2. 1
A Guide to Bullying Prevention
1. Statement …………………………………………………………………………………………………………………P1
2. Roles & Responsibilities …………………………………………………………………………………………….P2
3. Response Tree – Steps to Follow when Dealing with Incidents of Bullying…………………P7
4. Social Emotional Learning ……………………………………………………………………………….………..P8
• Background and Theory
5. References ……………………………………………………………………………………………………………….P19
3. 2
Statement:
School District 6 is committed to creating and maintaining an environment in schools where
students, staff, parents and others feel safe. Bullying Prevention Protocols are critical in
assessing bullying behavior, intervening to reduce bullying and supporting students (the person
who is bullied, the person who bullies and the person who stands by and watches) in receiving
help to address the issues contributing to bullying behavior. Bullying is a pattern of hurtful
behavior with negative intent where there is a power imbalance. Bullying behaviors include but
are not limited to: intimidation, coercion, manipulation, harassment, exclusion, rejection,
threats, name calling, hitting, kicking and verbal and physical aggression/assaults. Bullying
behaviors also include cyber-bullying which encompasses threats, intimidation or terrorizing of
students or staff members that occurs as texting, instant messaging or emailing on cell phones
or personal computers. Students, staff, parents and community are responsible for bullying
prevention and as such this guide to bullying prevention, intervention and follow-up has been
developed.
The Protocol applies to all students in School District 6 while they are involved in school and
extra-curricular activities on or off school property, on buses or other organized transportation.
The Code applies when the school has responsibility for students or when they are acting on
behalf of or are representing the school or District.
There are two essential parts to this document:
Part 1: Roles & Responsibilities
Part 2: Proactive Curriculum with links to learning
4. 3
PART 1
Roles / Responsibilities
Staff:
Bullying prevention is the responsibility of all staff. School District 6 has identified three
primary goals to develop Social Emotional Learning Competencies. Teachers, counselors,
intervention workers, teacher assistants, bus drivers, administrators, librarians, administrative
assistants and custodians all need to take ownership and play their part in teaching these
essential skills to our students. It is important to report and document all incidents of bullying.
These incidents will be investigated. Once assessed, appropriate interventions/consequences
will be implemented to address the needs of the person who is bullied, the person who bullies
and the person who stands by and watches. (See Response Tree).
Bullying prevention will be incorporated into what we do; It will be part of our school culture,
embedded in the curriculum as well as having a cross-curricular focus. There will be emphasis
on individual and school-wide programming/initiatives.
Monitoring behavior tracking data and school perception surveys will be very important as
analysis of the data will help address the issues around bullying and determine appropriate
interventions to meet the needs of students.
Students:
It is important that students learn the skills to prevent bullying that might happen, diffuse
bullying that is starting to happen and deal with bullying after it happens.
Skills that can help students prevent bullying:
Report Bullying;
• Report bullying when you need adult help
• Know the difference between “ratting” and “reporting”
• Tell an adult if someone else is bullying
• Call the police or Kids Help Phone (1-888-668-6868)
• Save and print any online information/correspondence related to a bullying incident
Talk about Bullying;
• Self-Talk – Give yourself a pep talk with encouraging thoughts
5. 4
• Talk to others – keep an open dialogue about bullying. Talk about it; don’t hide it! Say
what you think about bullying behavior
Seek Help;
• Ask for help from a friend or a classmate. “Can somebody help me? I’m being bullied.”
• Ask for help from your parent, your teacher or another adult. “I’m being bullied and I
need your help!”
• Ask allies for help. “Can I hang around with you today? I don’t want to be bullied.”
• Call Kids Help line 1-800-668-6868
Make a Plan;
• Find kids to hang out with
• Stay with kids who treat each other respectfully
• Join clubs and activities
• Know which parts of the school have supervisors and go there
• Know which kids or groups to avoid
Assert Yourself;
• Stop bullying me “Stop”
• Ask Questions – “Why are you bugging me?”
• Repeat back – “So, you don’t like my clothes.”
• Ask for Advice – “I was wondering how you got such good clothes.”
• Make “I” statements – “I don’t like being called names.”
• Identify feelings – “I feel upset and sad that you enjoy mocking my clothes.”
• Set Limits – “If you want to talk to me, do it without mocking my clothes.”
• Change the subject – “Did you hear about the Math test after recess?”
• Agree – Agree with the bully – “You’re right, these aren’t the greatest pants, I don’t like
them much either.”
• Avoid – Stay away from places or people where there is bullying behavior.
• Humor – Make a joke or laugh it off.
• Ignore – don’t answer back.
• Leave – walk away from kids who bully. “I’m out of here!”
6. 5
There is no such thing as an innocent bystander! Everyone can play a role in bullying
prevention. Bystanders need to support the victim, diffuse the bullying before it escalates and
report bullying to authorities.
Bystanders can:
• Help diffuse a potential bullying situation.
• Stick up for someone who is being bullied.
• Befriend kids who are alone and vulnerable.
• Include kids in a group if they ask or invite them to join your group.
• Refuse to watch join, cheer, record or promote bullying.
• Report bullying when it is witnessed or be a witness to the victim’s own report.
• Avoid being put at risk by intervening in a situation that might threaten safety; go for
help instead.
• Refuse to listen to or repeat gossip/rumors
As well as playing an important role helping other students in their grade or school, it is also
beneficial for students to work with and present to lower grade levels as role models. It is also
an effective strategy for bullying prevention to have students present to parents and staff.
7. 6
Parents:
Parents play an important role in the education of their children and have a responsibility to
support the efforts of school staff in maintaining a safe and respectful learning environment. A
key component in bullying preventions is open communication with our children and school
staff. Your child and all students should feel safe at school. If you are aware of bullying it is
important to report this to school staff. All incidents will be responded to and
support/intervention will be put in place to help the person who is bullied, the person who
bullies and the person who stands by and watches. All reports will be dealt with in a
confidential nature as it is important to ensure the safety of all students.
Suggested roles of parents/caregivers in promoting respectful behaviors and supporting
bullying preventions:
• Modeling – being a positive role model
• Establishing routines and practices
• Provide an encouraging environment
• Encourage empathy
• Helping them to solve problems and resolve conflict
• Know your child’s friends and outside influences
• Encourage communication – be available, open, listen and don’t blame
• Monitor TV, Video, computer and electronic devices
• Report bullying
• Seek help from school staff and outside agencies
Community Partners:
Schools work cooperatively with many community agencies, organizations and individuals in an
effort to ensure students success. It is essential that all community groups actively support,
collaborate and partner with local schools and the district in the area of bullying prevention.
8. 7
Response Tree
Steps to Follow when Dealing with Incidents of Bullying
REPORT
Student reports being bullied to staff member (or) staff member becomes aware
of bullying.
The staff member will record the incident and determine if further investigation
is warranted
INVESTIGATION
Report incident(s) to Guidance or Administration. One or more individuals will
implement the following steps:
Step 1: Review and document,
Step 2: Interview the person who was bullied,
Step 3: Interview the person who bullies,
Step 4: Interview people directly and indirectly involved.
BULLY ACTION PLAN
Step 1: Report to Guidance and/or Administration and
document incident,
Step 2: Administration meets with students involved,
Step 3: Notify parent(s) or guardian(s),
Step 4: Disciplinary and/or restitution measures are
implemented. Depending on the frequency and
chronicity of behavior, a behavior plan (Accommodated
or IBSP) may be developed, and
Step 5: If warranted, refer to student services and/or
outside agencies (pyramid of intervention is consulted
here). Depending on severity and grade level, local
police may be contacted or consulted.
ASSESSMENT
Determine if it is Bullying or Conflict
CONFLICT ACTION PLAN
Step 1: Get both parties together,
Step 2: Discuss what led to the incident,
Step 3: Brainstorm strategies to avoid conflict in the
future, and
Step 4: Implement Behavior Management Strategies
outlined in school policies for managing student conduct.
FOLLOW-UP
Step 1: Parties involved are monitored, and
Step 2: Meetings may be scheduled with the guidance
counselor, administration, SIW, etc.
FOLLOW- UP
Step 1: Parties involved are monitored, and
Step 2: Meetings may be scheduled with the guidance
counselor, administration, SIW, etc.
Bullying is a pattern of repeated hurtful behavior with
negative intent where there is a power imbalance.
Conflict is a disagreement that happens when people
want different things.
9. 8
PART 2 Pro Active Curriculum with links to learning
Social Emotional Learning: Background and Theory
School District 6 recognizes that Bullying Prevention Protocols are necessary in assessing and
reducing bullying behavior in our schools. Never the less, bullying prevention measures often
fall short in developing prosocial skills necessary to prevent this behavior and enhance students
coping skills. School District 6 recognizes the importance of integrating social, emotional, and
academic learning opportunities to enhance students’ skills and abilities. Social and Emotional
Learning (SEL) is the process of developing fundamental social and emotional competencies in
children. Bolstering students’ strengths and preventing bullying and other maladaptive
behaviors are the primary goals of SEL programs and initiatives. SEL programming is based on
the understanding that:
• Many different kinds of problem behaviors are caused by the same or similar risk
factors, and
• The best learning emerges from supportive relationships that make learning both
challenging and meaningful.
Socially and emotionally competent children and youth effectively communicate and get along
well with others. They have a positive attitude and can handle their emotions. They are able to
set and achieve goals and effectively solve problems. Socially and emotionally competent
children and young people are concerned about other people, they empathize with and show
respect for others, and they appreciate diversity. Moreover, they negotiate with others to
solve problems, have good refusal skills and know when and how to seek help. They make a
positive contribution to their families and communities.
10. 9
School District 6 Social Emotional Learning Competencies
Goal 1: Students will develop self-awareness and self-management skills to achieve school
and life success.
Why this goal is important: Several key sets of skills and attitudes provide a strong foundation
for achieving school and life success. One involves knowing your emotions, how to manage
them, and ways to express them constructively. This enables one to handle stress, control
impulses, and motivate oneself to persevere in overcoming obstacles to goal achievement. A
related set of skills involves accurately assessing your abilities and interests, building strengths,
and making effective use of family, school and community resources. Finally, it is critical for
students to be able to establish and monitor their progress toward achieving academic and
personal goals.
Goal 2: Students will use social-awareness and interpersonal skills to establish and maintain
positive relationships.
Why this is important: Building and maintaining positive relationships with others are central
to success in school and life and require the ability to recognize the thoughts, feelings, and
perspectives of others, including those different from one’s own. In addition, establishing
positive peer, family and work relationships requires skills in cooperating, communicating
respectfully, and constructively resolving conflicts with others.
Goal 3: Students will demonstrate effective decision-making skills and responsible behavior
in personal, school, and community contexts.
Why this is important: Promoting one’s own health, avoiding risky behaviors, dealing honestly
and fairly with others, and contributing to the good of one’s classroom, school, family,
community, and environment are essential to citizenship in democratic society. Achieving
these outcomes requires an ability to make decisions and solve problems on the basis of
accurately defining decisions to be made, generating alternative solutions, anticipating the
consequences of each, and evaluation and learning from one’s decision making.
11. 10
GOAL 1
Self Awareness/Self Management
Broad Outcomes/Objectives:
1. Students will develop an awareness of their emotions, how to manage them, and how to
express them constructively.
Objectives:
Students will:
• Recognize and accurately label emotions and how they are linked to behavior.
• Demonstrate control of impulsive behavior.
• Describe a range of emotions and the situations that cause them.
• Describe and demonstrate ways to express emotions in a socially acceptable manner.
• Apply strategies to manage stress and to motivate successful performance.
• Analyze factors that create stress or motivate successful performance.
• Analyze how thoughts and emotions affect decision making and responsible behavior.
• Generate ways to develop more positive attitudes.
• Evaluate how expressing one’s emotions in different situations affects others.
• Evaluate how expressing more positive attitudes influences others.
2. Students will demonstrate skills related to setting reasonable and achievable goals
(personal, social, and vocational/career)
Objectives:
Students will:
• Describe why school is important in helping students achieve personal goals.
• Identify goals for academic success and classroom behavior.
• Describe the steps in setting and working toward goal achievement.
• Monitor progress on achieving a short-term personal goal (self monitoring).
• Set a short-term goal and make a plan for achieving it.
• Analyze why a goal was or was not achieved (self-monitoring & self-reflection).
• Identify strategies to make use of resources and overcome obstacles to achieve goals.
• Remain motivated and persevere in overcoming obstacles to goal achievement.
• Apply strategies to overcome obstacles to goal achievement.
12. 11
• Set a post-secondary goal with action steps, timeframes, and criteria for evaluating
achievement.
• Monitor progress toward achieving a goal, and evaluate one’s performance against
criteria
• Develop a sense and value awareness of strengths and weaknesses of self and others.
• Recognize attributes of self and others.
3. Students will accurately assess their abilities and interest by building personal strengths and
making effective use of family, school, and community resources.
Objectives:
Students will:
• Identify one’s likes and dislikes, needs and wants, strengths and challenges.
• Identify family, peer, school, and community strengths.
• Describe personal skills and interests that one wants to develop.
• Explain how family members, peers, school personnel, and community members can
support school success and responsible behavior.
• Analyze how personal qualities influence choices and successes
• Analyze how making use of school and community supports and opportunities can
contribute to school and life success.
• Set priorities in building on strength and identifying areas for improvement.
• Analyze how positive adult role models and support systems contribute to school
and life success.
• Implement a plan to build on strengths, meet a need, or address a challenge.
• Evaluate how developing interest and filling useful roles support school and life
success.
• Effectively monitor their progress toward achieving academic and personal goals.
Suggested Activities / Resources:
• Curriculum/ class programs
• Role play
• Modeling
• Student leaders and peer helpers
• Lunch and learn
• Clubs
• The LINK Program
• Celebrate Initiative
• Wellness
• Bully smart
13. 12
• Safe Places
• Citizenship
• Volcanoes
• Rainbows
• How does your Engine run
• Second steps
• Feelings management
• Remote control
• 3 step program
Curriculum Connections
You and Your World K-2
Personal Development and Career Planning K-12 Outcomes
3-5 6-8 9-10 11-12
Outcome 1.1, 1.2,
1.3, 1.4, 2.3, 2.4,
3.2, 3.3
Outcome 1.1, 3.1,
3.4
Outcome 1.1, 1.3,
1.4,2.1, 2.2, 3.2
Outcome 1.1, 2.1,
3.2
Health Curriculum 3-10
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
B1, C2 A2 A1 All of B
Grade 9 and 10 Physical Education and Health
1.K.1
K-2(You and Your
World)
K.1.3, K.1.4, K.1.7,
K.4.3, 1.1.1, 1.1.2,
2.4.1, 2.4.2
14. 13
GOAL 2
Social Awareness / Relationship Skills
Broad Outcomes/Objectives
1. Students will demonstrate the skills to recognize the thoughts, feelings and perspectives of
others.
Objectives:
Students will:
• Understand that everyone is unique
• Respect individual and cultural differences
• Understand the meaning/concept of empathy
• Demonstrate empathy for their peers, family and society
• Demonstrate how to express their feelings appropriately with friends, peers, family
and others
• Use appropriate manners in a social context
2. Students will demonstrate skills required to build and maintain positive relationships with
others in school and life.
Objectives:
Students will:
• Understand personal space and boundaries
• Demonstrate appropriate friendship making skills
• Learn the difference between healthy vs unhealthy relationships
• Understand and apply acquired skills in relation to friendships, intimate
relationships, peer pressure
15. 14
3. Students will acquire and demonstrate skills in cooperating, communicating respectfully and
constructively resolving conflicts with others.
Objectives:
Students will:
• Work effectively in teams
• Respect individual strengths and weaknesses
• Cooperate and communicate respectfully in class and groups in school, social and
community settings
• Resist inappropriate social pressure
• Evaluate conflict situations
• Negotiate solutions to conflict
• Demonstrate good refusal skills
• Know when and how to seek help
Suggested Activities / Resources:
• Daily practices
• Role plays
• School Code of Conduct
• Roots of Empathy
• Don’t Laugh at Me
• Steps to Respect/Second Steps
• Caught you being good
• Sunburst resources
• Storybooks
• Extra Curricular
• Volunteering
• Awareness of Exceptionalities
• Racism (Awareness and How to
Reduce)
• Empowerment Project
• Curriculum/class programs ex. PDCP,
You and Your World, Family studies
• Red Cross Care Program
• Feeling Yes - Feeling No
• Friendship Club
• Skills streaming
• Peer helpers/Peer mediation
• Peacemakers
• Leadership Groups
• Conflict Resolution
• Restorative Practices
• Making Waves
• Character Education
• Circles
• Girls Circle
• Beyond the Hurt
16. 15
Curriculum Connections
You and Your World K-2
Personal Development and Career Planning K-12 Curriculum Outcomes
3-5 6-8 9-10 11-12
1.1, 1.2, 1.3, 1.4, 3.1,
3.3
1.1, 1.3, 1.4 1.2, 1.3,.1.4,.2.2 1.1, 1.2, 2.1
Health 3-10
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
A4, A5 A2, A3,
C3
A1, A4,
A5
D1, D4
Grade 9 /10 Physical Education and Health
1.V.1, 1.V.2, 2.D.8,
3.V.2
Family Studies 9/10
Outcome 1, lesson 2
K-2
K.1.5, k.1.6, K.1.7,
1.1.1, 1.1.2, 2.1,
2.2.3
17. 16
GOAL 3
Responsible Decision Making
Broad Outcomes/Objectives
1. Students will consider ethical, safety and societal factors in making decisions.
Objectives:
Students will:
• Identify behaviors that put self and others at harm
• Identify social norms and safety considerations that guide behavior
• Demonstrate the ability to respect the rights of self and others
• Analyze the reasons for school and societal rules
• Demonstrate personal responsibility in making ethical decisions
• Evaluate how societal norms and expectations influence their personal decisions and
actions
• Examine how different societies and cultures influence their members’ decisions and
behavior.
2. Students will apply decision making skills to deal responsibly with daily academic,
personal and social situations.
Objectives:
Students will:
• Identify a range of decisions regarding academic, personal and social situations.
• Make positive choices when interacting with others
• Identify and apply the steps of systematic decision making
• Generate alternative solutions and evaluate the consequences of these solutions in a
range of academic and social situations.
• Analyze how decision-making skills improve academic outcomes
• Evaluate strategies for resisting pressures to engage in unsafe or antisocial activities
• Apply decision-making skills to establish responsible social and school/work
relationships
• Analyze how present decision-making skills affect vocation and university choices.
18. 17
3. Students will contribute to the well-being of one’s school, local and global community.
Objectives:
Students will:
• Identify and perform roles that contribute to one’s classroom, family, school
community, local and global community
• Evaluate their participation in efforts to address and identify need in their community.
• Plan, implement, and evaluate their participation in activities and organizations that
improve school climate
• Plan, implement, and evaluate their participation in a group effort to contribute to their
local community
• Work cooperatively with others to plan, implement, and evaluate a project to meet an
identified school need
• Work cooperatively with others to plan, implement, and evaluate a project that
addresses an identified need in the local or global community
Suggested Activities/Resources
• Peer mentors
• Peer tutoring
• Leadership clubs
• Food drives
• Christmas food bank
• Adopt a grandparent
• Volunteering activities
• Recycling / Green initiatives
• Curriculum and class programs
• Homework strategies/study
strategies
• School Code of Conduct
• Pyramid of Interventions
• Girls World
• Bully Smart
• Focus on Bullying
• Cooperative learning activities
• Teach specific problem – solving
strategies
• Restitution
• Safe-Community initiatives:
• Reporting crime/crime stoppers;
RCMP investigations
19. 18
Curriculum Connections
You and Your World
Personal Development and Career Planning K-12 Curriculum Outcomes
3-5 6-8 9-10 11-12
2.2, 2.3, 2.4, 3.3 1.2, 1.4 1.1, 1.2, 1.3, 1.4,
1.5, 2.1, 2.2, 3.1,
3.2, 3.4, 3.5,
1.1, 1.2, 2.1, 3.1,
3.2
Health Curriculum 3-10
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
D1, D2 D2 A4, A5,
D1, D4
B1, C3 All of C All of C
Grade 9 and 10 Physical Education and Health
2.K.5
K-2
K.1.7, K.2.2, K.4.3,
1.1.1, 1.13, 1.3.4,
2.4.1, 2.4.2
20. 19
References
• Collaborative for Academic, Social and Emotional Learning (2005). Safe and Sound: An
Educational Leaders Guide to Evidence-Based Social and Emotional Learning (SEL)
Programs, Illinois Edition, Chicago, IL; Author
• Curriculum Connections – Department of Education
You and Your World K-2 Outcomes
Personal Development & Career Planning K-12 Outcomes
Health Curriculum 3-10 Outcomes
Grade 9 & 10 Physical Education & Health Outcomes
Family Studies Grade 9 & 10 Outcomes
• Department of Education Policy 703: Positive learning & Working Environment
• Department of Education Procedures – Keeping our Schools Safe: Protocol for Violence
Prevention and Crisis Response in New Brunswick Schools
• District Policy 6-763 Code of Conduct
• District Policy 6-674 Threat Assessment
• District 6 Peer Helpers Initiative – BullySmart Skills
