how many of you have seen headlines like these bullying is a serious public
these bullying is a serious public
these bullying is a serious public health problem
health problem
health problem experts say school bullying linked to
experts say school bullying linked to
experts say school bullying linked to poor academic achievement are we too
poor academic achievement are we too
poor academic achievement are we too quick to cry bully
quick to cry bully
quick to cry bully after years of alleged bullying and Ohio
after years of alleged bullying and Ohio
after years of alleged bullying and Ohio teen killed herself is her school
teen killed herself is her school
teen killed herself is her school district responsible stories about
district responsible stories about
district responsible stories about bullying are common in the media and we
bullying are common in the media and we
bullying are common in the media and we often talk about bullying in schools but
often talk about bullying in schools but
often talk about bullying in schools but are we getting any closer to a solution
are we getting any closer to a solution
are we getting any closer to a solution Jen and I are here today to share some
Jen and I are here today to share some
Jen and I are here today to share some of the most compelling findings from our
of the most compelling findings from our
of the most compelling findings from our research over the past 20 years in
research over the past 20 years in
research over the past 20 years in particular we will dispel the myth that
particular we will dispel the myth that
particular we will dispel the myth that schools should be more concerned about
schools should be more concerned about
schools should be more concerned about targets of bullying than perpetrators of
targets of bullying than perpetrators of
targets of bullying than perpetrators of bullying and we will talk about just how
bullying and we will talk about just how
bullying and we will talk about just how important it is for schools to
important it is for schools to
important it is for schools to understand the bullying experiences
understand the bullying experiences
understand the bullying experiences among their students for those of you
among their students for those of you
among their students for those of you who are educators the following story
who are educators the following story
who are educators the following story might sound familiar Marla is a fifth
might sound familiar Marla is a fifth
might sound familiar Marla is a fifth grade student in a local school she’s
grade student in a local school she’s
grade student in a local school she’s creative she’s thoughtful and she likes
creative she’s thoughtful and she likes
creative she’s thoughtful and she likes basketball she’s also being bullied by
basketball she’s also being bullied by
basketball she’s also being bullied by another student at her school named
another student at her school named
another student at her school named Jeremy at first he made fun of her
Jeremy at first he made fun of her
Jeremy at first he made fun of her clothes during math class and then he
clothes during math class and then he
clothes during math class and then he ran up behind her during PE class and
ran up behind her during PE class and
ran up behind her during PE class and yelled in her ear and one day in the
yelled in her ear and one day in the
yelled in her ear and one day in the lunchroom he shoved her lunch tray and
lunchroom he shoved her lunch tray and
lunchroom he shoved her lunch tray and the food spilled all over her shirt
the food spilled all over her shirt
the food spilled all over her shirt Marla told her teacher each time these
Marla told her teacher each time these
Marla told her teacher each time these things happened and the teacher told the
things happened and the teacher told the
things happened and the teacher told the vice principal the vice principal called
vice principal the vice principal called
vice principal the vice principal called Jeremy into his office and called home
Jeremy into his office and called home
Jeremy into his office and called home to his parents and gave Jeremiah
to his parents and gave Jeremiah
to his parents and gave Jeremiah detention these are the kinds of stories
detention these are the kinds of stories
detention these are the kinds of stories that Melissa and I often hear when we go
that Melissa and I often hear when we go
that Melissa and I often hear when we go into schools
into schools
into schools it’s common for administrators and
it’s common for administrators and
it’s common for administrators and teachers to administer disciplinary
teachers to administer disciplinary
teachers to administer disciplinary consequences to students who are
consequences to students who are
consequences to students who are involved in bullying that’s a typical
involved in bullying that’s a typical
involved in bullying that’s a typical response but there’s reason for this to
response but there’s reason for this to
response but there’s reason for this to give you pause it’s not difficult to
give you pause it’s not difficult to
give you pause it’s not difficult to find a news headlines about bullying and
find a news headlines about bullying and
find a news headlines about bullying and suicide and like the one we showed they
suicide and like the one we showed they
suicide and like the one we showed they focus on targets of bullying however the
focus on targets of bullying however the
focus on targets of bullying however the news headlines are only telling part of
news headlines are only telling part of
news headlines are only telling part of the story
the story
the story along with colleagues I analyzed all of
along with colleagues I analyzed all of
along with colleagues I analyzed all of the major studies on bullying and
the major studies on bullying and
the major studies on bullying and suicide we found that students involved
suicide we found that students involved
suicide we found that students involved in bullying in any way as targets or
in bullying in any way as targets or
in bullying in any way as targets or perpetrators were more likely to
perpetrators were more likely to
perpetrators were more likely to consider and to attempt suicide than
consider and to attempt suicide than
consider and to attempt suicide than students who are not involved in
students who are not involved in
students who are not involved in bullying and the students who were at
bullying and the students who were at
bullying and the students who were at greatest risk of all for considering and
greatest risk of all for considering and
greatest risk of all for considering and attempting suicide for those who were
attempting suicide for those who were
attempting suicide for those who were both targeted by and perpetrated
both targeted by and perpetrated
both targeted by and perpetrated bullying so the headlines are misleading
bullying so the headlines are misleading
bullying so the headlines are misleading there are of course many reasons that
there are of course many reasons that
there are of course many reasons that the same students who are involved in
the same students who are involved in
the same students who are involved in bullying might also consider or attempt
bullying might also consider or attempt
bullying might also consider or attempt suicide
suicide
suicide for example mental health problems are
for example mental health problems are
for example mental health problems are related to both suicide and to bullying
related to both suicide and to bullying
related to both suicide and to bullying a factor that’s talked about much less
a factor that’s talked about much less
a factor that’s talked about much less frequently a student’s exposure to other
frequently a student’s exposure to other
frequently a student’s exposure to other forms of victimization like child abuse
forms of victimization like child abuse
forms of victimization like child abuse and neglect in a study of elementary
and neglect in a study of elementary
and neglect in a study of elementary school students who lived in the city
school students who lived in the city
school students who lived in the city with crime rates much higher than the
with crime rates much higher than the
with crime rates much higher than the national average we found that among
national average we found that among
national average we found that among students uninvolved in bullying 10
students uninvolved in bullying 10
students uninvolved in bullying 10 percent reported child maltreatment
percent reported child maltreatment
percent reported child maltreatment twenty-eight percent reported witnessing
twenty-eight percent reported witnessing
twenty-eight percent reported witnessing violence like community violence or
violence like community violence or
violence like community violence or domestic violence and three percent
domestic violence and three percent
domestic violence and three percent reported sexual victimization let’s now
reported sexual victimization let’s now
reported sexual victimization let’s now compare this to targets of bullying as
compare this to targets of bullying as
compare this to targets of bullying as you can see among targets of bullying
you can see among targets of bullying
you can see among targets of bullying thirty five percent reported child abuse
thirty five percent reported child abuse
thirty five percent reported child abuse and neglect forty-one percent reported
and neglect forty-one percent reported
and neglect forty-one percent reported witnessing violence and twelve percent
witnessing violence and twelve percent
witnessing violence and twelve percent reported sexual victimization well it
reported sexual victimization well it
reported sexual victimization well it might not come as a surprise to you that
might not come as a surprise to you that
might not come as a surprise to you that targets of bullying also experience
targets of bullying also experience
targets of bullying also experience higher rates of victimization but what
higher rates of victimization but what
higher rates of victimization but what about perpetrators twenty four percent
about perpetrators twenty four percent
about perpetrators twenty four percent of perpetrators reported child
of perpetrators reported child
of perpetrators reported child maltreatment sixty-one percent reported
maltreatment sixty-one percent reported
maltreatment sixty-one percent reported wit
wit
wit to sing violence and 11% reported sexual
to sing violence and 11% reported sexual
to sing violence and 11% reported sexual victimization let that sink in for a
victimization let that sink in for a
victimization let that sink in for a minute that means that students involved
minute that means that students involved
minute that means that students involved in bullying in any way are more likely
in bullying in any way are more likely
in bullying in any way are more likely to experience victimization in the home
to experience victimization in the home
to experience victimization in the home and in the community we’ve found similar
and in the community we’ve found similar
and in the community we’ve found similar patterns for other forms of
patterns for other forms of
patterns for other forms of victimization as well like dating
victimization as well like dating
victimization as well like dating violence and sexual harassment so what
violence and sexual harassment so what
violence and sexual harassment so what does this mean for schools well it means
does this mean for schools well it means
does this mean for schools well it means when schools are working with students
when schools are working with students
when schools are working with students involved in bullying it’s important to
involved in bullying it’s important to
involved in bullying it’s important to assess for other victimization exposures
assess for other victimization exposures
assess for other victimization exposures or you might be missing a critical
or you might be missing a critical
or you might be missing a critical factor think back now to that story
factor think back now to that story
factor think back now to that story about Marla and Jeremy they are both a
about Marla and Jeremy they are both a
about Marla and Jeremy they are both a greater risk for considering or
greater risk for considering or
greater risk for considering or attempting suicide and they are both a
attempting suicide and they are both a
attempting suicide and they are both a greater risk for exposure to child abuse
greater risk for exposure to child abuse
greater risk for exposure to child abuse neglect and dating violence our hope is
neglect and dating violence our hope is
neglect and dating violence our hope is that this information will lead you to
that this information will lead you to
that this information will lead you to think differently about how to support
think differently about how to support
think differently about how to support students who are involved in bullying
students who are involved in bullying
students who are involved in bullying and not relying on disciplinary policies
and not relying on disciplinary policies
and not relying on disciplinary policies and we’ve partnered with schools to do
and we’ve partnered with schools to do
and we’ve partnered with schools to do just that when Melissa and I go into
just that when Melissa and I go into
just that when Melissa and I go into schools we work with schools on
schools we work with schools on
schools we work with schools on developing more supportive and effective
developing more supportive and effective
developing more supportive and effective strategies for responding to bullying as
strategies for responding to bullying as
strategies for responding to bullying as it’s occurring and to respond to the
it’s occurring and to respond to the
it’s occurring and to respond to the specific needs of students within the
specific needs of students within the
specific needs of students within the context of the specific school that they
context of the specific school that they
context of the specific school that they are part of first we always recommend
are part of first we always recommend
are part of first we always recommend that schools conduct a comprehensive
that schools conduct a comprehensive
that schools conduct a comprehensive bullying survey to find out which
bullying survey to find out which
bullying survey to find out which students are experiencing bullying where
students are experiencing bullying where
students are experiencing bullying where it’s occurring when in the school day
it’s occurring when in the school day
it’s occurring when in the school day it’s most common and how adults in the
it’s most common and how adults in the
it’s most common and how adults in the schools are responding we work with
schools are responding we work with
schools are responding we work with schools to implement these surveys and
schools to implement these surveys and
schools to implement these surveys and then to identify school specific
then to identify school specific
then to identify school specific strategies to more effectively address
strategies to more effectively address
strategies to more effectively address bullying for example in one of the
bullying for example in one of the
bullying for example in one of the schools that we went into students said
schools that we went into students said
schools that we went into students said that they were often being bullied in
that they were often being bullied in
that they were often being bullied in their classrooms when we brought that
their classrooms when we brought that
their classrooms when we brought that information back to teachers some
information back to teachers some
information back to teachers some teachers were really surprised to hear
teachers were really surprised to hear
teachers were really surprised to hear that students were being bullied in
that students were being bullied in
that students were being bullied in their classrooms and said that they
their classrooms and said that they
their classrooms and said that they didn’t even know it was happening other
didn’t even know it was happening other
didn’t even know it was happening other teachers said that they knew that
teachers said that they knew that
teachers said that they knew that bullying was happening in their
bullying was happening in their
bullying was happening in their classrooms but they didn’t know what to
classrooms but they didn’t know what to
classrooms but they didn’t know what to do about it or how to respond when we
do about it or how to respond when we
do about it or how to respond when we came in with the information from
came in with the information from
came in with the information from students we were able to have powerful
students we were able to have powerful
students we were able to have powerful conversations with teachers about what
conversations with teachers about what
conversations with teachers about what they could do to identify bullying when
they could do to identify bullying when
they could do to identify bullying when it was happening and to respond more
it was happening and to respond more
it was happening and to respond more effectively on the spot when it was
effectively on the spot when it was
effectively on the spot when it was occurring schools are often not aware
occurring schools are often not aware
occurring schools are often not aware what the most common form of bullying is
what the most common form of bullying is
what the most common form of bullying is in the school and this is another way in
in the school and this is another way in
in the school and this is another way in which surveys can be helpful and one
which surveys can be helpful and one
which surveys can be helpful and one partner school administrators and
partner school administrators and
partner school administrators and teachers thought that cyber bullying was
teachers thought that cyber bullying was
teachers thought that cyber bullying was the most common form of bullying and
the most common form of bullying and
the most common form of bullying and this makes sense given the number of
this makes sense given the number of
this makes sense given the number of news headlines we all see about cyber
news headlines we all see about cyber
news headlines we all see about cyber bullying however when we ask students
bullying however when we ask students
bullying however when we ask students they said that rumors and gossip
they said that rumors and gossip
they said that rumors and gossip spreading were the most common forms of
spreading were the most common forms of
spreading were the most common forms of bullying interestingly research also
bullying interestingly research also
bullying interestingly research also shows that cyber bullying is in fact
shows that cyber bullying is in fact
shows that cyber bullying is in fact less common than in-person and in school
less common than in-person and in school
less common than in-person and in school bullying results from this survey led to
bullying results from this survey led to
bullying results from this survey led to shifts in conversations about prevention
shifts in conversations about prevention
shifts in conversations about prevention at this particular school one wrinkle
at this particular school one wrinkle
at this particular school one wrinkle that our team has found particularly
that our team has found particularly
that our team has found particularly important is that as we’ve gone into
important is that as we’ve gone into
important is that as we’ve gone into schools and done surveys we’ve learned
schools and done surveys we’ve learned
schools and done surveys we’ve learned that the way we ask students questions
that the way we ask students questions
that the way we ask students questions about being bullied impacts the answers
about being bullied impacts the answers
about being bullied impacts the answers that we get back so for example if we go
that we get back so for example if we go
that we get back so for example if we go into a school and say have you been
into a school and say have you been
into a school and say have you been bullied a different group of students
bullied a different group of students
bullied a different group of students will say yes to that question then if we
will say yes to that question then if we
will say yes to that question then if we go into schools and say have you
go into schools and say have you
go into schools and say have you experienced repeated victimization like
experienced repeated victimization like
experienced repeated victimization like being teased or excluded or pushed or
being teased or excluded or pushed or
being teased or excluded or pushed or shoved that was done on purpose by
shoved that was done on purpose by
shoved that was done on purpose by someone who’s more powerful than you
someone who’s more powerful than you
someone who’s more powerful than you such that you can’t make it stop which
such that you can’t make it stop which
such that you can’t make it stop which is the definition of bullying that’s
is the definition of bullying that’s
is the definition of bullying that’s used by legislators and educators and
used by legislators and educators and
used by legislators and educators and what we’ve learned is that we recommend
what we’ve learned is that we recommend
what we’ve learned is that we recommend that schools not use the word bully in
that schools not use the word bully in
that schools not use the word bully in their surveys when they’re talking to
their surveys when they’re talking to
their surveys when they’re talking to students but they ask about all of the
students but they ask about all of the
students but they ask about all of the defining qualities of bullying of course
defining qualities of bullying of course
defining qualities of bullying of course not as one question and that that gives
not as one question and that that gives
not as one question and that that gives a chance to make sure that students and
a chance to make sure that students and
a chance to make sure that students and educators are on the same page when
educators are on the same page when
educators are on the same page when students are responding to questions so
students are responding to questions so
students are responding to questions so this means the way you ask your students
this means the way you ask your students
this means the way you ask your students questions about bullying really matters
questions about bullying really matters
questions about bullying really matters the challenge then is figuring out how
the challenge then is figuring out how
the challenge then is figuring out how we can stop bullying
we can stop bullying
we can stop bullying given what we know about the risk
given what we know about the risk
given what we know about the risk factors associated with bullying how
factors associated with bullying how
factors associated with bullying how challenging it can be to measure and ask
challenging it can be to measure and ask
challenging it can be to measure and ask about and the potential devastating
about and the potential devastating
about and the potential devastating consequences so here are three
consequences so here are three
consequences so here are three recommendations for schools first there
recommendations for schools first there
recommendations for schools first there are a large number of prevention and
are a large number of prevention and
are a large number of prevention and intervention efforts available to
intervention efforts available to
intervention efforts available to schools but most are not well researched
schools but most are not well researched
schools but most are not well researched and many unfortunately don’t work there
and many unfortunately don’t work there
and many unfortunately don’t work there are two strategies we know that can be
are two strategies we know that can be
are two strategies we know that can be effective social emotional learning
effective social emotional learning
effective social emotional learning programs and those aimed at bystanders
programs and those aimed at bystanders
programs and those aimed at bystanders bystanders are students who witness
bystanders are students who witness
bystanders are students who witness bullying and can intervene at critical
bullying and can intervene at critical
bullying and can intervene at critical points to stop it if they have the
points to stop it if they have the
points to stop it if they have the skills and the confidence to do so in
skills and the confidence to do so in
skills and the confidence to do so in general evidence-based programs are most
general evidence-based programs are most
general evidence-based programs are most likely to be successful in schools
likely to be successful in schools
likely to be successful in schools especially if they’re implemented as
especially if they’re implemented as
especially if they’re implemented as they’re intended to be implemented
they’re intended to be implemented
they’re intended to be implemented second we recommend that schools engage
second we recommend that schools engage
second we recommend that schools engage developmentally appropriate
developmentally appropriate
developmentally appropriate interventions for students for example
interventions for students for example
interventions for students for example very young students are still learning
very young students are still learning
very young students are still learning about how power dynamics work in
about how power dynamics work in
about how power dynamics work in relationships and when young children
relationships and when young children
relationships and when young children engage in behaviors that some would call
engage in behaviors that some would call
engage in behaviors that some would call bullying we encourage educators to see
bullying we encourage educators to see
bullying we encourage educators to see these as important opportunities to
these as important opportunities to
these as important opportunities to teach young children about how to build
teach young children about how to build
teach young children about how to build healthy relationships how to engage in
healthy relationships how to engage in
healthy relationships how to engage in effective conflict resolution and about
effective conflict resolution and about
effective conflict resolution and about their own self-regulation in contrast at
their own self-regulation in contrast at
their own self-regulation in contrast at the other end of the age range we know
the other end of the age range we know
the other end of the age range we know that our bullying prevention programs
that our bullying prevention programs
that our bullying prevention programs are more effective for younger children
are more effective for younger children
are more effective for younger children than they are for adolescents and we
than they are for adolescents and we
than they are for adolescents and we encourage educators to think about what
encourage educators to think about what
encourage educators to think about what they need to do when they’re speaking to
they need to do when they’re speaking to
they need to do when they’re speaking to adolescents to make interventions more
adolescents to make interventions more
adolescents to make interventions more effective for example you could imagine
effective for example you could imagine
effective for example you could imagine how an intervention for Marla and Jeremy
how an intervention for Marla and Jeremy
how an intervention for Marla and Jeremy would need to look different if they
would need to look different if they
would need to look different if they were tenth graders than if their 5th
were tenth graders than if their 5th
were tenth graders than if their 5th graders we need to do a better job of
graders we need to do a better job of
graders we need to do a better job of talking to adolescents about the kinds
talking to adolescents about the kinds
talking to adolescents about the kinds of victimization that are most common in
of victimization that are most common in
of victimization that are most common in adolescents including homophobic
adolescents including homophobic
adolescents including homophobic bullying sexual harassment and dating
bullying sexual harassment and dating
bullying sexual harassment and dating violence adolescents are also ready to
violence adolescents are also ready to
violence adolescents are also ready to have conversations about the broader
have conversations about the broader
have conversations about the broader societal structures like racism and
societal structures like racism and
societal structures like racism and sexism that reinforce bullying and to
sexism that reinforce bullying and to
sexism that reinforce bullying and to have conversations about the very real
have conversations about the very real
have conversations about the very real challenges to standing up to peer
challenges to standing up to peer
challenges to standing up to peer and intervening as a bystander third we
and intervening as a bystander third we
and intervening as a bystander third we recommend that adults pay attention to
recommend that adults pay attention to
recommend that adults pay attention to the wide range of bullying experiences
the wide range of bullying experiences
the wide range of bullying experiences across students and across schools the
across students and across schools the
across students and across schools the most effective individual interventions
most effective individual interventions
most effective individual interventions are those that address the unique needs
are those that address the unique needs
are those that address the unique needs of students including potentially other
of students including potentially other
of students including potentially other victimization exposures the most
victimization exposures the most
victimization exposures the most effective prevention programs are those
effective prevention programs are those
effective prevention programs are those that address the unique needs of schools
that address the unique needs of schools
that address the unique needs of schools taking into account school climate and
taking into account school climate and
taking into account school climate and culture as well as resources as we all
culture as well as resources as we all
culture as well as resources as we all know a one-size-fits-all approach
know a one-size-fits-all approach
know a one-size-fits-all approach certainly doesn’t work for clothes and
certainly doesn’t work for clothes and
certainly doesn’t work for clothes and it also doesn’t work for bullying
it also doesn’t work for bullying
it also doesn’t work for bullying prevention look this means that we need
prevention look this means that we need
prevention look this means that we need to stop engaging in disciplinary actions
to stop engaging in disciplinary actions
to stop engaging in disciplinary actions and zero-tolerance policies that we know
and zero-tolerance policies that we know
and zero-tolerance policies that we know don’t stop bullying and they never
don’t stop bullying and they never
don’t stop bullying and they never address the underlying needs of students
address the underlying needs of students
address the underlying needs of students if we know that students who perpetrate
if we know that students who perpetrate
if we know that students who perpetrate bullying are at increased risk for
bullying are at increased risk for
bullying are at increased risk for attempting or considering suicide we
attempting or considering suicide we
attempting or considering suicide we must act on that knowledge to help them
must act on that knowledge to help them
must act on that knowledge to help them to not just targets if we know that
to not just targets if we know that
to not just targets if we know that students are being bullied in their
students are being bullied in their
students are being bullied in their classrooms then we need to support
classrooms then we need to support
classrooms then we need to support teachers in responding on the spot to
teachers in responding on the spot to
teachers in responding on the spot to bullying behaviors that they see
bullying behaviors that they see
bullying behaviors that they see occurring and we need to be continually
occurring and we need to be continually
occurring and we need to be continually asking students about their experiences
asking students about their experiences
asking students about their experiences to find out what they need and whether
to find out what they need and whether
to find out what they need and whether prevention and intervention efforts are
prevention and intervention efforts are
prevention and intervention efforts are effectively addressing these needs thank
effectively addressing these needs thank
effectively addressing these needs thank you
you
you [Applause]
”
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