Providers to Respond to Bullying

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Bullying is a pervasive public health concern among youth in the United States. In 2015, approximately 1 in 5 students ages 12-18 reported being bullied at school during the school year, translating to millions of youth being impacted across the country. Because bullying is a form of aggressive behavior, it can be traumatizing and negatively affect children’s development, social functioning, educational performance, and mental and physical health. Kids who bully others often get into trouble – including physical fights – at school.

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Effects of Bullying and Cyberbullying on Kids

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Common Symptoms Stemming from Bullying
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Bullying and Pediatricians Fact Sheet + +
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Bullying typically happens in person or through electronic means, also known as cyberbullying. The Centers for Disease Control and Prevention defines bullying as:

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Any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm.

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While bullying may have been viewed as a rite of passage in the past, there is now evidence that bullying can have lasting, negative effects on health and wellbeing. Bullying is also recognized as a risk factor for suicide – now the second leading cause of death for teens. For this reason, bullying prevention is a significant focus in education and other places where children and adolescents often come together, like faith communities, summer camps, athletics, and after school programs – and in health care as well.

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While any child can experience bullying, some are at higher risk. This includes children and adolescents who are socially isolated, who are overweight or underweight, or who are living with a disability, among other risk factors. Anything that might cause children or adolescents to be perceived as different from their peers could put them at increased risk of being bullied.

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The Important Role of Healthcare Providers

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Healthcare providers can be important allies in determining if a child is being bullied or why bullying behavior may have surfaced. Healthcare providers – including pediatricians, nurses, and physician assistants – can alert parents to signs – that bullying may be continuing, that their child might be depressed, and if it is affecting health or other aspects of life. They can offer supportive referrals to address health and mental health concerns.

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Parents are often the first to notice some of the subtle shifts that take place with children or adolescents who are affected by bullying. Their child may talk less. They may isolate themselves from friends. They may have trouble sleeping or struggle academically. They may not want to go to school, to avoid further torment by the child who is doing the bullying. Noticing behavior changes can open avenues for conversation – an important first step to intervene.

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Three Steps Healthcare Providers Can Take to Prevent
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and Protect Children from Bullying
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Of course, sometimes parents may not know when a child or adolescent is experiencing bullying. If a parent suggests that a child may be depressed or struggling with something, the healthcare provider can have that important conversation that may reveal what is happening and if bullying is occurring.

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If bullying is suspected, a healthcare provider may ask the child or adolescent about how school is going, their friends and what activities they do together, if bullying occurs at school, and what teacher or other adult would be safe to talk with if there is a problem. These questions can open deeper discussion to determine what might be most helpful.

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There has been a trend to integrate behavioral health into primary care, including pediatrics – so when bullying is identified, sometimes a behavioral health counselor is available to assist right away. If not, the provider can make referrals to the appropriate services in the community.

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The most important thing for parents to remember is that if they notice a shift in their child’s behavior or have concerns about bullying, they should reach out for help – and healthcare providers are caring resources that can provide effective relief, healing, and intervention.

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Source and Research Limitations
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The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

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This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Bullying as an ACE +

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Bullying as an Adverse Childhood Experience (ACE)

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ACE, or adverse childhood experience, is a potentially traumatic event that can have negative, lasting effects on a person. For children and youth in situations of prolonged and repeated abuse – like bullying and cyberbullying – the impact can affect their development, the way they interact with others, and how they perform in school. It may also affect mental and physical health.

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ACEs and Health

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The Adverse Childhood Experiences Study, or ACE Study, asked people to complete a confidential survey during their routine physical exam. The questionnaire asked about childhood experiences and current health and behaviors. The study looked at the effect of adverse experiences on a child, across the lifespan. The study showed that people who had multiple ACEs were, on average, at a much higher risk for serious health issues and a shorter life expectancy – sometimes by decades. This may be due to coping behaviors to ease emotional pain – like substance use and self-injury – that can compromise health. Because of the repeated nature of bullying, it may be experienced as ACEs for those who are bullied. We also know that bullying can cause anxiety, depression, or other mental health concerns that may be treated with medications, even as these drugs can also affect overall health or cause other symptoms or side effects.

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Bullying as an Adverse Childhood Experience (ACE)

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A child who is bullied may experience negative mental health effects – there may be feelings of sadness, loneliness, and isolation. Physical health can also be affected—sleep disturbance, heart disease, eating disorders and other ailments can last into adulthood. Academic performance and participation may slump and some may retaliate with violence. Bullying is also a risk factor for youth suicide. Violence is an ACE from any perspective. Children and youth who bully have a higher prevalence of violent fighting, vandalism, and criminal activity. In addition, those who witness others being bullied may experience this as an ACE. Witnesses of bullying have a higher rate of tobacco, alcohol, and drug use. Exposure to physical and emotional violence can result in myriad negative mental health and physical health consequences. Cyberbullying brings added injury and stress due its immediate, indefinite, viral, and permanent nature. The emotional injury can affect children’s view of the world, how they related to people, and where they feel safe and understood.

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Addressing ACEs and Preventing Bullying

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The effects of trauma are cumulative and can affect health across the lifespan. Some strategies to address ACEs and prevent bullying that are used by schools and other programs can be applied to the public health arena:

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Trauma-Sensitive Schools – This approach ensures that all school staff – from the principal to the janitor – understands the nature and impact of trauma. A student’s behavior can be a sign that they have been exposed to trauma. This approach recognizes the trauma, responds with compassion and intervention, and avoids certain responses that do more harm than good (such as isolation and suspension). Public health entities can apply this approach with their own staff.

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Social-Emotional Learning – Social-emotional learning, or SEL, teaches children at a young age how to name and recognize their feelings and builds skills to manage emotions. This approach provides children the opportunity to work together, understand each other, take responsibility, and to resolve disagreements peacefully. By understanding each other personally, children are less likely to bully or do other unkind acts to each other. If bullying does occur, SEL approaches can be helpful to name what is happening, identify the feelings behind the actions, and to resolve. Healthcare providers can infuse these skills whenever they interact with children.

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Mindfulness – Many schools are seeing the benefits of teaching mindfulness – or the skill to become aware of thoughts, emotions, and behavior – to children. Mindfulness is usually goal oriented and guided by teachers. Mindfulness can be a useful skill to students who may be inclined to act out or who have bullied in the past, where they can identify escalating feelings before acting on them. Public health agencies can offer resources on mindfulness to children and families.

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Circle Discussions – This approach is used to draw out open discussion, build understanding, and bring about justice when there is unrest. Circles were developed as a means to shift away from punishment to a more collaborative approach to respond to the question: What can we do to make things right? Guided by community-building questions, all children and youth in the class or group are asked to participate, but can decline if they do not want to participate. If bullying occurs, circle discussions can bring the group together to focus on supportive, collaborative, and healthy actions.

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Restorative Justice – Restorative Justice programs focus on restoring the relationships and repairing harm. Schools are also using restorative justice as a way to bring all parties together to repair the harm that was done. Like circle discussions, restorative justice moves away from individual punishment to community learning. This approach can be very helpful for children and youth to understand bullying from the perspective of the person being bullied, the person bullying another, and the witnesses. Restorative Justice programs are led by adults who have had considerable professional training and are not a form of peer mediation. Peer mediation or conflict resolution are not recommended to deal with bullying.

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While many of these efforts occur in school, they can happen in other places where children and youth come together. Efforts to help children and youth heal, understand, and to work together needs to happen through State and community collaborations, looking beyond education to after school programs, sport activities, summer camps, and social media platforms.

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The ACE Study is just one of many examples that underscore the importance of prevention and action. Bullying can be an ACE for children and can have long-lasting effects. State and community collaboration is essential to the health and future of children. By building empathy, social-emotional skills, and trauma-informed communities, bullying can be identified and addressed immediately. Having these preventive practices in place should make bullying less frequent, while affording children and youth skills that they can use throughout life.

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Download PDF

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Source and Research Limitations
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The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

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This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Bystanders are Essential to Bullying Prevention and Intervention + +
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Bullying can have significant mental, developmental, and social effects, which is why it is a public health concern. When it comes to prevention many people can take an active role to intervene – especially bystanders. A bystander to bullying is anyone who witnesses bullying either in person or in digital forms like social media, websites, text messages, gaming, and apps. When bullying occurs, bystanders are present 80 percent of the time.Espalage, D., Pigott, T., Polanin, J. (2012) "A Meta‐Analysis of School‐Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior." School Psychology Review, Volume 41, No. 1, 47–65. A bystander has the potential to make a positive difference in a bullying situation, particularly for the youth who is being bullied. When youth who are bullied are defended and supported by their peers, they are less anxious and depressed.Salmivalli, C., (2014) "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?," Theory Into Practice, 53:4, 286‐292, DOI: 10.1080/00405841.2014.947222. To link to this article: https://doi.org/10.1080/00405841.2014.947222 When bystanders to bullying intervene, bullying stops within 10 seconds 57 percent of the time.Espalage, D., Pigott, T., Polanin, J. (2012) "A Meta‐Analysis of School‐Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior." School Psychology Review, Volume 41, No. 1, 47–65. Sometimes adolescents and young adults who witness bullying are not sure what their role is and or what they can do to address bullying. Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001

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Bystander Roles

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Bystanders can play different roles in bullying situations:

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  • Outsiders witness the bullying situation, but stay out of it and do not get involved.Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). "Bystander Motivation in Bullying Incvalueents: To Intervene or Not to Intervene?" Western Journal of Emergency Medicine, 13(3), 247–252. http://doi.org/10.5811/westjem.2012.3.11792 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/
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  • Defenders help by intervening when bullying occursEspalage, D., Pigott, T., Polanin, J. (2012) "A Meta‐Analysis of School‐Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior." School Psychology Review, Volume 41, No. 1, 47–65. or extend support to the person being bullied – privately or in the moment – or take other actions to address the bullying.
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  • Reinforcers support the youth who bullies or bullying behaviorEspalage, D., Pigott, T., Polanin, J. (2012) "A Meta‐Analysis of School‐Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior." School Psychology Review, Volume 41, No. 1, 47–65. and may laugh, encourage, or cheer during or after the bullying incident.Salmivalli, C., (2014) "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?," Theory Into Practice, 53:4, 286‐292, DOI: 10.1080/00405841.2014.947222. To link to this article: https://doi.org/10.1080/00405841.2014.947222
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  • Assistants help the individual doing the bullying and join in. For example, an assistant may physically restrain or block the target of bullying so that they cannot get away.Salmivalli, C., (2014) "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?," Theory Into Practice, 53:4, 286‐292, DOI: 10.1080/00405841.2014.947222. To link to this article: https://doi.org/10.1080/00405841.2014.947222
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Cyberbullying has also been linked to psychological problems. Kids who have been cyberbullied reported higher levels of depression and thoughts of suicide, as well as greater emotional distress, hostility, and delinquency compared with peers who were not.

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While bullying can lead to psychological problems, kids who have mental health concerns to begin with are also more likely to be bullied. Therefore, this is a complex cycle that is not easy to study and understand.

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Why Bystanders Intervene or Not

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There are many reasons why youth may or may not intervene or defend the target of bullying.

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Some reasons bystanders do not intervene or respond to the bullying include:

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  • Fear of retaliation and being bullied themselves.Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001, Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). "Bystander Motivation in Bullying Incvalueents: To Intervene or Not to Intervene?" Western Journal of Emergency Medicine, 13(3), 247–252. http://doi.org/10.5811/westjem.2012.3.11792 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/
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  • Fear of losing their social status. Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001
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  • They are not friends with the target of the bullying.Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). "Bystander Motivation in Bullying Incvalueents: To Intervene or Not to Intervene?" Western Journal of Emergency Medicine, 13(3), 247–252. http://doi.org/10.5811/westjem.2012.3.11792 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/
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  • Lack of knowledge about the individuals involved, the incident, and whether they perceive someone to be right or wrong in the situation.Salmivalli, C., (2014) "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?," Theory Into Practice, 53:4, 286‐292, DOI: 10.1080/00405841.2014.947222. To link to this article: https://doi.org/10.1080/00405841.2014.947222, Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001, Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). "Bystander Motivation in Bullying Incvalueents: To Intervene or Not to Intervene?" Western Journal of Emergency Medicine, 13(3), 247–252. http://doi.org/10.5811/westjem.2012.3.11792 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/
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  • Awareness about a specific situation that takes into account the people involved and information about their on‐going actions.
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  • They do not believe teachers or school staff will address the bullying.Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001
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  • They believe that adults will make the bullying worse.
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  • They do not know what to do to intervene or address bullying.Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001
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Bystanders do intervene or defend the targets of bullying because they: 

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  • are friends with the target of bullying Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). "Bystander Motivation in Bullying Incvalueents: To Intervene or Not to Intervene?" Western Journal of Emergency Medicine, 13(3), 247–252. http://doi.org/10.5811/westjem.2012.3.11792 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/
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  • are morally engagedForsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001 and treat others with respect or believe "bullying is wrong"
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  • consider how serious or dangerous the behavior is and how frequently it occursForsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001
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  • view the target of bullying as innocentForsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001
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  • have empathy and sympathy for the target of the bullyingForsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001
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  • believe teachers or school staff will appropriately address bullying Forsberg, C., Wood, L., Smith, J., Varjas, K., Meyers, J., Jungert, T., and Thornberg, R. (2018) "Students’ views of factors affecting their bystander behaviors in response to schoolbullying: a cross‐collaborative conceptual qualitative analysis," Research Papers in Education, 33:1, 127‐142, DOI: 10.1080/02671522.2016.1271001 To link to this article: https://doi.org/10.1080/02671522.2016.1271001
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Prevention and Intervention

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Bystanders can take positive actions to prevent bullying and to address it while it is happening or after it occurs. Parents, teachers, and other caring adults can recommend safe ways that bystanders can prevent, intervene, or address bullying.

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Prevention steps include: 

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  • Being inclusive by welcoming others to join their activities and groupsSalmivalli, C., (2014) "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?," Theory Into Practice, 53:4, 286‐292, DOI: 10.1080/00405841.2014.947222. To link to this article: https://doi.org/10.1080/00405841.2014.947222
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  • Being a role model for pro-social behavior by showing kindness, respect, and empathy for others.
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  • Walking or sitting with or near vulnerable kids who may be targets of bullying.
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  • Getting involved with bullying prevention efforts at school or in the community
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Bystander interventions during a bullying incident may include:

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  • Intervening as a groupSalmivalli, C., (2014) "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?," Theory Into Practice, 53:4, 286‐292, DOI: 10.1080/00405841.2014.947222. To link to this article: https://doi.org/10.1080/00405841.2014.947222
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  • Changing the subject
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  • Questioning the bullying behavior
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  • Stating approval of the victim and validating his or her social status
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Bystanders can address bullying after it happens by:

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  • Reporting the bullying to a trusted adult, parent, teacher, or school administrator.
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  • Reaching out privately to the person doing the bullying to express concern, if they feels safe to do so
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Teachers and Schools

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Teachers and schools play an important part in helping students understand their roles in bullying situations. When teachers and schools address bullying consistently, students have an expectation that the role they play in bullying matters. Teachers can conduct activities to enhance student’s social emotional learning and provide safe strategies for supporting their peers.Salmivalli, C., (2014) "Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?," Theory Into Practice, 53:4, 286‐292, DOI: 10.1080/00405841.2014.947222. To link to this article: https://doi.org/10.1080/00405841.2014.947222 Adults in schools can also be role models, reward positive social behavior, and set the tone for healthy social relationships. By understanding the different roles they play in bullying situations, bystanders can take positive actions to address and reduce bullying.

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Source and Research Limitations
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This report includes the most up to date research on bullying, but it is important to note that this research has several important imitations. Most of the research is cross sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Another limitation is that many of the studies use self reports to identify who bullied or was bullied and to capture symptoms or experiences. While the use of self report is common in bullying research, it can result in biases or errors. The study participants must report information accurately, and some children may not want to admit to others that they have been bullied or have bullied others.

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Consequences of Bullying +

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It is important for parents and people who work with children and adolescents to understand that bullying can have both short- and long-term effects on everyone involved. While most research on bullying has been about children and adolescents who have been bullied, those who bully others are also negatively impacted, as are those who are both bullied and bully others, and even those who are not directly involved but witness bullying.

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Children Who Have Been Bullied

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Research has found that children and adolescents who have been bullied can experience negative psychological, physical, and academic effects.

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Psychological Effects

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The psychological effects of bullying include depression, anxiety, low self-esteem, self-harming behavior (especially for girls), alcohol and drug use and dependence, aggression, and involvement in violence or crime (especially for boys). While bullying can lead to mental health problems for any child, those who already have mental health difficulties are even more likely to be bullied and to experience its negative effects.

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Cyberbullying – bullying that happens with computers or mobile devices – has also been linked to mental health problems. Compared with peers who were not cyberbullied, children who were cyberbullied report higher levels of depression and thoughts of suicide, as well as greater emotional distress, hostility, and delinquency.

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Physical Effects

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Bullying and Suicide

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Bullying is a risk factor for depression and thinking about suicide. Children who bully others, are bullied, or both bully and are bullied are more likely to think about or attempt suicide than those who are not involved in bullying at all.

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The physical effects of bullying can be obvious and immediate, such as being injured from a physical attack. However, the ongoing stress and trauma of being bullied can also lead to physical problems over time. A child who is bullied could develop sleep disorders - such as difficulty falling asleep or staying asleep - stomachaches, headaches, heart palpitations, dizziness, bedwetting, and chronic pain and somatization (i.e., a syndrome of distressful, physical symptoms that cannot be explained by a medical cause).

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Being bullied also increases cortisol levels – a stress hormone – in the body, which typically happens after a stressful event. Stress from bullying can impact the immune system and hormones. Imaging studies show that brain activity and functioning can be affected by bullying, which may help explain the behavior of children who have been bullied.

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Academic Effects

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Research has consistently shown that bullying can have a negative impact on how well children and adolescents do in school. It has a negative impact on both grades and standardized test scores starting as early as kindergarten and continuing through high school.

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Children Who Bully and Those Who Witness Bullying

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Very little research has been done to understand the effects of bullying on children who bully, and those who witness bullying (e.g., bystanders). More research is needed to understand the consequences of bullying on the individuals who bully others, particularly to understand the differences between those who are generally aggressive and those who bully others.

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Studies of children who witness bullying usually focus on their role in the bullying situation (e.g., if they backed up the child who bullied, or defended the victim) and why they did or did not intervene. While studies rarely assess the effects of bullying exposure on the witness, some research has found that bullying witnesses experience anxiety and insecurity based on their own fears of retaliation.

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Children Who Bully and Are Also Bullied

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Children and adolescents who bully others and who are also bullied are at the greatest risk for negative mental and physical health consequences, compared to those who only bully or are only being bullied. These children and adolescents may experience a combination of psychological problems, a negative perception of themselves and others, poor social skills, conduct problems, and rejection by their peer group.

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Compared with non-involved peers, those who have bullied others and have also been bullied have been found to be at increased risk for serious mental illness, be at high risk for thinking about and attempting suicide, and demonstrate heightened aggression.

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Conclusion

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Exposure to bullying in any manner – by being bullied, bullying others, or witnessing peers being bullied – has long-term, negative effects on children. The School Crime Supplement to the National Crime Victimization Survey found that in 2015, about 21 percent of students ages 12-18 reported being bullied at school during the school year. Given the prevalence of youth exposed to bullying across the nation, it is important to understand the consequences of bullying on children and adolescents, how it relates to other violent behaviors and mental health challenges, in order to effectively address them.

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Source and Research Limitations
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The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

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This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Teach Digital Citizenship Skills to Prevent Cyberbullying

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Digital citizenship is appropriate, responsible behavior when using technology. This includes social media, websites, online forums, communities, comments, and in apps and other device features. Teaching children and teens digital citizenship skills can help to prevent cyberbullying and its negative effects. When children learn positive online behaviors, social media can be used in productive ways.

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Teenagers are often the first to use new social media and digital technology. Research shows that 95% of American youth aged 12‐17 use the internet.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center. Among U.S. teens that use social media, 88% witness mean or cruel behavior, 67% observe others joining in those negative behaviors, and 21% admit to joining in at least once in a while.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center. Parents are the first source of advice teens go to about responsible internet use. And parents can monitor what their children do online in a variety of ways. Teachers are the second source of information for teens.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center. Both parents and teachers play an important role in teaching digital citizenship skills, including digital safety and digital etiquette.Jones, L., Mitchell, K. (2016). "Defining and Measuring Youth Digital Citizenship." New Media & Society 2016, Vol. 18(9) 2063–2079. doi: 10.1177/1461444815577797.

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Digital Safety

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Digital safety involves identifying and taking measures to protect against potential risks when using devices, apps, and the internet. Sharing personal information online can put children and teens at risk for the misuse of personal data, cyberbullying, and exposure to harmful content that may contain violence, suicide, and racist and adult material. Teens may not want or intend to access or post inappropriate content online. However, 44% admitted to giving a false age to access a website or sign up for an online account.1 Parental knowledge and involvement in mediating teenagers’ online activities influence whether teens behave appropriately and responsibly when using digital technologies.Wang, X., & Xing, W. (2018). "Exploring the Influence of Parental Involvement and Socioeconomic Status on Teen Digital Citizenship: A Path Modeling Approach." Journal of Educational Technology & Society, 21(1), 186–199.

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To reduce risks, parents can help their children set the privacy controls on their devices and accounts to ensure their children’s content is not shared with the public. Parents should proactively discuss the types of content and information that is safe or acceptable to share, post, and view online. It is important to foster open dialogue in which youth feel comfortable sharing their cyber experiences with caregivers and other supportive adults. Other tactics parents can use to ensure their children’s online safety include:

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  • Following their child’s social media accounts.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Checking the websites that their child visited.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Knowing the passwords to their child’s email, social media accounts, and cell phones.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Searching online for information available about their child.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center
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Digital etiquette refers to an individual’s conduct online and in their use of technology. The virtual nature of social media and the privacy of using individual devices can embolden some to say or do things in cyberspace that they would not do in person. Appropriate behavior for digital interactions should follow the same social guidelines as face‐to‐face interactions.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium." Digital etiquette also extends to conduct beyond the screen – how and when individuals use their devices around others in different social settings.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium." Teaching good digital etiquette skills involves:

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  • Talking about what to do when children or teens witness cyberbullying or hurtful content.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Discussing appropriate content children or teens can share, view, or access online.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Reviewing appropriate behavior toward others onlineAnderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center. so that online interactions follow the same social guidelines as face‐to‐face interactions.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium."
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  • Role modeling and discussing respectful and tolerant behavior of others; including not posting hurtful, mean, vengeful, or disrespectful content.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Role modeling appropriate device use including the amount of time spent on devices, and use of devices around others.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium."
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  • Discussing places that should be device‐free, like bathrooms and locker rooms.
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  • Talking about the permanency of content posted online, and how this can affect online reputation and can have negative consequences with college and job applications.
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  • Setting limits at every age for use of devices.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium."
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Adults should teach digital citizenship skills to reinforce to children and teens that when they are using their voices online they must choose their words wisely and speak with respect and compassion. Most of these strategies should be used, discussed, and updated on an ongoing basis to address the changing social needs of children and teens as they get older, and with the emergence of new technologies. By being a role model for good digital citizenship and providing ongoing guidance on digital safety and etiquette, parents, teachers, and other caregivers can help prevent harmful behavior from happening, including cyberbullying.

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Source and Research Limitations
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This report includes the most up to date research on bullying, but it is important to note that this research has several important imitations. Most of the research is cross sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Another limitation is that many of the studies use self reports to identify who bullied or was bullied and to capture symptoms or experiences. While the use of self report is common in bullying research, it can result in biases or errors. The study participants must report information accurately, and some children may not want to admit to others that they have been bullied or have bullied others.

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How Youth Can Protect Themselves From Bullying +

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Youth often ask: "What can I do to help stop bullying?" and "How can I protect myself from being bullied?" These are difficult questions to answer, and sometimes parents, teachers, and principals struggle to address them. Yoon, J., Sulkowski, M. L., & Bauman, S. (2016). "Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts." Journal of School Violence, v15 n1, 91-113. Findings from some recent studies of new and innovative strategies can help youth to protect themselves from bullying. While considering the important role of parents, educators, and adults at school, this summary covers protective factors to prevent bullying as well as innovative strategies for youth that can reduce the likelihood of being bullied.

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Protective Factors

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One of the best ways that youth can protect themselves against being bullied is through healthy friendships and positive relationships with classmates.Hong, J. S., & Espelage, D. L. (2012). "A review of research on bullying and peer victimization in school: An ecological system analysis." Aggression and Violent Behavior, 17, 311-322. doi: 10.1016/j.avb.2012.03.003. A wealth of research indicates that having a healthy peer network protects against being bullied and also helps reduce the negative effects of being bullied, such as feeling depressed and anxious.Salmivalli, C. (2010). "Bullying and the peer group: A review." Aggression and Violent Behavior, 15, 112-120. doi: 10.1016/j.avb.2009.08.007. In addition, having positive peer relationships also can increase the likelihood that peer bystanders will step in to intervene and help stop bullying when it occurs.Kärnä, A., Voeten, M., Poskiparta, E., & Salmivalli . (2010). "Vulnerable children in varying classroom contexts: Bystanders' behaviors moderate the effects of risk factors on victimization." Merrill-Palmer Quarterly, 56, 261-282. doi: 10.1353/mpq.0.0052.

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Research also indicates that having positive relationships with teachers is associated with a reduced risk of being bulliedYoon, J. S., & Barton, E. (2008). "The role of teachers in school violence and bullying prevention." In School Violence and Primary Prevention, 249-275. Springer New York. and that hostile teacher-student relationships are associated with higher levels of bullyingLucas-Molina, B., Williamson, A. A., Pulido, R., & Pérez-Albéniz, A. (2015). "Effects of teacher-student relationships on peer harassment: A multi-level study." Psychology in the Schools, 52, 298-315. doi: 10.1002/pits.21822.. So it is important for youth to seek out and maintain both healthy peer and adult relationships to reduce the likelihood that they will be bullied.

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Youth can also reduce their exposure to environments in which bullying frequently occurs such as areas of schools with poor adult supervision or in social media settings where negative and hurtful communication occurs. In those instances where youth are in these environments, they should take extra caution, such as walking between classes with friends or a supportive peer, and protecting their identity online and the information they share electronically.

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New and Innovative Strategies

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Although research on this topic is emerging, efforts to deflect bullying may also be effective in some situations. Deflecting is doing something to take away the power of bullying and make the behavior less effective. For example, youth with strong social skills can use humor to deflect bullying. One study found that using humor or “telling a joke” was a more effective response to bullying than some of the more typical responses, like pretending not to be bothered, depersonalizing, retaliating, telling the aggressor to stop, appealing to the aggressor’s empathy, walking away, telling an adult at home, telling an adult at school, and telling a friend.

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Here are a few ways that have been shown to be effective in responding to bullying and cyberbullying that youth can use:

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Specific Strategies Youth Can Use to Deal with Bullying

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  • Seek assistance from an adult, friend, or classmate when a potentially threatening situation occurs.
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  • Be assertive (not aggressive, fighting, or teasing back) when possible.
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  • Use humor to deflect a potential threatening situation.
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  • Avoid unsafe places or walk away before a potential bullying encounter occurs.
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  • Agree with or “own” a belittling comment to defuse it.
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  • Walk with friends or a small group of friendly peers.
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  • Use positive self-statements to maintain positive self-esteem during an incident.
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  • Avoid getting emotionally upset when bullying occurs, as this may embolden the person bullying.
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Strategies Youth Can Use to Prevent Cyberbullying

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  • Never accept friend or network requests from unfamiliar people.
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  • Use the “mom” principle: Do not post or share photographs or movies that you would not be willing to share with your mother, father, or another important caregiver.
    • +
  • Follow the “forever” principle: Assume that everything you put online will be there forever.
    • +
  • Follow the “no privacy” principle: Assume that everyone can access information about you in cyberspace.
    • +
  • Follow the “ex” principle: Would you be okay with your ex-boyfriends or girlfriends having access to content that you are planning to share?
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  • Block threatening or questionable people from seeing your profile and personal information.
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  • Do not post provocative, scandalous, or inflammatory remarks online.
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  • Regularly change passwords to sites and applications, and immediately delete profiles that have been hacked.
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  • Avoid sites, networks, and applications that have poor security, provide easy access to personal information, or encourage interactions among strangers.
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  • Ensure that information is approved before it is posted or shared socially.
    • +
  • Limit involvement in social networking to a few familiar sites.
    • +
  • Avoid joining sites that do not have adequate privacy settings.
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Importance of Anti-Bullying Laws +

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Understanding Anti-Bullying Laws and Policies

One of the goals of every educator, parent, and student is to prevent bullying from happening. Anti-bullying laws are one prevention strategy that can change social norms. When researchers in the United States began studying bullying in the early 1990s, there were only a few anti-bullying laws and policies. Now, every state and most U.S. commonwealths and territories have a law or policy on bullying. Although no federal policy exists specific to bullying, other federal laws provide certain protections.

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Importance of Anti-Bullying Laws + +
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Civil rights and anti-discrimination laws exist to protect groups of individuals who have historically experienced harassment and discrimination (e.g., religious minorities, women, ethnic minorities). In addition, the Individuals with Disabilities Education Act (IDEA) provides certain supports for students, when bullying interferes with receiving a free and appropriate public education. Schools may be in violation of these federal laws when bullying is based on race or ethnicity, color, national origin, sex, disability or religion. While it is important that states have laws and policies on bullying to help guide schools, there is a lot of variability in terms of the scope of these laws and policies.

Developing Anti-Bullying Laws and Policies

The U.S. Department of Education’s Office of Civil Rights issued a “Dear Colleague Letter” in 2010 that outlines bullying-related federal laws, and reviews schools’ responsibilities to respond effectively to bullying. The U.S. Department of Education also identified 11 recommended guiding principles that schools can use to develop a comprehensive policy to support an anti-bullying climate. The components are:

  • Purpose statement
  • Scope of the policy
  • Definition of bullying
  • Specifying protected classes who have historically been bullied
  • Implementation of local education area (LEA) policies
  • Essential components for LEAs
  • Commitment to regularly review the policy
  • Communication plan for notifying parents, students, and staff regarding bullying
  • Training and education for students, staff, and parents
  • Plan for monitoring and data collection
  • Statement that the policy does not preclude targets and their families from seeking other legal remedies

Researchers have found that three specific components in anti-bullying laws decreased the odds of a child being bullied by 20 percent. Specifically, these anti-bullying laws had:

  • a statement of scope,
  • a clear description of the prohibited behavior, and
  • a requirement that school districts develop, implement, and monitor local policies. (See Ohio’s policy as an example.)

Implementing Anti-Bullying Laws and Policies

It is incumbent on state departments of education and state legislatures to provide leadership and guidance to schools on antibullying laws and policies. Ideally, state education agencies, state legislatures, and researchers will benefit from convening annual work groups to develop, implement, and monitor anti-bullying laws and policies.

When schools do not comply with federal or state laws, the school system is at-risk of litigation. Lawsuits are expensive, timeconsuming, often do not result in positive outcomes for the plaintiffs (i.e., the victims), and are not an effective remedy for bullying. Researchers reviewed over 20 years of cases and found that court decisions ruled in favor of the plaintiffs in only 2 percent of claim rulings.

Need for Additional Research on the Impact of Anti-Bullying Laws and Policies

Effective laws and policies are an initial step in providing guidance to researchers, educators, and policymakers working together to create positive school climates. Emerging evidence indicates that anti-bullying laws and policies can be effective in reducing bullying among school-aged youth. The research is clear that “zero tolerance” policies are not effective in reducing bullying. Additional research is needed to study which policies and laws are effective in reducing bullying. Studies that employ time-series analyses can examine the relationship of laws and policies on bullying behavior over time. Mixed methods research designs also add an important qualitative element to understanding a complex social problem like bullying. As additional research studies, program evaluations, and policy analyses are conducted, educators and youth-serving organizations will be better positioned to prevent bullying, and to effectively address it when it occurs.

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  3. + Preventing Bullying Through Moral Engagement +
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Preventing Bullying Through Moral Engagement +

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Understanding Moral Engagement

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Moral self-view – or morality – is an individual's standards of behavior or beliefs concerning what is and is not acceptable to do. Children and young people are still in the process of forming their beliefs and are influenced by the actions of the people around them. An individual’s morals can be shaped by the actions and beliefs of people in their family, religious groups, culture, and in school and other social settings. Moral engagement is a person’s commitment to positive social interactions and thoughtful care of others. Research has shown that there is a connection between an individual’s moral self-view and their behavior.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. Individuals who value and express empathy and concern for others, and who behave positively in social settings, display a sense of moral engagement.

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Moral Engagement and Bullying

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Moral Engagement + +
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Empathy and moral self-view play a role in an individual’s potential for aggressive and bullying behavior, as well as in their capacity for positive social interactions.Pozzolia, T., Ginia, G., Thornbergb, R. (2016). "Bullying and defending behavior: The role of explicit and implicit moral cognition." Journal of School Psychology, (59) 67-81. doi: 10.1016/j.jsp.2016.09.005. An individual who is socially kind and ethical may be less susceptible to bullying because they behave civilly toward others. A student who is morally engaged may be bothered by the mistreatment of others and find it harder to ignore. Their concern may lead them to take action and address the bullying in some way or to reach out to a trusted advisor to help deal with the situation. A morally engaged individual – including students, teachers, coaches, counselors, educators, parents, extra-curricular staff, and faith-based leaders – can influence others through their positive social behavior.

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The Role of Educators in Moral Engagement and Bullying

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Because peer aggression and bullying commonly occur at schools, affecting students’ wellbeing and learning environment, teachers, coaches, counselors, and other school staff have the important task of being role models for moral engagement and respectful behavior. Teachers’ responses to bullying and other harmful acts send clear messages to students about acceptable and unacceptable behavior toward others.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. In effect, not responding or intervening when bullying or aggressive behavior occurs can be perceived by students as silent agreement. When a teacher, coach, or school administrator consistently intervenes in bullying, it can positively influence the moral engagement of students by setting a standard for expected behavior. It also helps improve student peer relationships, which reduces moral disengagement and helps prevent bullying.Thornberg, R., Wänström, L., Pozzoli, T., Ginia, G. (2017). "Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: a class-level path analysis." Research Papers in Education, 1-16. doi: 10.1080/02671522.2017.1302499.

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Teachers can also utilize social-emotional learning strategies in the classroom to help develop students’ moral engagement. Through social-emotional learning, students can gain a deeper understanding of their own emotions and how those emotions relate to their behavior. Social emotional learning activities can help students build empathy, foster healthy relationships, and manage their feelings. In turn, this can help them become more socially confident and secure about themselves and in their relationships with others.

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Addressing Bullying through Moral Engagement

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To help prevent bullying, school staff can foster moral engagement and model pro-social behavior. They can implement successful bullying prevention and intervention strategies that are systematic and reliable, so everyone understands what bullying is and how it will be handled. This makes it clear to students that their teachers and other school staff are morally engaged and that bullying will be noticed and consistently addressed. When bullying occurs, teachers and school staff can defend the target of bullying by reinforcing their humanity and intrinsic worth, which helps to cultivate moral engagement and reduce victim blaming.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. Another strategy is to provide individual support to targets of bullying, to help them address emotions and thoughts involved in the bullying situation.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. Implementing moral engagement and bullying prevention and intervention strategies can promote a positive school climate, so everyone feels safer and more connected.

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Source and Research Limitations
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This research summary is based on the most up to date research on bullying and prevention, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows what may be related at that time, but cannot tell us which came first or if one caused the other to occur.

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Resources +

+ + +
+
+ + + +
+ + + + + +
+ +
+
+ + + +

For Youth:

+ +

BAM! Guide to Getting Along
+Tips for kids on staying cool and stopping a conflict before it starts.

+ +

How to Stop Bullying at School
+You can be someone who stops bullying before it even starts.

+ +

Video: Be Someone’s Hero
+About one in five teens reports being bullied, which is harmful but preventable. Anyone can stand up and speak out and be someone’s hero by safely intervening to stop bullying.
+-Spanish subtitles

+ +

FBI Safe Online Surfing Internet Challenge
+FBI-SOS is a free, fun, and informative program that promotes cyber citizenship by educating students in third to eighth grades on the essentials of online security.

+ +

For Parents and Guardians:

+ +

Protecting Kids Online
+Resources to help adults talk to kids about making safe and responsible decisions.

+ +

Technology and Youth (PDF)
+Tips to maximize the benefits of technology and decrease its risks.

+ +

How to Talk to Your Kids About Mental Health
+You want the best for your children or other dependents. You may be concerned or have questions about certain behaviors they exhibit and how to ensure they get help.

+ +

KnowBullying App
+SAMHSA’s free KnowBullying app will help you boost your children’s confidence, resilience, and build effective strategies for facing bullying.

+ +

For Teachers, Coaches, and School Staff:

+ +

School Climate Improvement Resource Package
+A variety of resources for stakeholders interested in improving school climate and helping students feel safe, supported, challenged, and accepted.

+ +

The Relationship Between Bullying and Suicide: What We Know and What It Means for Schools (PDF)
+Concrete, action-oriented information based on the latest science to help you improve your schools’ understanding of and ability to prevent and respond to the problem of bullying and suicide-related behavior.

+ +

School-Based Bullying Prevention
+A guide to implementing a program in your school that can prevent or intervene in bullying.

+ +

Addressing Anti-Semitism through Education Teaching Aids
+Ten specialized teaching aids to address anti-Semitism by instilling the values of mutual respect and equality and promoting human rights, tolerance and critical thinking. 

+ +

For the General Public:

+ +

Preventing Bullying
+Fast facts on bullying, including statistics and prevention techniques.
+-Español (Spanish)

+ +

Preventing Bullying - Factsheet (PDF)
+While the magnitude and types of bullying can vary across communities and demographic groups, bullying negatively impacts all youth involved—those who are bullied, those who bully others, and bystanders.
+-Español (Spanish)

+ +

A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors
+Strategies based on the best available evidence to help communities and states sharpen their focus on prevention activities with the greatest potential to prevent youth violence and its consequences.
+-Español (Spanish)

+ +

Bullying Prevention and Resources to Aid Community-wide Efforts
+Research-based resources give community leaders concrete tools to address, and ultimately, take steps to prevent bullying.

+ +

Assessing Prevention Capacity & Implementing Change (PDF)
+Guidance to state health departments and others in determining bullying prevention strategies and enhancing partnerships to support bullying prevention efforts in schools, health care settings, communities, and with families and caregivers.

+ +

Internet Crimes Against Children Task Force Program
+A national network of 61 coordinated task forces representing over 4,500 federal, state, and local law enforcement and prosecutorial agencies, who are continually engaged in proactive and reactive investigations and prosecutions of persons involved in child abuse and exploitation involving the Internet.

+ +

VetoViolence
+Tools, trainings, and resources designed to empower you and your partners to help reduce risks for violence and to increase what protects people and communities from it.

+ +

Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (PDF)
+Tools for researchers, prevention specialists, and health educators to measure a range of bullying experiences: bully perpetration, bully victimization, bully-victim experiences, and bystander experiences.

+ + + +
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+ + + + + + + + + + + + + + + + + + diff --git a/resources/external b/resources/external new file mode 100644 index 0000000..ea1dc1d --- /dev/null +++ b/resources/external @@ -0,0 +1,1249 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Resources | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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+ + + +

Resources +

+ + +
+
+ + + +
+ + + + + +
+ +
+
+ + + +

For Youth:

+ +

BAM! Guide to Getting Along
+Tips for kids on staying cool and stopping a conflict before it starts.

+ +

How to Stop Bullying at School
+You can be someone who stops bullying before it even starts.

+ +

Video: Be Someone’s Hero
+About one in five teens reports being bullied, which is harmful but preventable. Anyone can stand up and speak out and be someone’s hero by safely intervening to stop bullying.
+-Spanish subtitles

+ +

FBI Safe Online Surfing Internet Challenge
+FBI-SOS is a free, fun, and informative program that promotes cyber citizenship by educating students in third to eighth grades on the essentials of online security.

+ +

For Parents and Guardians:

+ +

Protecting Kids Online
+Resources to help adults talk to kids about making safe and responsible decisions.

+ +

Technology and Youth (PDF)
+Tips to maximize the benefits of technology and decrease its risks.

+ +

How to Talk to Your Kids About Mental Health
+You want the best for your children or other dependents. You may be concerned or have questions about certain behaviors they exhibit and how to ensure they get help.

+ +

KnowBullying App
+SAMHSA’s free KnowBullying app will help you boost your children’s confidence, resilience, and build effective strategies for facing bullying.

+ +

For Teachers, Coaches, and School Staff:

+ +

School Climate Improvement Resource Package
+A variety of resources for stakeholders interested in improving school climate and helping students feel safe, supported, challenged, and accepted.

+ +

The Relationship Between Bullying and Suicide: What We Know and What It Means for Schools (PDF)
+Concrete, action-oriented information based on the latest science to help you improve your schools’ understanding of and ability to prevent and respond to the problem of bullying and suicide-related behavior.

+ +

School-Based Bullying Prevention
+A guide to implementing a program in your school that can prevent or intervene in bullying.

+ +

Addressing Anti-Semitism through Education Teaching Aids
+Ten specialized teaching aids to address anti-Semitism by instilling the values of mutual respect and equality and promoting human rights, tolerance and critical thinking. 

+ +

For the General Public:

+ +

Preventing Bullying
+Fast facts on bullying, including statistics and prevention techniques.
+-Español (Spanish)

+ +

Preventing Bullying - Factsheet (PDF)
+While the magnitude and types of bullying can vary across communities and demographic groups, bullying negatively impacts all youth involved—those who are bullied, those who bully others, and bystanders.
+-Español (Spanish)

+ +

A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors
+Strategies based on the best available evidence to help communities and states sharpen their focus on prevention activities with the greatest potential to prevent youth violence and its consequences.
+-Español (Spanish)

+ +

Bullying Prevention and Resources to Aid Community-wide Efforts
+Research-based resources give community leaders concrete tools to address, and ultimately, take steps to prevent bullying.

+ +

Assessing Prevention Capacity & Implementing Change (PDF)
+Guidance to state health departments and others in determining bullying prevention strategies and enhancing partnerships to support bullying prevention efforts in schools, health care settings, communities, and with families and caregivers.

+ +

Internet Crimes Against Children Task Force Program
+A national network of 61 coordinated task forces representing over 4,500 federal, state, and local law enforcement and prosecutorial agencies, who are continually engaged in proactive and reactive investigations and prosecutions of persons involved in child abuse and exploitation involving the Internet.

+ +

VetoViolence
+Tools, trainings, and resources designed to empower you and your partners to help reduce risks for violence and to increase what protects people and communities from it.

+ +

Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (PDF)
+Tools for researchers, prevention specialists, and health educators to measure a range of bullying experiences: bully perpetration, bully victimization, bully-victim experiences, and bystander experiences.

+ + + +
+
+
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+ + + + + + + + + + + + + + + + + + diff --git a/resources/facts b/resources/facts new file mode 100644 index 0000000..c4224f1 --- /dev/null +++ b/resources/facts @@ -0,0 +1,1193 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Facts About Bullying | StopBullying.gov + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
+ + +
+
+
+
+
+ U.S. flag +
+
+

An official website of the United States government

+ +
+ +
+
+
+
+
+ Dot gov +
+

+ Official websites use .gov +

+

+ A .gov website belongs to an official government organization in the United States. +

+
+
+
+ Https +
+

+ Secure .gov websites use HTTPS +

+

+ A lock () or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites. +

+
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Facts About Bullying +

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This section pulls together fundamental information about bullying, including:

Definition of Bullying

In 2014, the Centers for Disease Control and Department of Education released the first federal definition of bullying. The definition includes three core elements:

  • unwanted aggressive behavior
  • observed or perceived power imbalance
  • repetition or high likelihood of repetition of bullying behaviors

This definition helps determine whether an incident is bullying or another type of aggressive behavior or both.

Research on Bullying

Bullying prevention is a growing research field that investigates the complexities and consequences of bullying. Important areas for more research include:

  • Prevalence of bullying in schools
  • Prevalence of cyberbullying in online spaces
  • How bullying affects people
  • Risk factors for people who are bullied, people who bully others, or both
  • How to prevent bullying
  • How media and media coverage affects bullying

What We’ve Learned about Bullying

  • Bullying affects all youth, including those who are bullied, those who bully others, and those who witness bullying. The effects of bullying may continue into adulthood.
  • There is not a single profile of a young person involved in bullying. Youth who bully can be either well connected socially or marginalized, and may be bullied by others as well. Similarly, those who are bullied sometimes bully others.
  • Solutions to bullying are not simple. Bullying prevention approaches that show the most promise confront the problem from many angles. They involve the entire school community—students, families, administrators, teachers, and staff such as bus drivers, nurses, cafeteria and front office staff—in creating a culture of respect. Zero tolerance and expulsion are not effective approaches.
  • Bystanders, or those who see bullying, can make a huge difference when they intervene on behalf of someone being bullied.
  • Studies also have shown that adults can help prevent bullying by talking to children about bullying, encouraging them to do what they love, modeling kindness and respect, and seeking help.

Bullying Statistics

Here are federal statistics about bullying in the United States. Data sources include the school year 2021–22 School Crime Supplement (National Center for Education Statistics and Bureau of Justice Statistics) and the 2023  Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention).

How Common Is Bullying

  • About 19.2% of students ages 12-18 enrolled in grades 6-12 experienced bullying nationwide during the 2021-2022 school year. This is lower than the prevalence of bullying at the beginning of the last decade, during the 2010-2011 school year (28%), and lower than the prevalence last measured by the School Crime Supplement during the 2018-2019 school year (22%).
    • About 15.4% of students reported being bullied by a student who was more powerful than them in some way, 14.5% reported being bullied repeatedly, and 12.7% reported being bullied repeatedly by a student who was more powerful than them in some way.
    • The prevalence of bullying is higher in middle school (26.3%) than in high school (15.7%).
    • The prevalence of bullying is higher among female students (21.8%) than among male students (16.7%).
  • Students ages 12–18 in grades 6-12 who reported being bullied said they thought those who bullied them:
    • Had the ability to influence what other students think of them (56.3%).
    • Were more popular (52%).
    • Were physically stronger or larger (39.7%).
    • Had more money (35.2%).
  • Among students ages 12-18 in grades 6-12 who reported being bullied, roughly 2 in 3 reported being bullied on multiple days during the school year:
    • One day (32.5%)
    • Two days (17.6%)
    • Three to ten days (31.5%)
    • More than ten days (18.5%)

Bullying in Schools

  • An estimated 19% of high school students were bullied on school property in the 12 months prior to the survey.
  • Among students ages 12-18 in grades 6-12 who reported being bullied, the following percentages of them had experienced bullying in these places at school:
    • Classroom (39%)
    • Hallway or stairwell (37.5%)
    • Cafeteria (25.1%)
    • Outside on school grounds (24.4%)
    • Online or by text (21.6%)
    • Bathroom or locker room (11.9%)
    • In a gymnasium or weight room (10.8%)
    • School bus (9.8%)
  • Approximately 44.2% of students ages 12-18 in grades 6-12 who were bullied during the school year notified an adult at school about the bullying.

Cyberbullying

  • Among students ages 12-18 in grades 6-12 who reported being bullied at school during the school year, 21.6% were bullied online or by text.
    • Among those who were bullied, nearly twice as many female students reported being bullied online or by text (27.7%) as compared with male students (14.1%).
  • An estimated 16% of high school students were electronically bullied in the 12 months prior to the survey.
    • Nearly twice as many female students reported being electronically bullied (21%) as compared with male students (12%).

Types of Bullying

  • Students ages 12-18 in grades 6-12 experienced various types of bullying, including:
  • Having rumors spread about them (13%)
  • Being made fun of, called names, or insulted (11.9%)
  • Pushed, shoved, tripped, or spit on (4.9%)
  • Being excluded from activities, social media, or communications (3.7%)
  • Threatened with harm (3.3%)
  • Having private information, photos, or videos purposely shared in a hurtful way (2.5%)
  • Others tried to make them do things they did not want to do (2.5%)
  • Property was destroyed on purpose (1.4%)

State and Local Statistics

Follow these links for state and local figures on the following topics:

International Statistics

According to the UNESCO Institute of Statistics:

  • One third of the globe’s youth is bullied; this ranges from as low as 7% in Tajikistan to 74% in Samoa.
  • Low socioeconomic status is a main factor in youth bullying within wealthy countries.
  • Immigrant-born youth in wealthy countries are more likely to be bullied than locally-born youth.

Bullying and Suicide

The relationship between bullying and suicide is complex. The media should avoid oversimplifying these issues and insinuating or directly stating that bullying can cause suicide. The facts tell a different story. It is not accurate and potentially dangerous to present bullying as the “cause” or “reason” for a suicide, or to suggest that suicide is a natural response to bullying.

  • Research indicates that persistent bullying can lead to or worsen feelings of isolation, rejection, exclusion, and despair, as well as depression and anxiety, which can contribute to suicidal behavior.
  • The vast majority of young people who are bullied do not become suicidal.
  • Most young people who die by suicide have multiple risk factors.
  • For more information on the relationship between bullying and suicide, read “The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools” from the CDC.

Anti-Bullying Laws

All states have anti-bullying legislation. When bullying is also harassment and happens in the school context, schools have a legal obligation to respond to it according to federal laws.

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If you or someone you know is being bullied, there are things you can do to keep yourself and others safe from bullying.

If you or someone you know is involved in cyberbullying, it is important to document and report the behavior.

If you have done everything you can to resolve the situation and nothing has worked, or someone is in immediate danger, there are ways to get help.

The problemWhat you can do
There has been a crime or someone is at immediate risk of harm.Call 911
Someone is feeling hopeless, helpless, thinking of suicide.

To talk to someone now*:

For Spanish Speakers*:

  • Call 988 and then press 2
  • Text AYUDA to 988

For Deaf/Hard of Hearing People*:

  • Use your preferred relay service or dial 711 then 988
  • Use 988 Videophone

For Veterans, Service Members, and their Loved Ones*:

*Free and confidential support resources are available to you 24 hours a day, 7 days a week.

Someone is acting differently than normal, such as always seeming sad or anxious, struggling to complete tasks, or not being able care for themselves.Find a local counselor or other mental health services

A child is being bullied in school.

 

Contact the:

  1. Teacher
  2. School counselor
  3. School principal
  4. School superintendent
  5. State Department of Education

See more on working with the school.

A child is being cyberbullied.

Contact:

See more on how to report cyberbullying.

The school is not adequately addressing harassment based on race, color, national origin, sex, disability, or religion.

Contact:

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How to Talk About Bullying +

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Talking about bullying can be difficult for everyone. There are many ways to raise the subject of bullying and start the conversation before bullying happens or if you are concerned that it may be happening.

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How to Talk to Kids about Bullying – Tips for Parents and Caregivers

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Children who experienced or witnessed bullying may want to discuss it with their parents, but not know how to bring it up. Some children may be afraid that they’ll be “in trouble” for what happened. Others may feel embarrassment or shame. A parent may notice changes in their child’s behavior and find it difficult to talk about it in a way that doesn’t make their child feel uncomfortable.
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Don’t wait for bullying to happen before you talk about it. According to the Indicators of School Crime and Safety Report, 22% of U.S. students aged 12-18 reported being bullied at school in 2019. Children can be afraid to talk about bullying with their family. Parents create trust with children by initiating open, honest discussions. These dialogues provide opportunities to communicate values and learn about your child’s experience. They make it easier for your children to turn to you if they witness or experience bullying.

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Initiate talks in the car, before or after homework, over dinner or breakfast, or when doing something together. Keep it casual and curious. Talk about the daily schedule. Listen. Show that you trust them. Ask open ended questions about their day or activities.

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  • What would you change about today?
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For instance, share an age-appropriate story about bullying you experienced or witnessed.  Talk about how it was distressing, awkward, scary, upsetting, or left you with questions. Start with, “Hey, did I tell you about…?”

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Bring up the subject of bullying as if it were a news item or a subject you want to learn more about.

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  • I’ve been hearing about cyberbullying a lot lately. Have you ever seen it? How did they handle it? What would you have done?
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  • Some of my friends were talking about bullying happening at their child’s school. Do you ever see any bullying happening? How did the school deal with it? What did you think of that?
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Validate their feelings. Listen without judgement. Ask them some questions to get a feel for what they may need. Learn more about how bystanders can stop or respond to bullying.

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  • What was it like for you to witness that?
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  • Did you want to do anything in that situation?
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  • How did other kids react?
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  • Do you want to talk about different ways you can handle it if it happens again?
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Ask open-ended questions to get more information about what happened, so you can help them learn how to identify bullying.

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  • Where did this happen?
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  • What was going on right before this happened?
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  • How did the child being bullied react? Were they hurt or upset? (Bullying and teasing are different. If someone was upset by it, then it is likely bullying. Watch this video on the difference between bullying and teasing.)
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  • Does the person who did it act this way with other people?
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  • Do they normally get along or what is their general relationship to each other?
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  • How did the others who were there react when it happened?
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  • How would you have felt if it had happened to you?
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  • Do you think this incident was meant to make someone look bad? (If yes, it was probably bullying.)
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Start the conversation in a general way. Let them know you are there for them no matter what.

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  • Is there something going on at school that might be upsetting you?
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  • I’ve noticed that you don’t talk about your friend(s) anymore. Has anything happened?
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  • I’m here if there’s something you want to talk about.
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Stay calm. Ask them questions as the goal is to hear about their experience, provide support, and to help prevent it from happening again. Determine if you need to talk to the school about it. Try to understand if there is a power imbalance between the one who bullied and the one who was bullied. A power imbalance is not limited to physical strength. It is sometimes not easily recognized. Learn more about what to do when your child has been cyberbullied.

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  • Is there history between you? Have there been past conflicts?
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  • This isn’t your fault. No one deserves to be bullied no matter what was said or done.
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Stay calm. Be open and listen. Ask questions. The goal is to help them learn from this and work through the reasons they did it so you can help them find other, healthy ways to deal with their feelings or situations that come up. You will also need to work with the school or parents to deal with it. Bullying is a behavior that can be changed. Your child will need help and support to learn new behaviors.

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  • What was going on for you when you did this?
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  • What were you thinking and feeling at the time?
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  • How do you feel about it now?
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  • How do you think the child you bullied felt?
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  • Looking back, are there other ways you could’ve handled this?
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  • Here are some other ways you could’ve handled it…
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  • Bullying is not ok. It’s important that we address this. If you were the one who had been bullied, what would you want to happen to make things better?
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  • I’ll help you deal with this to make things right.
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  • Thank you for talking to me about this. What I’ve learned is that you could use some help with… I will work on helping you/getting you help.
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+How to Talk to an Adult about Bullying – Tips for Youth

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If you’ve been bullied, witnessed bullying, or bullied someone, you could use some support to deal with it. The first step is talking to a trusted adult about what you went through. This could be a parent, another family member, a friend’s parent, a teacher, coach, faith leader, or school counselor. Read some of the tips below to help you get started. Check out the videos for more examples.
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It’s ok to say so and talk about how you feel. For instance, you could say “Mom, I’m kind of scared to tell you this, but…” or “Something happened that really bothered me….” Or “It’s really hard to talk about this…” or “I’m afraid you’re going to be mad at me, but…”

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Tell them what you need from them in this situation. You could say “I just need someone to listen.” Or “I need help figuring out what to do.” Or “I don’t want you to talk to anyone about this. Just listen.”

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You could say something like “Dad, something happened today…” or “I saw something today…” or “I did something today and I want to talk about it.” The most important thing is to talk to someone you trust about it. It’s ok if you blurt it out or don’t know what to say – just talk about it.

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All About Cassandra

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Birthday: February 11
+Age: 12
+Activities: soccer
+Interests: shopping, hanging out with friends

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Cassandra

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I hang out in the popular crowd at school. I have a lot of friends who only want to please me, but I know they are always worried about getting on my bad side.

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I was the inspiration for what KB and Melanie call “Springdale Friends.” When KB arrived at our school, I did my best to keep her out of my “cool girls” circle, by making her look silly in school and on the soccer field. But, I realized it wasn’t cool after Melanie and KB became best friends.

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My Friends

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Meet Melanie

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My Videos

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KB tries out for the soccer team but has a hard time when Cassandra keeps trying to make her look bad in front of Coach.

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Real Friends

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Mel defends KB while playing soccer and shows Coach that they understand teamwork. Coach makes Mel the team’s captain and she picks KB to be on her team and introduces her to her other friends.

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Birthday: April 15
+Age: 12
+Interests: shopping, chemistry, reading, sports, meeting new friends
+Activities: soccer, school, summer science camps, tutoring

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KB

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Have you ever been the new kid at a school? I have, and it can be really hard to make friends. I spent the first horrible week at school being picked on. Things have gotten much better, so I thought I should share some ideas.

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My new friend, Melanie, and I thought we should help out other new kids at school so they don’t have to go through what I did. With the help of my favorite teacher, Mr. Bittner, we came up with the idea of “Springdale Friends.” The way this works is that when a new student starts at the school, he or she is matched up with a few members of our “Springdale Friends” club who are in the same grade. We show the new student around, introduce them to other kids and teachers, and hang out with them.

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Melanie

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We also help them learn about after school activities, like the Bullying Prevention Team.

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KB

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We also help them learn about after school activities, like the Bullying Prevention Team.

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Thanks Mel! Feel free to take this idea, and use it at your school!

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Although no federal law directly addresses bullying, in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex, age, disability, or religion.

When the situation is not adequately resolved, consider:

Unfortunately, sometimes behaviors can become criminal. For example, when a violent crime or threat to commit such crime is motivated by bias against a person or group with specific characteristics, then it is called a hate crime.

Are there federal laws that apply to bullying?

At present, no federal law directly addresses bullying. In some cases, bullying overlaps with discriminatory harassment, which is covered under federal civil rights laws enforced by the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ). No matter what label is used (e.g., bullying, hazing, teasing), schools are obligated by these laws to address the conduct when it meets all three criteria below. It is:

  • Unwelcome and objectively offensive, such as derogatory language, intimidation, threats, physical contact, or physical violence;
  • Creates a hostile environment at school. That is, it is sufficiently serious that it interferes with or limits a student's ability to participate in or benefit from the services, activities, or opportunities offered by a school; and is
  • Based on a student's race, color, national origin, sex, disability, or religion
    • Sex includes sexual orientation, sex-based stereotypes, and sexual harassment.
    • National origin harassment can include harassment because a student speaks another language.
    • DOJ also has jurisdiction to enforce Title IV of the Civil Rights Act of 1964, which addresses certain equal protection violations based on religion in public schools. Title VI of the Civil Rights Act of 1964, enforced by both ED and DOJ, does not explicitly identify religion as a basis for prohibited discrimination. But religious-based harassment is often based on shared ancestry of ethnic characteristics, which is covered under Title VI.

What are the federal civil rights laws ED and DOJ enforce?

The types of discrimination prohibited in schools are the same types of discrimination that federal civil rights laws prohibit. A school that fails to respond appropriately to harassment of students based on a protected class may be violating one or more civil rights laws enforced by the ED and the DOJ, including:

What are a school's obligations regarding harassment based on protected classes?

Anyone can report harassing conduct to a school. When a school receives a complaint they must take certain steps to investigate and resolve the situation.

  • Take immediate and appropriate action to investigate or otherwise determine what happened.
  • Inquiry must be prompt, thorough, and impartial.
  • Interview targeted students, students or staff alleged to have engaged in harassment, and witnesses, and maintain written documentation of investigation.
  • Communicate with targeted students regarding steps taken to end harassment.
  • Check in with targeted students to ensure that harassment has ceased.
  • When an investigation reveals that harassment has occurred, a school should take steps reasonably calculated to:
    • End the harassment,
    • Eliminate any hostile environment,
    • Prevent harassment from recurring,
    • As appropriate, remedy the effects of the harassment, and
    • Prevent retaliation against the targeted student(s), complainant(s), or witnesses.

What should a school do to resolve a harassment complaint?

  • School must be an active participant in responding to harassment and should take reasonable steps when crafting remedies to minimize burdens on the targeted students.
  • Appropriate responses will depend on the facts of each case and may include:
    • Developing, revising, and publicizing:
      • Policy prohibiting harassment and discrimination;
      • Grievance procedure for students to file harassment complaints;
      • Contact information for Title IX coordinators and others responsible for compliance with Section 504 and Title VI
    • Training staff and administration on how to identify, report, and address harassment;
    • Providing monitors or additional adult supervision in areas where harassment occurs;
    • Determining consequences and services for harassers, including whether discipline is appropriate;
    • Limiting interactions between harassers and targets;
    • Providing targeted student an additional opportunity to obtain a benefit that was denied (e.g., retaking a test/class); and
    • Providing services to a student who was denied a benefit (e.g., academic support services).
  • Schools don't have to wait until behavior creates a hostile environment to act and may respond to misconduct based on a protected class as soon as they learn of it.

Are there resources for schools to assist with resolving harassment complaints?

DOJ's Community Relations Service is a "peacemaker" for community conflicts and tensions arising from differences of race, color, and national origin and to prevent and respond to violent hate crimes committed on the basis of: sex, sexual orientation, religion, disability, race, color, and national origin.

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Increased media attention to bullying has elevated this issue to the forefront of public opinion. Although little scholarly attention has been devoted to studying media coverage of bullying, qualitative research and expert opinion suggest that the intensity and possible inaccuracies in some of this coverage may be negatively affecting the public. In response, the Substance Abuse and Mental Health Services Administration (SAMHSA), part of the U.S. Department of Health and Human Services, created a Media Coverage of Bullying Task Force, which produced the recommendations and resources on this site.

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After reviewing the available literature and conducting an analysis of the past year’s media coverage, Task Force members agreed unanimously on:

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Check out the recommendations:

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Media Coverage of Bullying Task Force

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These distinguished panelists helped SAMHSA clarify needs and develop resources to meet them.

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Catherine Bradshaw

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Anne Collier

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Emily Bazelon

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Many studies show that the media has the power to influence the public’s view of the world. That’s why it’s so important to get messages about bullying right—especially in an era when misinformation can spread across the Internet in an instant. Here are some common pitfalls:

  • Overstating the problem
  • Stating or implying that bullying caused a suicide
  • Oversimplifying issues related to a bullying incident
  • Using under-qualified sources
  • Blaming/criminalizing those who bully
  • Sensationalizing
  • Excluding prevention information and resources

Journalists, bloggers, and other content creators who avoid these problems can offer their audiences accurate, quality coverage while also helping to prevent bullying.

Common Pitfalls in Bullying Coverage

A task force of noted journalists and experts in bullying prevention and related fields developed the chart below. Their sole goal is to help journalists avoid problems evident in current coverage.

Common PitfallWhy It Can be Harmful

Overstating the problem. With so much discussion of bullying and an Internet rife with false information and misleading statistics, it can be difficult to keep the issue in perspective.

Unfortunately, a majority of bullying stories give an inaccurate picture of the prevalence of the problem. The facts are:

  • Bullying is not an epidemic. Rates of bullying nationally have not increased. There may be a local increase in bullying or awareness of bullying, but even this statement requires more reliable evidence than a few striking cases.
  • Most young people do not experience or support bullying behavior.
  • Many types of aggressive behavior are in fact not bullying (e.g., one-time physical fights, online arguments, incidents between adults).
  • Cyberbullying is less prevalent than other forms of bullying.

Creating the impression that bullying is a bigger problem than it is spreads misinformation, which in media reports raises many ethical and professional concerns. Some experts contend that reports depicting bullying as widespread and rapidly growing make youth and adults more likely to see it as common and less likely to try to stop it.

  • Adults accept it as part of growing up and think nothing can be done.
  • Youth think it is okay because “everyone does it.”

Also, when people don’t understand the actual dimension of a problem, they can make mistaken conclusions or even turn to the wrong solutions.

Finally, the idea that bullying is “everywhere” can contribute to irrational fears that can lead some to overprotective or anxious parenting. Some studies show that anxious parenting may harm children as they grow up.

 

Stating or implying that bullying caused a suicide. The relationship between bullying and suicide is complex. Many media reports take short cuts, presenting bullying as the “cause” or “reason” for a suicide. The facts tell a different story.

A thorough investigation usually reveals that the cause of a suicide is complex and multifacted. If bullying is involved, it is one of many factors.

Read more about bullying and suicide.

See recommendations for reporting on suicide .

Stories that say or insinuate that bullying caused a suicide can create a belief that suicide is a normal, even inevitable result of bullying. This may lead to “contagion”—additional deaths or cluster suicides that occur after heavy media coverage of the issue.

 

Oversimplifying. Journalists’ efforts to simplify complex bullying issues for readers can be unintentionally misleading. Examples of nuances the public needs to understand include:

  • The same young person can play the roles of “bully” and “victim” in different situations.
  • Bullying affects all types of youth.
  • Simple or one-time solutions (e.g., school assemblies) are not likely to work.

Reports that exclude nuances paint an inaccurate and incomplete picture of real-world bullying. This perpetuates myths and may lead parents, educators, and others to miss the bullying in front of them.

Citing unrealistically simple solutions also can hinder efforts to stop bullying. When people observe that these solutions fail, they can give up trying.

Oversimplifying can also lead to unfair anger or resentment, because it enables people to draw conclusions without the full facts. It can result in such problems as blaming a school principal or a parent for a bullying incident.

 

Using under-qualified sources. It can be difficult to identify true experts in bullying prevention, suicide, and other newsworthy topics. Spokespeople may have expertise in other areas, for example from working as educators, or from personal experience. But they can lack deep knowledge of these complex issues and lead you to misinform your audience.

Check out the Expert Help section.

Poor sources can introduce inaccuracies into reports, which readers and viewers may take as fact and share broadly.

Misinformation perpetuates the problem.

Blaming/criminalizing those who bully. Many times youth who bully are not mentioned in media reports. Some reports paint a one-sided picture of bullying situations, quickly blaming those who bully or even portraying them as criminals. They also may blame the school.

This may be due to laws like FERPA that prevent school officials from providing information about bullying cases. These restrictions protect youth, but make it difficult for journalists to get information about what actually happened in a specific bullying incident.

The facts are:

  • Youth who bully often have been bullied themselves.
  • Bullying involves a complex dynamic between youth in groups; attributing blame can be problematic.
  • Bullying is not a crime, even when a young person involved dies by suicide.
  • Youth who bully need help too so they can learn to use power in appropriate ways.

Portraying those who bully in a harshly negative light shuts down healthy dialogue. Parents of youth who have exhibited some bullying behaviors may be unwilling to participate in prevention. Teachers, counselors, and others also can write them off as “no good.”

A report implying that bullying led to a suicide can create public pressure for an inappropriate criminal investigation or civil lawsuit, and even brand the youth who bullied as a “murderer.”

Some experts fear that young people who are bullied may see suicide as a way to punish those who have bullied them.

Blaming also may damage the entire school community, and in the case of suicide, limit or negatively impact healing.

 

Sensationalizing. Journalists must interest readers. Bullying incidents generally are not covered unless they involve serious injury, a death, many young people, or some other act that makes them newsworthy.

Attention-grabbing headlines often use language that adds to the dramatic element in the coverage.

Often cyberbullying stories are particularly sensational.

The emphasis on the most tragic results of bullying can encourage overprotective or anxious parenting, which studies have shown may harm children as they grow up.

Cyberbullying is misperceived as more prevalent and threatening than facts suggest. Resulting efforts to prevent bullying may focus in the wrong place.

Sensational stories about cyberbullying can lead adults to mistakenly blame the technology and take away access to this important social and learning tool.

The focus on dramatic bullying events misses an opportunity for coverage of positive themes about new research findings or progress achieved through prevention.

 

Failing to include prevention information and resources. Research has not arrived at what definitely works to prevent bullying, but many media reports do not offer the public what is known.

Media reports often focus on prevention through anti-bullying legislation and policies, or contain very general ideas instead of more specific tips for parents, schools, and youth.

Also, many do not refer to quality public resources, such as StopBullying.gov.

The absence of information about effective prevention strategies for youth and parents implies that bullying has no solution, and does not help move toward one.

Related Research and Stories:

Overstating the problem

Magid, L. (2011, October 6). Exaggerating bullying could increase bullying . The Huffington Post.

Perkins, H.W.; Craig, D.W.; and Perkins, J.M. (2011). "Using social norms to reduce bullying: A research intervention among adolescents in five middle schools. Group Processes Intergroup Relations, 14: 703.

Schneider, S.K.; O’Donnell, L.; Stueve, A.; and Coulter, R. (2012). "Cyberbullying, school bullying, and psychological distress: A regional census of high school students." American Journal of Public Health, 102(1): 171-177.

Smerconish, M. (2010, October 21). "Media help to hype perception of bullying." The Philadelphia Inquirer.

Gould, M.S.; Midle, J.B.; Insel, G.; and Kleinman, M. (2007). "Suicide reporting content analysis: abstract development and reliability." Crisis, 28(4):165–174.

Kim, Y.S. "Bullying and suicide. A review." Int J Adolesc Med Health, 20(2):133.

ReportingOnSuicide.org. (2012). Recommendations for Reporting on Suicide.

Oversimplifying

Bindley, K. (2012). "Bullying and suicide: The dangerous mistake we make." The Huffington Post.

Smerconish, M. (2010, October 21). Media help to hype perception of bullying .The Philadelphia Inquirer.

Blaming/criminalizing those who bully

Bindley, K. (2012). "Bullying and suicide: The dangerous mistake we make." The Huffington Post.

Carpenter, S. (2011). "Lessons from a former bully."Detroit Free Press.

Swearer, S. S. M. (2001). "Psychosocial correlates in bullying and victimization the relationship between depression, anxiety, and bully/victim status." Journal of Emotional Abuse, 2(2-3): 95-121.

Sensationalizing

Schneider, S.K.; O’Donnell, L.; Stueve, A.; and Coulter, R. (2012). "Cyberbullying, school bullying, and psychological distress: A regional census of high school students."American Journal of Public Health, 102(1): 171-177.

Stearns, P. N. (2003). Anxious parents: A history of modern childrearing in America. New York University Press: New York.

Failing to include prevention information and resources

Frey, K. K. S. (2005). "Reducing playground bullying and supporting beliefs: An experimental trial of the steps to respect program."Developmental Psychology, 41(3): 479-491.

Waasdorp, T. T. E. (2012). "The impact of schoolwide positive behavioral interventions and supports on bullying and peer rejection: A randomized controlled effectiveness trial." Archives of Pediatrics Adolescent Medicine, 166(2): 149-156.

Windber Research Institute, Center Safe Schools, & Clemson University. (2011). Bullying prevention: The impact on Pennsylvania schoolchildren. Program Report of the Highmark Foundation.

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The sharable, remixable, and permanent nature of digital media means small things can have a large impact. Anyone who creates online content about bullying—from casual tweeters to paid journalists—can use their online presence to accurately inform and connect with readers about the topic, guide them to quality bullying resources, and ultimately be part of the solution.

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Here are some suggestions for creating content online.

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Stay in the conversation

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Engaging in the comments and staying with repackaged versions of your story about bullying can further engage readers, strengthen and clarify your message, and help correct an internet full of misinformation about bullying.

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  • Engage in discussions. Because bullying is at the forefront of public attention, expect that any piece on bullying will get comments, often a range of them. Your reactions set the tone of the conversation. Thoughtful responses can go a long way toward advancing your point of view about the issue of bullying and providing your public with something they need—good and accurate information. In reality, it isn’t always possible to respond to every comment. If you can’t comment on a bullying piece, think about inviting experts to do so.
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  • Follow your repackaged story. Repackaged versions of your story about bullying are like the childhood game of “telephone”—your message can be misinterpreted, misunderstood, and even misrepresented. Try to follow your story and the comments it gets so you stay in the conversation. You can set up an alert to get emails when your story is referenced. 
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Connect your audience to trusted online resources

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Inevitably, readers have questions that cannot be answered in the context of your story, tweet, or post about bullying. Give them access to great information by linking to additional resources in both the main content and comments. In comments, hyperlinks to quality sources also can help you refocus threads that are going off topic. Find quality information and resources on StopBullying.gov.

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Use best practices for creating bullying content

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The suggestions found in other sections of this website can help anyone writing about bullying online. Check out Best Practices as well as What to Avoid. If a topic you are covering or even just re-tweeting differs greatly from the information found in Facts About Bullying, consider the guidance for finding a recognized authority in the Expert Help section.

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Almost everyone can relate to stories about bullying. It is no wonder so many movies, TV shows, video games, and other forms of entertainment include bullying themes. When a storyline reflects bullying in the real world, it is as compelling for audiences as it is a powerful tool for change.

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This section features suggestions to help the entertainment creative community represent bullying authentically and have a positive effect on audiences through their storytelling.

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Brainstorm for authentic bullying storylines

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A brainstorm focused on the suggestions below may help inspire you to create original and thought-provoking bullying storylines that take full advantage of the ability to simultaneously entertain and inform. In your brainstorm, consider the:

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  • Most accurate, up-to-date research to find innovative stories or plot twists
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  • Many types of bullying behavior—from social exclusion to physical violence—to connect to your audience’s wide spectrum of experience
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  • True complexity of bullying relationships, including bullying in groups and power imbalances that can shift and defy labels like “bully” and “victim”
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  • Experiences of those who bully
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  • Parameters of bullying vs. other types of aggression or competition
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  • Paths out of bullying situations that are constructive and informative to give viewers options and hope
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  • Full continuum of bullying outcomes, including when young people involved in bullying become adults, to find a unique voice for your story
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  • Different points of view, without exalted or demonized characters, so all perspectives in a bullying situation are explored and humanized
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Use best practices for creating bullying programming

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The other sections of this website can help you construct a frame for your bullying storyline even on a tight deadline. The Best Practices section is a good place to start. You can use the information in Facts About Bullying to find research, debunked myths, and little known facts that can be the basis of interesting, untold stories. If your concern is veritable portrayal of bullying, check out the What to Avoid section for examples of common misrepresentations and how to avoid them and the Expert Help section to find a reliable source.

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Add a PSA

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Your work may leave audiences with questions about bullying, and interest in what they can do. Consider placing an existing PSA about bullying, or create one in which the talent gives validated information, concrete tips, guidance about students’ rights to be free from discriminatory harassment, and referrals to quality resources—all found on StopBullying.gov.

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Choosing sources to give insight about a bullying story can be difficult—especially on deadline. But a qualified expert can mean the difference between a well-reported story and one that aggravates the situation or increases misperceptions.

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The most important thing to remember is not all people who are willing to comment have equal expertise. Potential sources could be advocates, practitioners, researchers, parents, or students. Some come from fields related to bullying, such as education. Others have personal experience with the pain of bullying or even suicide. Some can tell of local successes. All of these people can provide valuable perspectives. However, bullying is a complex phenomenon. Most bullying situations defy simple answers and easy explanations. Without checking with an expert who has deep knowledge of bullying prevention, you risk giving partial, dated, or false information.

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Bullying Prevention Expert Checklist

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To find someone who truly understands the nuances of bullying, look for these key attributes:

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  • Does not state that bullying or any other single factor caused a suicide
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Understanding the Role of State Departments of Education

Each state within the U.S. has different bullying prevention laws and policies. In order to comply with these policies and, more importantly, create healthy school climates that promote positive relationships, it is important that educators, parents, students, and policymakers work together. Preventing bullying should be the focus of state efforts – using compelling evidence about what works to drive bullying prevention and intervention efforts.

Preventing Bullying through Science, Policy and Practice: Report Recommendations

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There are many promising approaches to reducing bullying. The National Academies of Sciences, Engineering, and Medicine report, Preventing Bullying through Science, Policy, and Practice, highlights evidence on bullying prevention. State Departments of Education should:

  • Use a common definition of bullying, and to include cyberbullying in the definition;
  • Use a common definition of harassment, and to include information about schools’ obligations under federal laws to address harassment based on race, color, national origin, sex (including sexual orientation and sex identity), disability, and religion.
  • Collect local data on the prevalence of all forms of bullying, including electronic, verbal, relational, physical, and bias-based bullying;
  • Lead the effort in collecting these data and sharing data at district, state, and federal levels; and
  • Work with researchers to assess anti-bullying laws and the impact on other forms of youth violence such as harassment, fighting, dating violence, and carrying weapons.

State enforcement of anti-bullying laws and policies will help create positive school climates. Best practices in bullying prevention and intervention indicates that teachers, administrators, parents, and students should all receive training in bullying prevention and in their state laws and policies. Accordingly, individual state laws and policies inform and drive the development of district and school-level laws and policies.

Using Laws and Policies Effectively to Prevent Bullying

Anti-bullying laws and policies have a positive effect on reducing bullying and protecting students. It is essential for school administrators, teachers, parents, and students to be aware of anti-bullying policies, including what applies and what does not.

There are some important things to keep in mind when implementing anti-bullying policies:

  • School attorneys and school boards should work together to communicate the scope and function of anti-bullying laws and policies.
  • State Departments of Education should lead their states bullying prevention initiatives.
  • Zero tolerance policies (i.e., suspension and expulsion) are not successful at reducing bullying and, in fact, may have negative consequences.
  • State Departments of Education should research and provide evidence-based alternative intervention strategies for bullying.
  • One promising approach is the use of restorative justice, where those who bully make amends for their behavior and are taught more prosocial (actions that promote inclusion) ways of interacting.

Furthermore, Preventing Bullying through Science, Policy, and Practice recommends that the U.S. Department of Education’s Office on Civil Rights along with each state’s Attorney General’s office, and state Departments of Education work together with researchers to collect data on the development, efficacy, and implementation of anti-bullying laws and policies. The report also recommends convening researchers, legislative members, educators, and community members to review anti-bullying laws and policies and to research their impact. Finally, the report recommends providing state-level findings to state legislatures and the U.S. Congress, which will advance knowledge of evidence-based bullying prevention and intervention strategies.

Testing New and Innovative Prevention Strategies

To date, there is no coordinated effort across state Departments of Education to prevent, identify, and use evidence-based practices to respond to bullying. Therefore, state commissioners of education are encouraged to prioritize testing new and innovative bullying prevention strategies. A comprehensive compilation of resources and studies on bullying prevention can be found at StopBullying.gov and the Strengthen the Evidence Base for Maternal and Child Health Evidence Review on bullying conducted by the Women’s and Children’s Health Policy Center at Johns Hopkins University. Prioritization of bullying prevention and intervention and coordinated efforts across researchers, policymakers, and state Departments of Education are necessary to effectively prevent, intervene in, and ultimately reduce bullying behaviors.

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Source and Research Limitations

The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Parents and Providers: Partnering with Healthcare Providers to Respond to Bullying

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Bullying is a pervasive public health concern among youth in the United States. In 2015, approximately 1 in 5 students ages 12-18 reported being bullied at school during the school year, translating to millions of youth being impacted across the country. Because bullying is a form of aggressive behavior, it can be traumatizing and negatively affect children’s development, social functioning, educational performance, and mental and physical health. Kids who bully others often get into trouble – including physical fights – at school.

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Effects of Bullying and Cyberbullying on Kids

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Bullying and Pediatricians Fact Sheet + +
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Bullying typically happens in person or through electronic means, also known as cyberbullying. The Centers for Disease Control and Prevention defines bullying as:

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Any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm.

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While bullying may have been viewed as a rite of passage in the past, there is now evidence that bullying can have lasting, negative effects on health and wellbeing. Bullying is also recognized as a risk factor for suicide – now the second leading cause of death for teens. For this reason, bullying prevention is a significant focus in education and other places where children and adolescents often come together, like faith communities, summer camps, athletics, and after school programs – and in health care as well.

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While any child can experience bullying, some are at higher risk. This includes children and adolescents who are socially isolated, who are overweight or underweight, or who are living with a disability, among other risk factors. Anything that might cause children or adolescents to be perceived as different from their peers could put them at increased risk of being bullied.

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The Important Role of Healthcare Providers

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Healthcare providers can be important allies in determining if a child is being bullied or why bullying behavior may have surfaced. Healthcare providers – including pediatricians, nurses, and physician assistants – can alert parents to signs – that bullying may be continuing, that their child might be depressed, and if it is affecting health or other aspects of life. They can offer supportive referrals to address health and mental health concerns.

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Parents are often the first to notice some of the subtle shifts that take place with children or adolescents who are affected by bullying. Their child may talk less. They may isolate themselves from friends. They may have trouble sleeping or struggle academically. They may not want to go to school, to avoid further torment by the child who is doing the bullying. Noticing behavior changes can open avenues for conversation – an important first step to intervene.

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Of course, sometimes parents may not know when a child or adolescent is experiencing bullying. If a parent suggests that a child may be depressed or struggling with something, the healthcare provider can have that important conversation that may reveal what is happening and if bullying is occurring.

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If bullying is suspected, a healthcare provider may ask the child or adolescent about how school is going, their friends and what activities they do together, if bullying occurs at school, and what teacher or other adult would be safe to talk with if there is a problem. These questions can open deeper discussion to determine what might be most helpful.

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There has been a trend to integrate behavioral health into primary care, including pediatrics – so when bullying is identified, sometimes a behavioral health counselor is available to assist right away. If not, the provider can make referrals to the appropriate services in the community.

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The most important thing for parents to remember is that if they notice a shift in their child’s behavior or have concerns about bullying, they should reach out for help – and healthcare providers are caring resources that can provide effective relief, healing, and intervention.

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Download PDF

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Source and Research Limitations
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The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

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This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Bullying as an Adverse Childhood Experience (ACE)

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ACE, or adverse childhood experience, is a potentially traumatic event that can have negative, lasting effects on a person. For children and youth in situations of prolonged and repeated abuse – like bullying and cyberbullying – the impact can affect their development, the way they interact with others, and how they perform in school. It may also affect mental and physical health.

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ACEs and Health

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The Adverse Childhood Experiences Study, or ACE Study, asked people to complete a confidential survey during their routine physical exam. The questionnaire asked about childhood experiences and current health and behaviors. The study looked at the effect of adverse experiences on a child, across the lifespan. The study showed that people who had multiple ACEs were, on average, at a much higher risk for serious health issues and a shorter life expectancy – sometimes by decades. This may be due to coping behaviors to ease emotional pain – like substance use and self-injury – that can compromise health. Because of the repeated nature of bullying, it may be experienced as ACEs for those who are bullied. We also know that bullying can cause anxiety, depression, or other mental health concerns that may be treated with medications, even as these drugs can also affect overall health or cause other symptoms or side effects.

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Bullying as an Adverse Childhood Experience (ACE)

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A child who is bullied may experience negative mental health effects – there may be feelings of sadness, loneliness, and isolation. Physical health can also be affected—sleep disturbance, heart disease, eating disorders and other ailments can last into adulthood. Academic performance and participation may slump and some may retaliate with violence. Bullying is also a risk factor for youth suicide. Violence is an ACE from any perspective. Children and youth who bully have a higher prevalence of violent fighting, vandalism, and criminal activity. In addition, those who witness others being bullied may experience this as an ACE. Witnesses of bullying have a higher rate of tobacco, alcohol, and drug use. Exposure to physical and emotional violence can result in myriad negative mental health and physical health consequences. Cyberbullying brings added injury and stress due its immediate, indefinite, viral, and permanent nature. The emotional injury can affect children’s view of the world, how they related to people, and where they feel safe and understood.

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Addressing ACEs and Preventing Bullying

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The effects of trauma are cumulative and can affect health across the lifespan. Some strategies to address ACEs and prevent bullying that are used by schools and other programs can be applied to the public health arena:

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Trauma-Sensitive Schools – This approach ensures that all school staff – from the principal to the janitor – understands the nature and impact of trauma. A student’s behavior can be a sign that they have been exposed to trauma. This approach recognizes the trauma, responds with compassion and intervention, and avoids certain responses that do more harm than good (such as isolation and suspension). Public health entities can apply this approach with their own staff.

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Social-Emotional Learning – Social-emotional learning, or SEL, teaches children at a young age how to name and recognize their feelings and builds skills to manage emotions. This approach provides children the opportunity to work together, understand each other, take responsibility, and to resolve disagreements peacefully. By understanding each other personally, children are less likely to bully or do other unkind acts to each other. If bullying does occur, SEL approaches can be helpful to name what is happening, identify the feelings behind the actions, and to resolve. Healthcare providers can infuse these skills whenever they interact with children.

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Mindfulness – Many schools are seeing the benefits of teaching mindfulness – or the skill to become aware of thoughts, emotions, and behavior – to children. Mindfulness is usually goal oriented and guided by teachers. Mindfulness can be a useful skill to students who may be inclined to act out or who have bullied in the past, where they can identify escalating feelings before acting on them. Public health agencies can offer resources on mindfulness to children and families.

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Circle Discussions – This approach is used to draw out open discussion, build understanding, and bring about justice when there is unrest. Circles were developed as a means to shift away from punishment to a more collaborative approach to respond to the question: What can we do to make things right? Guided by community-building questions, all children and youth in the class or group are asked to participate, but can decline if they do not want to participate. If bullying occurs, circle discussions can bring the group together to focus on supportive, collaborative, and healthy actions.

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Restorative Justice – Restorative Justice programs focus on restoring the relationships and repairing harm. Schools are also using restorative justice as a way to bring all parties together to repair the harm that was done. Like circle discussions, restorative justice moves away from individual punishment to community learning. This approach can be very helpful for children and youth to understand bullying from the perspective of the person being bullied, the person bullying another, and the witnesses. Restorative Justice programs are led by adults who have had considerable professional training and are not a form of peer mediation. Peer mediation or conflict resolution are not recommended to deal with bullying.

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While many of these efforts occur in school, they can happen in other places where children and youth come together. Efforts to help children and youth heal, understand, and to work together needs to happen through State and community collaborations, looking beyond education to after school programs, sport activities, summer camps, and social media platforms.

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The ACE Study is just one of many examples that underscore the importance of prevention and action. Bullying can be an ACE for children and can have long-lasting effects. State and community collaboration is essential to the health and future of children. By building empathy, social-emotional skills, and trauma-informed communities, bullying can be identified and addressed immediately. Having these preventive practices in place should make bullying less frequent, while affording children and youth skills that they can use throughout life.

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Download PDF

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Source and Research Limitations
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The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

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This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Consequences of Bullying +

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It is important for parents and people who work with children and adolescents to understand that bullying can have both short- and long-term effects on everyone involved. While most research on bullying has been about children and adolescents who have been bullied, those who bully others are also negatively impacted, as are those who are both bullied and bully others, and even those who are not directly involved but witness bullying.

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Children Who Have Been Bullied

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Research has found that children and adolescents who have been bullied can experience negative psychological, physical, and academic effects.

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Psychological Effects

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The psychological effects of bullying include depression, anxiety, low self-esteem, self-harming behavior (especially for girls), alcohol and drug use and dependence, aggression, and involvement in violence or crime (especially for boys). While bullying can lead to mental health problems for any child, those who already have mental health difficulties are even more likely to be bullied and to experience its negative effects.

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Cyberbullying – bullying that happens with computers or mobile devices – has also been linked to mental health problems. Compared with peers who were not cyberbullied, children who were cyberbullied report higher levels of depression and thoughts of suicide, as well as greater emotional distress, hostility, and delinquency.

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Physical Effects

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Bullying and Suicide

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Bullying is a risk factor for depression and thinking about suicide. Children who bully others, are bullied, or both bully and are bullied are more likely to think about or attempt suicide than those who are not involved in bullying at all.

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The physical effects of bullying can be obvious and immediate, such as being injured from a physical attack. However, the ongoing stress and trauma of being bullied can also lead to physical problems over time. A child who is bullied could develop sleep disorders - such as difficulty falling asleep or staying asleep - stomachaches, headaches, heart palpitations, dizziness, bedwetting, and chronic pain and somatization (i.e., a syndrome of distressful, physical symptoms that cannot be explained by a medical cause).

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Being bullied also increases cortisol levels – a stress hormone – in the body, which typically happens after a stressful event. Stress from bullying can impact the immune system and hormones. Imaging studies show that brain activity and functioning can be affected by bullying, which may help explain the behavior of children who have been bullied.

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Academic Effects

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Research has consistently shown that bullying can have a negative impact on how well children and adolescents do in school. It has a negative impact on both grades and standardized test scores starting as early as kindergarten and continuing through high school.

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Children Who Bully and Those Who Witness Bullying

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Very little research has been done to understand the effects of bullying on children who bully, and those who witness bullying (e.g., bystanders). More research is needed to understand the consequences of bullying on the individuals who bully others, particularly to understand the differences between those who are generally aggressive and those who bully others.

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Studies of children who witness bullying usually focus on their role in the bullying situation (e.g., if they backed up the child who bullied, or defended the victim) and why they did or did not intervene. While studies rarely assess the effects of bullying exposure on the witness, some research has found that bullying witnesses experience anxiety and insecurity based on their own fears of retaliation.

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Children Who Bully and Are Also Bullied

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Children and adolescents who bully others and who are also bullied are at the greatest risk for negative mental and physical health consequences, compared to those who only bully or are only being bullied. These children and adolescents may experience a combination of psychological problems, a negative perception of themselves and others, poor social skills, conduct problems, and rejection by their peer group.

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Compared with non-involved peers, those who have bullied others and have also been bullied have been found to be at increased risk for serious mental illness, be at high risk for thinking about and attempting suicide, and demonstrate heightened aggression.

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Conclusion

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Exposure to bullying in any manner – by being bullied, bullying others, or witnessing peers being bullied – has long-term, negative effects on children. The School Crime Supplement to the National Crime Victimization Survey found that in 2015, about 21 percent of students ages 12-18 reported being bullied at school during the school year. Given the prevalence of youth exposed to bullying across the nation, it is important to understand the consequences of bullying on children and adolescents, how it relates to other violent behaviors and mental health challenges, in order to effectively address them.

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Source and Research Limitations
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The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

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This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Teach Digital Citizenship Skills to Prevent Cyberbullying

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Digital citizenship is appropriate, responsible behavior when using technology. This includes social media, websites, online forums, communities, comments, and in apps and other device features. Teaching children and teens digital citizenship skills can help to prevent cyberbullying and its negative effects. When children learn positive online behaviors, social media can be used in productive ways.

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Teenagers are often the first to use new social media and digital technology. Research shows that 95% of American youth aged 12‐17 use the internet.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center. Among U.S. teens that use social media, 88% witness mean or cruel behavior, 67% observe others joining in those negative behaviors, and 21% admit to joining in at least once in a while.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center. Parents are the first source of advice teens go to about responsible internet use. And parents can monitor what their children do online in a variety of ways. Teachers are the second source of information for teens.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center. Both parents and teachers play an important role in teaching digital citizenship skills, including digital safety and digital etiquette.Jones, L., Mitchell, K. (2016). "Defining and Measuring Youth Digital Citizenship." New Media & Society 2016, Vol. 18(9) 2063–2079. doi: 10.1177/1461444815577797.

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Digital Safety

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Digital safety involves identifying and taking measures to protect against potential risks when using devices, apps, and the internet. Sharing personal information online can put children and teens at risk for the misuse of personal data, cyberbullying, and exposure to harmful content that may contain violence, suicide, and racist and adult material. Teens may not want or intend to access or post inappropriate content online. However, 44% admitted to giving a false age to access a website or sign up for an online account.1 Parental knowledge and involvement in mediating teenagers’ online activities influence whether teens behave appropriately and responsibly when using digital technologies.Wang, X., & Xing, W. (2018). "Exploring the Influence of Parental Involvement and Socioeconomic Status on Teen Digital Citizenship: A Path Modeling Approach." Journal of Educational Technology & Society, 21(1), 186–199.

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To reduce risks, parents can help their children set the privacy controls on their devices and accounts to ensure their children’s content is not shared with the public. Parents should proactively discuss the types of content and information that is safe or acceptable to share, post, and view online. It is important to foster open dialogue in which youth feel comfortable sharing their cyber experiences with caregivers and other supportive adults. Other tactics parents can use to ensure their children’s online safety include:

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  • Following their child’s social media accounts.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Knowing the passwords to their child’s email, social media accounts, and cell phones.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Searching online for information available about their child.Lenhart, A., Madden, M., Rainie, L., Smith, A., Purcell, K., Zickuhr, K. (2011) Teens, Kindness, and Cruelty on Social Network Sites, Pew Research Center
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Digital etiquette refers to an individual’s conduct online and in their use of technology. The virtual nature of social media and the privacy of using individual devices can embolden some to say or do things in cyberspace that they would not do in person. Appropriate behavior for digital interactions should follow the same social guidelines as face‐to‐face interactions.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium." Digital etiquette also extends to conduct beyond the screen – how and when individuals use their devices around others in different social settings.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium." Teaching good digital etiquette skills involves:

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  • Talking about what to do when children or teens witness cyberbullying or hurtful content.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Discussing appropriate content children or teens can share, view, or access online.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Reviewing appropriate behavior toward others onlineAnderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center. so that online interactions follow the same social guidelines as face‐to‐face interactions.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium."
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  • Role modeling and discussing respectful and tolerant behavior of others; including not posting hurtful, mean, vengeful, or disrespectful content.Anderson, M. (2016). Parents, Teens and Digital Monitoring, Pew Research Center.
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  • Role modeling appropriate device use including the amount of time spent on devices, and use of devices around others.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium."
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  • Discussing places that should be device‐free, like bathrooms and locker rooms.
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  • Talking about the permanency of content posted online, and how this can affect online reputation and can have negative consequences with college and job applications.
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  • Setting limits at every age for use of devices.Brown, A., Flinn, S., Hill, D., Jana, L., Shifrin, D. (2015). American Academy of Pediatrics, "Growing Up Digital: Media Research Symposium."
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Adults should teach digital citizenship skills to reinforce to children and teens that when they are using their voices online they must choose their words wisely and speak with respect and compassion. Most of these strategies should be used, discussed, and updated on an ongoing basis to address the changing social needs of children and teens as they get older, and with the emergence of new technologies. By being a role model for good digital citizenship and providing ongoing guidance on digital safety and etiquette, parents, teachers, and other caregivers can help prevent harmful behavior from happening, including cyberbullying.

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Source and Research Limitations
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This report includes the most up to date research on bullying, but it is important to note that this research has several important imitations. Most of the research is cross sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Another limitation is that many of the studies use self reports to identify who bullied or was bullied and to capture symptoms or experiences. While the use of self report is common in bullying research, it can result in biases or errors. The study participants must report information accurately, and some children may not want to admit to others that they have been bullied or have bullied others.

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How Youth Can Protect Themselves From Bullying +

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Understanding

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Youth often ask: "What can I do to help stop bullying?" and "How can I protect myself from being bullied?" These are difficult questions to answer, and sometimes parents, teachers, and principals struggle to address them. Yoon, J., Sulkowski, M. L., & Bauman, S. (2016). "Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts." Journal of School Violence, v15 n1, 91-113. Findings from some recent studies of new and innovative strategies can help youth to protect themselves from bullying. While considering the important role of parents, educators, and adults at school, this summary covers protective factors to prevent bullying as well as innovative strategies for youth that can reduce the likelihood of being bullied.

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Protective Factors

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One of the best ways that youth can protect themselves against being bullied is through healthy friendships and positive relationships with classmates.Hong, J. S., & Espelage, D. L. (2012). "A review of research on bullying and peer victimization in school: An ecological system analysis." Aggression and Violent Behavior, 17, 311-322. doi: 10.1016/j.avb.2012.03.003. A wealth of research indicates that having a healthy peer network protects against being bullied and also helps reduce the negative effects of being bullied, such as feeling depressed and anxious.Salmivalli, C. (2010). "Bullying and the peer group: A review." Aggression and Violent Behavior, 15, 112-120. doi: 10.1016/j.avb.2009.08.007. In addition, having positive peer relationships also can increase the likelihood that peer bystanders will step in to intervene and help stop bullying when it occurs.Kärnä, A., Voeten, M., Poskiparta, E., & Salmivalli . (2010). "Vulnerable children in varying classroom contexts: Bystanders' behaviors moderate the effects of risk factors on victimization." Merrill-Palmer Quarterly, 56, 261-282. doi: 10.1353/mpq.0.0052.

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Research also indicates that having positive relationships with teachers is associated with a reduced risk of being bulliedYoon, J. S., & Barton, E. (2008). "The role of teachers in school violence and bullying prevention." In School Violence and Primary Prevention, 249-275. Springer New York. and that hostile teacher-student relationships are associated with higher levels of bullyingLucas-Molina, B., Williamson, A. A., Pulido, R., & Pérez-Albéniz, A. (2015). "Effects of teacher-student relationships on peer harassment: A multi-level study." Psychology in the Schools, 52, 298-315. doi: 10.1002/pits.21822.. So it is important for youth to seek out and maintain both healthy peer and adult relationships to reduce the likelihood that they will be bullied.

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Youth can also reduce their exposure to environments in which bullying frequently occurs such as areas of schools with poor adult supervision or in social media settings where negative and hurtful communication occurs. In those instances where youth are in these environments, they should take extra caution, such as walking between classes with friends or a supportive peer, and protecting their identity online and the information they share electronically.

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New and Innovative Strategies

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Although research on this topic is emerging, efforts to deflect bullying may also be effective in some situations. Deflecting is doing something to take away the power of bullying and make the behavior less effective. For example, youth with strong social skills can use humor to deflect bullying. One study found that using humor or “telling a joke” was a more effective response to bullying than some of the more typical responses, like pretending not to be bothered, depersonalizing, retaliating, telling the aggressor to stop, appealing to the aggressor’s empathy, walking away, telling an adult at home, telling an adult at school, and telling a friend.

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Here are a few ways that have been shown to be effective in responding to bullying and cyberbullying that youth can use:

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Specific Strategies Youth Can Use to Deal with Bullying

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  • Seek assistance from an adult, friend, or classmate when a potentially threatening situation occurs.
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  • Be assertive (not aggressive, fighting, or teasing back) when possible.
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  • Use humor to deflect a potential threatening situation.
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  • Avoid unsafe places or walk away before a potential bullying encounter occurs.
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  • Agree with or “own” a belittling comment to defuse it.
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  • Walk with friends or a small group of friendly peers.
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  • Use positive self-statements to maintain positive self-esteem during an incident.
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  • Avoid getting emotionally upset when bullying occurs, as this may embolden the person bullying.
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Strategies Youth Can Use to Prevent Cyberbullying

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  • Never accept friend or network requests from unfamiliar people.
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  • Use the “mom” principle: Do not post or share photographs or movies that you would not be willing to share with your mother, father, or another important caregiver.
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  • Follow the “forever” principle: Assume that everything you put online will be there forever.
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  • Follow the “no privacy” principle: Assume that everyone can access information about you in cyberspace.
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  • Follow the “ex” principle: Would you be okay with your ex-boyfriends or girlfriends having access to content that you are planning to share?
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  • Block threatening or questionable people from seeing your profile and personal information.
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  • Do not post provocative, scandalous, or inflammatory remarks online.
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  • Do not reply to or retaliate against incidents of cyberbullying.
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  • Regularly change passwords to sites and applications, and immediately delete profiles that have been hacked.
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  • Avoid sites, networks, and applications that have poor security, provide easy access to personal information, or encourage interactions among strangers.
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  • Ensure that information is approved before it is posted or shared socially.
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  • Limit involvement in social networking to a few familiar sites.
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  • Avoid joining sites that do not have adequate privacy settings.
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  • Never engage in sexting (sharing pictures or messages that have private sexual content).
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Understanding Anti-Bullying Laws and Policies

One of the goals of every educator, parent, and student is to prevent bullying from happening. Anti-bullying laws are one prevention strategy that can change social norms. When researchers in the United States began studying bullying in the early 1990s, there were only a few anti-bullying laws and policies. Now, every state and most U.S. commonwealths and territories have a law or policy on bullying. Although no federal policy exists specific to bullying, other federal laws provide certain protections.

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Civil rights and anti-discrimination laws exist to protect groups of individuals who have historically experienced harassment and discrimination (e.g., religious minorities, women, ethnic minorities). In addition, the Individuals with Disabilities Education Act (IDEA) provides certain supports for students, when bullying interferes with receiving a free and appropriate public education. Schools may be in violation of these federal laws when bullying is based on race or ethnicity, color, national origin, sex, disability or religion. While it is important that states have laws and policies on bullying to help guide schools, there is a lot of variability in terms of the scope of these laws and policies.

Developing Anti-Bullying Laws and Policies

The U.S. Department of Education’s Office of Civil Rights issued a “Dear Colleague Letter” in 2010 that outlines bullying-related federal laws, and reviews schools’ responsibilities to respond effectively to bullying. The U.S. Department of Education also identified 11 recommended guiding principles that schools can use to develop a comprehensive policy to support an anti-bullying climate. The components are:

  • Purpose statement
  • Scope of the policy
  • Definition of bullying
  • Specifying protected classes who have historically been bullied
  • Implementation of local education area (LEA) policies
  • Essential components for LEAs
  • Commitment to regularly review the policy
  • Communication plan for notifying parents, students, and staff regarding bullying
  • Training and education for students, staff, and parents
  • Plan for monitoring and data collection
  • Statement that the policy does not preclude targets and their families from seeking other legal remedies

Researchers have found that three specific components in anti-bullying laws decreased the odds of a child being bullied by 20 percent. Specifically, these anti-bullying laws had:

  • a statement of scope,
  • a clear description of the prohibited behavior, and
  • a requirement that school districts develop, implement, and monitor local policies. (See Ohio’s policy as an example.)

Implementing Anti-Bullying Laws and Policies

It is incumbent on state departments of education and state legislatures to provide leadership and guidance to schools on antibullying laws and policies. Ideally, state education agencies, state legislatures, and researchers will benefit from convening annual work groups to develop, implement, and monitor anti-bullying laws and policies.

When schools do not comply with federal or state laws, the school system is at-risk of litigation. Lawsuits are expensive, timeconsuming, often do not result in positive outcomes for the plaintiffs (i.e., the victims), and are not an effective remedy for bullying. Researchers reviewed over 20 years of cases and found that court decisions ruled in favor of the plaintiffs in only 2 percent of claim rulings.

Need for Additional Research on the Impact of Anti-Bullying Laws and Policies

Effective laws and policies are an initial step in providing guidance to researchers, educators, and policymakers working together to create positive school climates. Emerging evidence indicates that anti-bullying laws and policies can be effective in reducing bullying among school-aged youth. The research is clear that “zero tolerance” policies are not effective in reducing bullying. Additional research is needed to study which policies and laws are effective in reducing bullying. Studies that employ time-series analyses can examine the relationship of laws and policies on bullying behavior over time. Mixed methods research designs also add an important qualitative element to understanding a complex social problem like bullying. As additional research studies, program evaluations, and policy analyses are conducted, educators and youth-serving organizations will be better positioned to prevent bullying, and to effectively address it when it occurs.

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Understanding Integrated Health Care and Bullying

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As bullying research has unfolded over the past 30 years, the complexity of the bullying landscape has become apparent – one that includes multiple interfaces among schools, families, youth, peers, extracurricular activities, communities, social and traditional media, researchers, health services, and laws and policies at the federal and state levels. Effective solutions need to be multi-faceted and multi-tiered, engaging all stakeholders, in order to effectively address bullying.

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One important touchpoint in communities is integrated health care – a community model that involves high levels of communication among health care providers such as psychologists, physicians, nurses, and other professionals. Integrated health care provides many opportunities for discussing bullying during well-child care visits, annual school physicals, sports physicals, and acute care.

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Educating Healthcare Providers on the Effects of Bullying on Health

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Most Bullying is associated with emotional, behavioral, social, and physical issues, including:

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Health care providers should seek training so they can recognize the emotional, social, behavioral, and physical manifestations that affect youth who are bullied, who bully others, and who witness bullying. The National Association of School Nurses and the American Academy of Pediatrics have issued statements on bullying prevention for nurses and pediatricians, and have fact sheets, webinars, and opportunities for continuing education in bullying prevention and intervention.

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Integrating Bullying into Healthcare

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When a teen is experiencing social, emotional, behavioral, and physical problems, health care professionals should assess for involvement in bullying. Asking questions about friendships, use of technology, and experiences with bullying, can help health care providers understand the social experiences of their patients. Protective factors that health care professionals can assess during a well-child check are parental warmth and connectedness, and perceived caring by friends and other supportive adults. It is also important for health professionals to remember that youth with certain conditions are at greater risk for being bullied, specifically, youth with diagnoses and illness such as cerebral palsy, diabetes, obesity, autism spectrum disorders, learning disabilities, attention deficit disorders, congenital abnormalities, and emotional or behavioral problems.

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If a teen is experiencing bullying, the integrated health care team can be an important partner in developing a bullying prevention plan that includes recommendations for the school and family.

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Testing New and Innovative Prevention Strategies

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To date, studies have not evaluated the role that integrated health care can play in bullying prevention and intervention. In fact, much of the research in bullying prevention and intervention has focused on specific adults such as teachers, parents, and less research has been conducted on teams of professionals across settings. There are obvious barriers to interdisciplinary communication such as Family Educational Rights and Privacy Act (FERPA) and Health Insurance Portability and Accountability Act (HIPAA); however, there are also ways to work within the parameters of these protective policies, including informed consent and assent. Innovative prevention strategies should increase interdisciplinary communication among educators, parents, and researchers and move away from the current silos where communication barriers exist among agencies and health care providers. Model examples of such strategies include the use of electronic health records and home health care.

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Health care professionals should always inquire about bullying even when symptoms might be consistent with other physical, behavioral, and emotional problems. Bullying can be a contributing factor to other issues, and astute integrated health care teams can ask questions to assess what a young person might be experiencing. This important line of defense can help families, schools, and communities develop integrated and effective bully prevention and intervention strategies.

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Source and Research Limitations
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The information discussed in this fact sheet is based on the comprehensive review of bullying research presented in the National Academies of Sciences, Engineering, and Medicine’s report entitled Preventing Bullying Through Science, Policy, and Practice.

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This report includes the most up to date research on bullying, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

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Prevention and Intervention: Multi-Tiered Approaches to Bullying +

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What is Multi-tiered Systems of Support?

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The Multi-tiered Systems of Support (MTSS) framework includes school-based interventions or services that address different “levels” of supports needed to deal with the range of learning, mental health, and emotional-behavioral health concerns that a student may have. It is also used in bullying prevention and intervention. Multi-tiered service delivery involves providing universal and selective prevention services, as well as indicated intervention services.

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How does MTSS Work to Prevent Bullying?

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Universal Prevention

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Universal bullying prevention efforts, the first tier in the MTSS model, are designed to reduce risk and increase resilience for specific populations within a school community. These prevention strategies reach all students, regardless of their risk; and benefit the whole school community. Some of the most effective bullying prevention efforts work to improve the overall social and emotional climate of a school, and foster positive social or inclusive behavior among all students. Another prevention tactic schools can take is to hold classroom meetings that reinforce positive behavior expectations and provide guidance on how to respond to bullying. Services are designed to address student needs and academic challenges, and they are often supported by state or national educational initiatives (e.g., bully prevention curricula, positive behavioral intervention supports [PBIS], social emotional learning [SEL]).

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Research shows that both students and educators benefit from bullying prevention efforts. Results from a comprehensive and systematic review of research on the effectiveness of school-based programs to reduce bullying show that they effectively reduce bullying by 20 to 23 percent and victimization by 17 to 20 percent.

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Selective Prevention

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The second tier in MTSS is an additional layer of support, where school staff delivers selective prevention and intervention services to youth who may have greater needs than those of the general student body who receive universal services. Selective interventions often focus on youth who are at higher risk of engaging in bullying or students who are at-risk for being the target of bullying. For youth who bully others, selective prevention may include reinforcing consequences for bullying, and using teacher or counselor mediation to deal with interpersonal conflict. To reduce the social benefits related to bullying, students may be encouraged to defend classmates who are the targets of bullying. For youth at-risk of being bullied, selective services may include assertiveness training and developing peer support groups.

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There is growing empirical support for use of peer support groups and active bystander training for students who disrupt bullying incidents. One study found that peer and teacher support buffers against the negative impact of being bullied. Another study found that teacher support was associated with decreases in student-reported bullying. Several other studies suggest that preparing students to be active bystanders is one of the most effective ways to prevent or stop bullying when it is occurring.

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How is MTSS used for effective intervention?

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MTSS is effective for bullying intervention when youth with various academic, behavioral, and health needs are involved. The components of most MTSS intervention models include:

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Indicated Interventions

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The third tier of multi-tiered service delivery involves implementing indicated interventions to students whose needs are not adequately addressed by the previous two tiers of service delivery. When third-tier interventions are provided, supports are more intense and tailored to specific needs, usually for a small number of students. These interventions often address mental health concerns, behavior issues, and academic performance. These may involve working with administrators, multiple teachers, school resource officers, family members, and others who have a strong impact on a student’s life. For example, a school-based mental health professional might use trauma-focused cognitive-behavioral therapy (CBT) – a type of mental health intervention used to reduce symptoms related to violence exposure – to help a student with emotional or behavioral concerns while coordinating with other school personnel to provide other academic and social supports. Although research on the specific use of indicated interventions for bullying is still emerging, a considerable body of research supports the use of these interventions for related problems and concerns in school settings, such as conflict with peers. The MTSS model enables educators and mental health professionals to provide a range of services to students who display varying degrees of risk, with flexibility in how they address the specific needs of students to support them in achieving inclusion and success.

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Preventing Bullying Through Moral Engagement +

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Understanding Moral Engagement

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Moral self-view – or morality – is an individual's standards of behavior or beliefs concerning what is and is not acceptable to do. Children and young people are still in the process of forming their beliefs and are influenced by the actions of the people around them. An individual’s morals can be shaped by the actions and beliefs of people in their family, religious groups, culture, and in school and other social settings. Moral engagement is a person’s commitment to positive social interactions and thoughtful care of others. Research has shown that there is a connection between an individual’s moral self-view and their behavior.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. Individuals who value and express empathy and concern for others, and who behave positively in social settings, display a sense of moral engagement.

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Moral Engagement and Bullying

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Empathy and moral self-view play a role in an individual’s potential for aggressive and bullying behavior, as well as in their capacity for positive social interactions.Pozzolia, T., Ginia, G., Thornbergb, R. (2016). "Bullying and defending behavior: The role of explicit and implicit moral cognition." Journal of School Psychology, (59) 67-81. doi: 10.1016/j.jsp.2016.09.005. An individual who is socially kind and ethical may be less susceptible to bullying because they behave civilly toward others. A student who is morally engaged may be bothered by the mistreatment of others and find it harder to ignore. Their concern may lead them to take action and address the bullying in some way or to reach out to a trusted advisor to help deal with the situation. A morally engaged individual – including students, teachers, coaches, counselors, educators, parents, extra-curricular staff, and faith-based leaders – can influence others through their positive social behavior.

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The Role of Educators in Moral Engagement and Bullying

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Because peer aggression and bullying commonly occur at schools, affecting students’ wellbeing and learning environment, teachers, coaches, counselors, and other school staff have the important task of being role models for moral engagement and respectful behavior. Teachers’ responses to bullying and other harmful acts send clear messages to students about acceptable and unacceptable behavior toward others.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. In effect, not responding or intervening when bullying or aggressive behavior occurs can be perceived by students as silent agreement. When a teacher, coach, or school administrator consistently intervenes in bullying, it can positively influence the moral engagement of students by setting a standard for expected behavior. It also helps improve student peer relationships, which reduces moral disengagement and helps prevent bullying.Thornberg, R., Wänström, L., Pozzoli, T., Ginia, G. (2017). "Victim prevalence in bullying and its association with teacher–student and student–student relationships and class moral disengagement: a class-level path analysis." Research Papers in Education, 1-16. doi: 10.1080/02671522.2017.1302499.

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Teachers can also utilize social-emotional learning strategies in the classroom to help develop students’ moral engagement. Through social-emotional learning, students can gain a deeper understanding of their own emotions and how those emotions relate to their behavior. Social emotional learning activities can help students build empathy, foster healthy relationships, and manage their feelings. In turn, this can help them become more socially confident and secure about themselves and in their relationships with others.

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Addressing Bullying through Moral Engagement

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To help prevent bullying, school staff can foster moral engagement and model pro-social behavior. They can implement successful bullying prevention and intervention strategies that are systematic and reliable, so everyone understands what bullying is and how it will be handled. This makes it clear to students that their teachers and other school staff are morally engaged and that bullying will be noticed and consistently addressed. When bullying occurs, teachers and school staff can defend the target of bullying by reinforcing their humanity and intrinsic worth, which helps to cultivate moral engagement and reduce victim blaming.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. Another strategy is to provide individual support to targets of bullying, to help them address emotions and thoughts involved in the bullying situation.Campaert, K., Nocentini, A., Menesini, E. (2017). "The efficacy of teachers' responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying." Aggressive Behavior, (43) 483–492. DOI: 10.1002/ab.21706. Implementing moral engagement and bullying prevention and intervention strategies can promote a positive school climate, so everyone feels safer and more connected.

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Source and Research Limitations
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This research summary is based on the most up to date research on bullying and prevention, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows what may be related at that time, but cannot tell us which came first or if one caused the other to occur.

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Social Emotional Learning and Bullying Prevention +

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What is social emotional learning?

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Social emotional learning (SEL) is an educational approach that helps people develop social skills and awareness of themselves and others. School-based SEL can help students improve their academic and interpersonal success. It focuses on the positive behaviors of students instead of the negative behaviors to promote youth development.Nickerson, A; Fredrick, S; Allen, K; Jenkins, L. “Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization”, Journal of School Psychology, (73) 74-88. https://doi.org/10.1016/j.jsp.2019.03.002

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Benefits for students and schools

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Developing social and emotional skills can have many benefits. It can significantly enrich students’ mental health, behavior, and education. An evaluation of 213 school-based SEL programs showed these students had improved relationships with peers, teachers and school. When children learn social and emotional skills in school, it can also help them improve academically.Durlak, J; Oberle, E; Taylor, R; Weissberg, R. “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-up Effects”, Child Development, July/August 2017, Volume 88, Number 4, Pages 1156–1171. DOI: 10.1111/cdev.12864 The evaluation also found a decrease in student conduct problems, substance use, and emotional distress.Durlak, J; Oberle, E; Taylor, R; Weissberg, R. “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-up Effects”, Child Development, July/August 2017, Volume 88, Number 4, Pages 1156–1171. DOI: 10.1111/cdev.12864 

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Developing students’ social and emotional skills is a promising approach to prevent bullying. Studies have shown that these skills help protect students from becoming targets of bullying. They can also lower the risk of someone bullying others.Farrington, D; Ttofi, M; Zych, I. “Protective factors against bullying and cyberbullying: A systematic review of meta-analyses”, Aggression and Violent Behavior, Volume 45, March-April 2019, Pages 4-19. https://doi.org/10.1016/j.avb.2018.06.008  Through SEL students can develop empathy and resolve conflicts better. They can also build particular skills that can prevent students from getting involved in bullying.Farrington, D; Ttofi, M; Zych, I. “Protective factors against bullying and cyberbullying: A systematic review of meta-analyses”, Aggression and Violent Behavior, Volume 45, March-April 2019, Pages 4-19. https://doi.org/10.1016/j.avb.2018.06.008 These skills include self-awareness, self-management, and responsible decision making.Durlak, J; Oberle, E; Taylor, R; Weissberg, R. “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-up Effects”, Child Development, July/August 2017, Volume 88, Number 4, Pages 1156–1171. DOI: 10.1111/cdev.12864 

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Social Emotional Learning (SEL) in the Classroom

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Here are some ways to include SEL within the classroom:

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  • School-wide SEL framework: The program works to create a positive school environment. Teachers, staff, students, and sometimes parents participate.
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  • Formal integration of SEL into curricula: This might include scripted, step-by-step trainings. It often has clear, structured, strategies.
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  • Teacher-led integration of SEL: Teachers can bring this learning into their classes and teaching practices.Nickerson, A; Fredrick, S; Allen, K; Jenkins, L. “Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization”, Journal of School Psychology, (73) 74-88. https://doi.org/10.1016/j.jsp.2019.03.002
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There are many resources and programs available to train educators how to teach SEL. These programs also help educators build their own emotional and social skills. Teachers with good social and emotional skills tend to have greater job satisfaction, express more positivity towards students, and have less problems managing classrooms.Farrington, D; Ttofi, M; Zych, I. “Protective factors against bullying and cyberbullying: A systematic review of meta-analyses”, Aggression and Violent Behavior, Volume 45, March-April 2019, Pages 4-19. https://doi.org/10.1016/j.avb.2018.06.008   SEL works best when the whole school is aware of and commits to positive behaviors.

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Source and Research Limitations
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This research summary is based on the most up to date research on bullying and prevention, but it is important to note that this research has several important limitations. Most of the research is cross-sectional, which means it took place at one point in time. This type of research shows what may be related at that time, but cannot tell us which came first or if one caused the other to occur.

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Bullying stops us from being who we want to be, and prevents us from expressing ourselves freely, and might even make us feel unsafe. If you are bullied, say something! If you are bullying, it’s not cool!

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I might be being bullied

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  • SPEAK UP: If you feel uncomfortable with the comments or actions of someone… tell someone! It is better to let a trusted adult know, than to let the problem continue.
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  • Get familiar with what bullying is and what it is not. If you recognize any of the descriptions, you should stay calm, stay respectful, and tell an adult as soon as possible.
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  • If you feel like you are at risk of harming yourself or others get help now!
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Someone is bullying me online or via text message

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  • Remember, bullying does not only happen at school. It can happen anywhere, including through texting, the internet and social media.
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  • Learn more about cyberbullying and how to respond if it is happening to you.
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I don’t get bullied, but my friend does

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I want to contribute to anti-bullying initiatives in my school or community

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The Federal Partners in Bullying Prevention invite you to take action to make a difference in your community! By following the steps in this youth engagement toolkit, you can join other youth leaders across the country and the Federal Partners to organize a bullying prevention social and educational event.

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I did something I regret and my friends won’t talk to me anymore. What can I do?

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  • If possible, try to speak privately with each of them to offer an apology.
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  • Acknowledge that what you said or did offended or hurt them.
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  • Explain that you are trying to learn from your mistake and ask if they will help you understand how it made them feel.
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Someone I know said something that really offended me and my friends. I want to call them out. What should I do?

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  • If someone you know said something that hurt you, talk to them privately. Tell them how their words or actions made you feel.
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  • Try to learn more about what was behind their words before judging or blaming them. Talk it out. Listen.
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  • Agree together to have an open conversation and learn from each other so you can both move on from the incident without causing more harm.
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  • If the person continues to be offensive, walk away and don’t engage with their behavior.
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My friends want to give the “silent treatment” to another student because of something they said, and they want me to join in. What should I do?

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  • Don’t participate in public or online shaming. You don’t need to make a public comment about it.
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  • Speak to your friends and explain why you don’t want to do it. For example, you could say, “I disagree with them, but I don’t want to bully anyone.” You can also encourage your friends not to do it.
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Getting Started

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The Bullying Prevention Training Module Presentation is a research-based resource that can help you lead bullying prevention efforts in your local community.

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Bullying Prevention Training Module - PowerPoint

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Bullying Prevention Training Module - PDF

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Organizing a Community Event

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The Community Action Toolkit includes materials to create a community event using the research, ideas and bullying prevention and response strategies that you learned about in the Training Module.

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Community Action Toolkit - English - PDF

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Equipo de acción comunitaria - Español - PDF

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Working with Stakeholders

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The User Guides are tailored to 11 audiences that play a critical role in bullying prevention and include information for delivering this training.

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English User Guides

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Guías de Usuario

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Trainings for Educators and School Bus Drivers

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The National Center of Safe Supportive Learning Environments (NCSSLE) offers bullying prevention training toolkits filled with research-based, user friendly materials trainers can use for events and workshops. Each Training Toolkit includes a step-by-step facilitator's guide, a customizable power point presentation, handouts, and feedback form.

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Creating a Safe and Respectful Environment on Our Nation's School Buses

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Creating a Safe and Respectful Environment in Our Nation’s Classrooms

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Get Smart, Get Help, Get Safe

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Learn From Others

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The Take Action Today booklet features stories of how different community leaders are working hard to prevent bullying in their schools and their communities.

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Take Action Today Blog Series - PDF

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Evidence Review of Bullying Prevention Strategies

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The “Strengthen the Evidence Base for Maternal and Child Health (SEMCH) Programs” is a Health Resources and Services Administration-funded initiative that aims to support state Maternal and Child Health (MCH) Title V programs in developing evidence-based or evidence-informed State Action Plans in responding to the National Outcome Measures, National Performance Measures, and State Performance Measures to facilitate the transformation of the MCH Title V Block Grant program.

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SEMCH recently released an evidence review of the current literature on strategies to address bullying. Although the intended audience for these briefs is Title V state health departments, the information has broad applicability to any individual or organization interested in bullying prevention. You can access to 3-page brief on the SEMCH website, as well as the full report.

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Adults have a major role in helping to prevent bullying. Find out what you can do:

 

Parents

Parents play a key role in preventing and responding to bullying. If you know or suspect that your child is involved in bullying, there are several resources that may help.

  • Recognize the warning signs that your child is involved in bullying. They could be being bullied, bullying others, or witnessing bullying.  Although these signs could signal other issues, you should talk to your child if they display any sort of behavioral or emotional changes.  Many times kids won’t ask for help, so it is important to know what to look for. If your child is at immediate risk of harming himself or others, get help right away.
  • Learn what bullying is and what it is not. Understanding what bullying is is the first step in forming a plan to prevent or respond to bullying with your child. Many behaviors that look like bullying may be just as serious, but may require different response strategies. You can also learn about:
  • Cyberbullying often requires different strategies than in-person bullying.  Learn how to work with your kids to prevent cyberbullying and how to respond when it occurs.
  • Utilize tips and tools to talk to your child about bullying. Opening lines of communication before your child is involved in bullying makes it easier for them to tell you when something happens. It is also important to work with a school to help prevent bullying before it starts.
  • If you know or suspect bullying has occurred, learn how to find out what has happened with your child. Understanding what has happened can also help in communicating with school or community officials about the situation.
  • If you have determined bullying has occurred, learn how you and school or community officials can work together to support your child, whether they were bullied, bullied others, or witnessed bullying.  Learn also about considerations for specific groups.
  • If bullying is occurring at school, learn about what your state requires schools to do in your state’s anti-bullying law. Learn also about federal laws that require schools to address harassment based on race, color, national origin, sex, and disabilities and ways to report situations that have not been adequately addressed to the U.S. Departments of Education and Justice.
  • If you have worked with your child and your school and need additional assistance, find resources to help address the situation.

Educators

Schools are a primary place where bullying can happen. Helping to establish a supportive and safe school climate where all students are accepted and knowing how to respond when bullying happens are key to making sure all students are able to learn and grow. There are many tools on StopBullying.gov specific for teachers, administrators, and other school staff.

Community

As an adult in the community, you play an important role in ensuring all children are safe from bullying. Whether you work in law enforcement, mental health services, community or youth organizations, or any other role that works with children, there are resources to help you take action against bullying.

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+ Secure .gov websites use HTTPS +

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Respond to Bullying +

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Stop Bullying on the Spot

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When adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time. There are simple steps adults can take to stop bullying on the spot and keep kids safe.

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  • Intervene immediately. It is ok to get another adult to help.
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  • Separate the kids involved.
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  • Make sure everyone is safe.
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  • Meet any immediate medical or mental health needs.
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  • Stay calm. Reassure the kids involved, including bystanders.
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  • Model respectful behavior when you intervene.
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Avoid these common mistakes:

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  • Don’t ignore it. Don’t think kids can work it out without adult help.
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  • Don’t immediately try to sort out the facts.
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  • Don’t force other kids to say publicly what they saw.
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  • Don’t question the children involved in front of other kids.
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  • Don’t talk to the kids involved together, only separately.
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  • Don’t make the kids involved apologize or patch up relations on the spot.
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Get police help or medical attention immediately if:

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  • A weapon is involved.
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  • There are threats of serious physical injury.
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  • There are threats of hate-motivated violence, such as racism or homophobia.
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  • There is serious bodily harm.
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  • There is sexual abuse.
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  • Anyone is accused of an illegal act, such as robbery or extortion—using force to get money, property, or services.
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Find Out What Happened

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Whether you’ve just stopped bullying on the spot or a child has reached out to you for help, follow the steps below to determine the best way to proceed.

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  • Keep all the involved children separate. 
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  • Get the story from several sources, both adults and kids.
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  • Listen without blaming.
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  • Don’t call the act “bullying” while you are trying to understand what happened.
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It may be difficult to get the whole story, especially if multiple students are involved or the bullying involves social bullying or cyberbullying. Collect all available information.

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Determine if it's Bullying

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There are many behaviors that look like bullying but require different approaches. It is important to determine whether the situation is bullying or something else.

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Review the definition of bullying. To determine if this is bullying or something else, consider the following questions:

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  • What is the history between the kids involved? Have there been past conflicts?
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  • Is there a power imbalance? Remember that a power imbalance is not limited to physical strength. It is sometimes not easily recognized. If the targeted child feels like there is a power imbalance, there probably is.
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  • Has this happened before? Is the child worried it will happen again?
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  • Have the kids dated? There are special responses for teen dating violence.
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  • Are any of the kids involved with a gang? Gang violence has different interventions.
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Remember that it may not matter “who started it.” Some kids who are bullied may be seen as annoying or provoking, but this does not excuse the bullying behavior.

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State law and school policy may have additional guidelines for defining bullying behavior.

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Once you have determined if the situation is bullying, support the kids involved.

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Support the Kids Involved +

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All kids involved in bullying—whether they are bullied, bully others, or see bullying—can be affected. It is important to support all kids involved to make sure the bullying doesn’t continue and effects can be minimized.

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Support Kids Who are Bullied

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Listen and focus on the child. Learn what’s been going on and show you want to help.  

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Assure the child that bullying is not their fault. 

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Know that kids who are bullied may struggle with talking about it. Consider referring them to a school counselor, psychologist, or other mental health service.

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Give advice about what to do. This may involve role-playing and thinking through how the child might react if the bullying occurs again.

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Work together to resolve the situation and protect the bullied child. The child, parents, and school or organization may all have valuable input. It may help to:

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  • Ask the child being bullied what can be done to make him or her feel safe. Remember that changes to routine should be minimized. He or she is not at fault and should not be singled out. For example, consider rearranging classroom or bus seating plans for everyone. If bigger moves are necessary, such as switching classrooms or bus routes, the child who is bullied should not be forced to change.
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  • Develop a game plan. Maintain open communication between schools, organizations, and parents. Discuss the steps that are taken and the limitations around what can be done based on policies and laws. Remember, the law does not allow school personnel to discuss discipline, consequences, or services given to other children.
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Be persistent. Bullying may not end overnight. Commit to making it stop and consistently support the bullied child.

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Avoid these mistakes:

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  • Never tell the child to ignore the bullying.
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  • Do not blame the child for being bullied. Even if he or she provoked the bullying, no one deserves to be bullied.
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  • Do not tell the child to physically fight back against the kid who is bullying. It could get the child hurt, suspended, or expelled.
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  • Parents should resist the urge to contact the other parents involved. It may make matters worse. School or other officials can act as mediators between parents. 
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Follow-up. Show a commitment to making bullying stop. Because bullying is behavior that repeats or has the potential to be repeated, it takes consistent effort to ensure that it stops.

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Address Bullying Behavior

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Parents, school staff, and organizations all have a role to play.

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Make sure the child knows what the problem behavior is. Young people who bully must learn their behavior is wrong and harms others. 

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Show kids that bullying is taken seriously. Calmly tell the child that bullying will not be tolerated. Model respectful behavior when addressing the problem.

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Work with the child to understand some of the reasons he or she bullied. For example:

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  • Sometimes children bully to fit in. These kids can benefit from participating in positive activities. Involvement in sports and clubs can enable them to take leadership roles and make friends without feeling the need to bully.
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  • Other times kids act out because something else—issues at home, abuse, stress—is going on in their lives. They also may have been bullied. These kids may be in need of additional support, such as mental health services.
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Use consequences to teach. Consequences that involve learning or building empathy can help prevent future bullying. School staff should remember to follow the guidelines in their student code of conduct and other policies in developing consequences and assigning discipline. For example, the child who bullied can:

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  • Lead a class discussion about how to be a good friend.
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  • Write a story about the effects of bullying or benefits of teamwork.
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  • Role-play a scenario or make a presentation about the importance of respecting others, the negative effects of gossip, or how to cooperate.
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  • Do a project about civil rights and bullying.
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  • Read a book about bullying.
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  • Make posters for the school about cyberbullying and being smart online.
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Involve the kid who bullied in making amends or repairing the situation. The goal is to help them see how their actions affect others. For example, the child can:

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  • Write a letter apologizing to the student who was bullied.
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  • Do a good deed for the person who was bullied or for others in your community.
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  • Clean up, repair, or pay for any property they damaged.
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Avoid strategies that don’t work or have negative consequences.

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  • Zero tolerance or “three strikes, you’re out” strategies don’t work. Suspending or expelling students who bully does not reduce bullying behavior. Students and teachers may be less likely to report and address bullying if suspension or expulsion is the consequence.
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  • Conflict resolution and peer mediation don’t work for bullying. Bullying is not a conflict between people of equal power who share equal blame. Facing those who have bullied may further upset kids who have been bullied.
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  • Group treatment for students who bully doesn’t work. Group members tend to reinforce bullying behavior in each other.
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Follow-up. After the bullying issue is resolved, continue finding ways to help the child who bullied to understand how what they do affects other people. For example, praise acts of kindness or talk about what it means to be a good friend. 

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Support Bystanders Who Witness Bullying

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Even if kids are not bullied or bullying others they can be affected by bullying. Many times, when they see bullying, they may not know what to do to stop it. They may not feel safe stepping in in the moment, but there are many other steps they can take.

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  1. + Home +
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  2. + How Youth Can Protect Themselves From Bullying +
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How Youth Can Protect Themselves From Bullying +

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Understanding

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Youth often ask: “What can I do to help stop bullying?” and “How can I protect myself from being bullied?” These are difficult questions to answer, and sometimes parents, teachers, and principals struggle to address themYOON, J., SULKOWSKI, M. L., & BAUMAN, S. (2016). Teachers' Responses to Bullying Incidents: Effects. Findings from some recent studies of new and innovative strategies can help youth to protect themselves from bullying. While considering the important role of parents, educators, and adults at school, this summary covers protective factors to prevent bullying as well as innovative strategies for youth that can reduce the likelihood of being bullied.

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Protective Factors

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One of the best ways that youth can protect themselves against being bullied is through healthy friendships and positive relationships with classmatesHONG, J. S., & ESPELAGE, D. L. (2012). A Review of Research on Bullying and Peer Victimization in School: An Ecological System Analysis. Aggression and Violent Behavior, 17, 311-322. DOI: 10.1016/J.AVB.2012.03.003. A wealth of research indicates that having a healthy peer network protects against being bullied and also helps reduce the negative effects of being bullied, such as feeling depressed and anxiousSALMIVALLI, C. (2010). Bullying and The Peer Group: A Review. Aggression and Violent Behavior, 15, 112-120. DOI: 10.1016/J.AVB.2009.08.007. In addition, having positive peer relationships also can increase the likelihood that peer bystanders will step in to intervene and help stop bullying when it occursKÄRNÄ, A., VOETEN, M., POSKIPARTA, E., & SALMIVALLI . (2010). Vulnerable Children in Varying Classroom Contexts: Bystanders' Behaviors Moderate the Effects of Risk Factor on Victimization. Merill-Palmer Quaterly, 56, 261-282. DOI: 10.1353/MPQ.0.0052.

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Research also indicates that having positive relationships with teachers is associated with a reduced risk of being bulliedYOON, J. S., & BARTON, E. (2008). The Role of Teachers in School Violence and Bullying Prevention. In School Violence and Primary Prevention (PP. 249-275). Springer New York. and that hostile teacher-student relationships are associated with higher levels of bullyingLUCAS-MOLINA, B., WILLIAMSON, A. A., PULIDO, R., & PÉREZ-ALBÉNIZ, A. (2015). Effects of Teacher-Student Relationships on Peer Harassment: A Multi-Level Study. Psychology in the Schools, 52, 298-315. DOI: 10.1002/PITS.21822. So it is important for youth to seek out and maintain both healthy peer and adult relationships to reduce the likelihood that they will be bullied.

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Youth can also reduce their exposure to environments in which bullying frequently occurs such as areas of schools with poor adult supervision or in social media settings where negative and hurtful communication occurs. In those instances where youth are in these environments, they should take extra caution, such as walking between classes with friends or a supportive peer, and protecting their identity online and the information they share electronically.

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New and Innovative Strategies

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Although research on this topic is emerging, efforts to deflect bullying may also be effective in some situations. Deflecting is doing something to take away the power of bullying and make the behavior less effective. For example, youth with strong social skills can use humor to deflect bullying. One study found that using humor or “telling a joke” was a more effective response to bullying than some of the more typical responses, like pretending not to be bothered, depersonalizing, retaliating, telling the aggressor to stop, appealing to the aggressor’s empathy, walking away, telling an adult at home, telling an adult at school, and telling a friend.

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Here are a few ways that have been shown to be effective in responding to bullying and cyberbullying that youth can use:

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Specific Strategies Youth Can Use to Deal with Bullying

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  • Seek assistance from an adult, friend, or classmate when a potentially threatening situation occurs.
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  • Be assertive (not aggressive, fighting, or teasing back) when possible.
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  • Use humor to deflect a potential threatening situation.
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  • Avoid unsafe places or walk away before a potential bullying encounter occurs.
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  • Agree with or “own” a belittling comment to defuse it.
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  • Walk with friends or a small group of friendly peers.
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  • Use positive self-statements to maintain positive self-esteem during an incident.
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  • Avoid getting emotionally upset when bullying occurs, as this may embolden the person bullying.
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Strategies Youth Can Use to Prevent Cyberbullying

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  • Never accept friend or network requests from unfamiliar people.
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  • Use the “mom” principle: Do not post or share photographs or movies that you would not be willing to share with your mother, father, or another important caregiver.
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  • Follow the “forever” principle: Assume that everything you put online will be there forever.
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  • Follow the “no privacy” principle: Assume that everyone can access information about you in cyberspace.
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  • Follow the “ex” principle: Would you be okay with your ex-boyfriends or girlfriends having access to content that you are planning to share?
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  • Block threatening or questionable people from seeing your profile and personal information.
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  • Do not post provocative, scandalous, or inflammatory remarks online.
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  • Do not reply to or retaliate against incidents of cyberbullying.
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  • Regularly change passwords to sites and applications, and immediately delete profiles that have been hacked.
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  • Avoid sites, networks, and applications that have poor security, provide easy access to personal information, or encourage interactions among strangers.
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  • Ensure that information is approved before it is posted or shared socially.
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  • Limit involvement in social networking to a few familiar sites.
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  • Avoid joining sites that do not have adequate privacy settings.
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  • Never engage in sexting (sharing pictures or messages that have private sexual content).
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What Is Bullying +

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Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.

In order to be considered bullying, the behavior must be aggressive and include:

  • An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
  • Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

Types of Bullying

There are three types of bullying:

  • Verbal bullying is saying or writing mean things. Verbal bullying includes:
    • Teasing
    • Name-calling
    • Inappropriate sexual comments
    • Taunting
    • Threatening to cause harm
  • Social bullying, sometimes referred to as relational bullying, involves hurting someone’s reputation or relationships. Social bullying includes:
    • Leaving someone out on purpose
    • Telling other children not to be friends with someone
    • Spreading rumors about someone
    • Embarrassing someone in public
  • Physical bullying involves hurting a person’s body or possessions. Physical bullying includes:
    • Hitting/kicking/pinching
    • Spitting
    • Tripping/pushing
    • Taking or breaking someone’s things
    • Making mean or rude hand gestures

Where and When Bullying Happens

Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the Internet.

Frequency of Bullying

There are two sources of federally collected data on youth bullying:

  • The 2022 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 19.2% of students ages 12-18 in grades 6-12 reported being bullied, with approximately 15.4% of students reporting being bullied with a power imbalance, 14.5% being bullied repeatedly, and 12.7% being bullied with both a power imbalance and repetition.
  • The 2023 Youth Risk Behavior Surveillance System(Centers for Disease Control and Prevention) indicates that, nationwide, 19% of students in grades 9–12 report being bullied on school property in the 12 months preceding the survey.

See also "Frequency of Cyberbullying."

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There are many other types of aggressive behavior that don't fit the definition of bullying. This does not mean that they are any less serious or require less attention than bullying. Rather, these behaviors require different prevention and response strategies.

Early Childhood

Early childhood often marks the first opportunity for young children to interact with each other. Between the ages of 3 and 5, kids are learning how to get along with each other, cooperate, share, and understand their feelings. Young children may be aggressive and act out when they are angry or don't get what they want, but this is not bullying. Still, there are ways to help children.

Helping Young Children Get Along with Others

Parents, school staff, and other adults can help young children develop skills for getting along with others in age-appropriate ways.

  • Model positive ways for young children to make friends. For example, practice pleasant ways that children can ask to join others in play and take turns in games. Coach older children to help reinforce these behaviors as well. Praise children for appropriate behavior. Help young children understand what behaviors are friendly.
  • Help young children learn the consequences of certain actions in terms they can understand. For example, say "if you don't share, other children may not want to play with you." Encourage young children to tell an adult if they are treated in a way that makes them feel uncomfortable, upset or unhappy, or if they witness other children being harmed.
  • Set clear rules for behavior and monitor children's interactions carefully. Step in quickly to stop aggressive behavior or redirect it before it occurs.
  • Use age-appropriate consequences for aggressive behavior. Young children should be encouraged to say "I'm sorry" whenever they hurt a peer, even accidentally. The apology should also be paired with an action. For example, young children could help rebuild a knocked over block structure or replace a torn paper or crayons with new ones.

Peer Conflict

It is not bullying when two kids with no perceived power imbalance fight, have an argument, or disagree. Conflict resolution or peer mediation may be appropriate for these situations.

Teen Dating Violence

Teen dating violence is intimate partner violence that occurs between two young people who are, or once were, in a relationship.

Hazing

Hazing is the use of embarrassing and often dangerous or illegal activities by a group to initiate new members.

Gang Violence

There are specialized approaches to addressing violence and aggression within or between gangs.

Harassment

Although bullying and harassment sometimes overlap, not all bullying is harassment and not all harassment is bullying. Under federal civil rights laws, harassment is unwelcome conduct based on a protected class (race, national origin, color, sex, age, disability, religion) that is severe, pervasive, or persistent and creates a hostile environment.

Stalking

Stalking is repeated harassing or threatening behavior such as following a person, damaging a person's property, or making harassing phone calls.

Young Adults and College Students

Behaviors that are traditionally considered bullying among school-aged youth often require new attention and strategies in young adults and college students. Many of these behaviors are considered crimes under state and federal law and may trigger serious consequences after the age of 18.

Is it Bullying?

Although media reports often call unwanted, aggressive behavior among young adults "bullying," this is not exactly accurate. Many state and federal laws address bullying-like behaviors in this age group under very serious terms, such as hazing, harassment, and stalking. Additionally, most young adults are uncomfortable with the term bullying—they associate it with school-aged children.

How Young Adults Can Get Help

  • Encourage young adults to talk to someone they trust.
  • Determine if the behavior violates campus policies or laws. Review student codes of conduct, state criminal laws, and civil rights laws.
  • Report criminal acts to campus or community law enforcement.
  • Consult the college's Title IX coordinator to help determine if the behavior is sexual harassment.
  • Many college campuses also have an ombudsperson or similar person who handles a variety of concerns and complaints. He or she can help direct the young adult to appropriate campus resources.
  • Young adults may be reluctant to seek help for cyberbullying, although they do recognize it as a serious issue for their age group. Encourage young adults to report cyberbullying.
  • Learn more about the spectrum from cyberbullying to online harassment to cyber hate and how to protect safe cyberspace.

Additional Resources

Contact the National Suicide Prevention Lifeline online or at 1-800-273-TALK (8255). The toll-free call goes to the nearest crisis center in our national network. These centers provide 24-hour crisis counseling and mental health referrals.

Find a local counselor or other mental health services.

Workplace Bullying

The term bullying is typically used to refer to behavior that occurs between school-aged kids. However, adults can be repeatedly aggressive and use power over each other, too. Adults in the workplace have a number of different laws that apply to them that do not apply to kids.

Hate Crimes

According to the Department of Justice, hate crimes are defined, at the federal level, as a crime motivated by bias against race, color, religion, national origin, sex, sexual orientation, or disability. Acts of prejudice that are not crimes and do not involve violence, threats, or property damage are called bias or hate incidents.

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There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When kids are involved in bullying, they often play more than one role. Sometimes kids may both be bullied and bully others or they may witness other kids being bullied. It is important to understand the multiple roles kids play in order to effectively prevent and respond to bullying.

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Kids Involved in Bullying

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Bullying stops us from being who we want to be, and prevents us from expressing ourselves freely, and might even make us feel unsafe. If you are bullied, say something! If you are bullying, it’s not cool!

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I might be being bullied

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  • SPEAK UP: If you feel uncomfortable with the comments or actions of someone… tell someone! It is better to let a trusted adult know, than to let the problem continue.
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  • Get familiar with what bullying is and what it is not. If you recognize any of the descriptions, you should stay calm, stay respectful, and tell an adult as soon as possible.
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Someone is bullying me online or via text message

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I don’t get bullied, but my friend does

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I want to contribute to anti-bullying initiatives in my school or community

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The Federal Partners in Bullying Prevention invite you to take action to make a difference in your community! By following the steps in this youth engagement toolkit, you can join other youth leaders across the country and the Federal Partners to organize a bullying prevention social and educational event.

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I did something I regret and my friends won’t talk to me anymore. What can I do?

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Someone I know said something that really offended me and my friends. I want to call them out. What should I do?

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