Helping to identify bullying tendencies and victim’s reactions should be the first step in the intervention process. Learn more about the action steps teachers can take to help students with this very real problem.

<p>Bullying is the systematic abuse of power and is defined as aggressive behavior or intentional harm-doing by peers that is carried out repeatedly and involves an imbalance of power, either actual or perceived, between the victim and the bully.</p><p>The potential consequences of being bullied are endless and research is proving that it can lead to lifelong illnesses, both mental and physical.2 Because of this, it’s important that all educators pay attention to any indications of bullying, as well as implement ways to prevent it from happening.</p><h2>Identifying Bullying</h2><p>In order to address any problem, we need to begin by identifying it. A meta-analysis of research on bullying gives us specific predictors, listed below, to help us identify both bullies and victims:⁴</p><h3>Common Predictors of a Bully</h3><ul><li>Negative attitude towards self and others</li><li>Trouble resolving problems with others</li><li>Rejected and isolated by peers</li><li>Enjoys seeing victim upset and does not portray empathy for victim</li><li>Negatively influenced by peers</li></ul><h3>Common Predictors of a Victim of Bullying</h3><ul><li>Noticeably exhausted (this could be physical, emotional, or mental)</li><li>Negative self-worth</li><li>Noticeably isolated by peers</li></ul><p>Identifying these predictors while remaining vigilant can help you in the prevention of bullying.</p><h2>Interventions</h2><p>Although, there is no immediate solution for bullying, there are strategies and preventative actions that schools and individuals can take to create a positive impact. Through school policies and codes of conduct, schools can support students and staff by implementing programs that teach awareness. The standards set in place influence school culture and provide a language that promotes school safety. Bullying awareness programs outline how to identify bullying intervention strategies for bystanders and how to model respectful behavior.</p><p>Teachers and staff can support awareness and interventions within the classrooms by fostering a culture of communication. Students can be encouraged to speak with confidence. Teachers can model communication within the classroom through:</p><ul><li>Positive framing, using positive terms</li><li>Classroom norms</li><li>Praising at a higher ratio than correcting (e.g., 4 praise:1 correction)</li><li>Encouraging students to seek guidance</li></ul><p>According to a 2005 study, bullying can harm the individual being bullied but also the bystanders involved. The study notes that 85% of incidents of bullying had been witnessed by bystanders. The bystanders would benefit from learning self-management resources in order to channel feelings of anxiety. Teaching bystanders how to cope, may help them during stressful situations.⁵</p><p>The Lodge and Frydenberg 2005 study noted proactive strategies to build problem solving skills that help with anxiety, including:</p><ul><li>Positive thinking</li><li>Communication skills</li><li>Decision making</li><li>Goal setting</li><li>Time management</li></ul><p>Adult support in schools is important for students so that they can know how to navigate difficult situations. The federal government website www.stopbullying.gov suggests that adults should intervene as early as possible.</p><h3>Actionable steps:</h3><ul><li>Stay calm</li><li>Reassure students on the scene</li><li>Assess the scene and ask for help accordingly</li><li>Get stories from several resources, both adults and kids.</li><li>Listen without blaming</li></ul><p>Creating a safe space for students starts with the school staff and policies found in schools. Educating staff and students about bullying allows them to look out for indicative behaviors and address them immediately. Early intervention is crucial in order to prevent the long term and sometimes devastating effects caused by bullying.</p><h2>Helpful Resources:</h2><ol><li><a href="https://www.211la.org/resources/subcategory/mental-health" rel="noopener noreferrer" target="_blank">LACOE resource for mental health</a></li><li><a href="https://www.researchgate.net/profile/George-Wimberly/publication/309172394_LGBTQ_Student_Achievement_and_Educational_Attainment/links/5d4af2534585153e59416d25/LGBTQ-Student-Achievement-and-Educational-Attainment.pdf" rel="noopener noreferrer" target="_blank">LGBTQ Bullying </a> “In a recent survey study of over 13,000 students in Grades 7–12, the results indicated that LGBTQ youth, as compared with straight-identified youth, were at greater risk of suicidal thoughts, suicide attempts, and victimization by peers and had more unexcused absences from school.”</li><li><a href="https://www.stopbullying.gov/resources/research-resources" rel="noopener noreferrer" target="_blank">General Bullying Research Resource</a></li><li><a href="https://www.nctsn.org/what-is-child-trauma/trauma-types/bullying/effects" rel="noopener noreferrer" target="_blank">Bullying is considered and Adverse Childhood Experience these experiences cause future bullying and violence.</a></li><li><a href="https://www.stopbullying.gov/sites/default/files/2017-10/school-climate-infographic.pdf" rel="noopener noreferrer" target="_blank">Data on improving schools bullying levels</a></li><li><a href="https://www.stopbullying.gov/resources/research-resources/preventing-bullying-through-moral-engagement-research-summary" rel="noopener noreferrer" target="_blank">Bullying Prevention Through Moral Engagement </a></li><li><a href="https://www.stopbullying.gov/resources/research-resources/social-emotional-learning-bullying-prevention" rel="noopener noreferrer" target="_blank">Bullying Prevention Through SEL </a></li><li><a href="https://www.tandfonline.com/doi/abs/10.1080/02796015.2012.12087375" rel="noopener noreferrer" target="_blank">Abstract on bystander effect and how teaching bystander intervention can have a drastic impact </a></li><li><a href="https://www.stopbullying.gov/" rel="noopener noreferrer" target="_blank">Stopbullying.gov </a></li></ol><h2>References:</h2><ol><li>Olweus D. Bullying at school: What we know and what we can do. Wiley-Blackwell, 1993.</li><li>Wolke, D., &amp; Lereya, S. T. (2015). Long-term effects of bullying. Archives of disease in childhood, 100(9), 879–885. https://doi.org/10.1136/archdischild-2014-306667</li><li>Association, N. E. (2020, August 13). How to identify bullying. NEA. Retrieved January 3, 2022,https://www.nea.org/professional-excellence/student-engagement/tools-tips/how-identify-bullying</li><li>Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., &amp; Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65–83. https://doi.org/10.1037/a0020149</li><li>Lodge, &amp; Frydenberg, E. (2005). The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools. Theory into Practice, 44(4), 329–336. https://doi.org/10.1207/s15430421tip4404_6</li></ol><p><br></p>

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