- The document discusses bullying and harassment in schools, noting that certain groups like LGBT students and students of color are more likely to be targets. - It provides statistics on the percentage of students who report being bullied and discusses the negative impacts bullying can have on victims' educational experiences and mental health. - It emphasizes the importance of adopting anti-bullying policies, enforcing them uniformly, educating all school community members, and creating a positive school culture to help prevent and address bullying issues.

1. Bullying Presenter: Jerry L. Painter General Counsel Washington Education Association

2. Primary and Secondary Dimensions of Diversity Age Sexual/ Affectional Orientation Physical Abilities/ Qualities/ Disabilities Race Ethnicity Gender Sexual Behavior Parental Status Education Geographic Location Military Experience Religious Beliefs Marital Status Income Work Background

3. In the Time of the Right: Reflections on Liberation, Suzanne Pharr, 1996\ Power/Privilege Chart A B Power/Privilege The Norm Dominator Less Power/Resources The Other Dominated Rich White Male Christian Heterosexual Able-bodied Poor People of Color Female Jews, Muslims, religious & minorities Lesbian, gay, bisexual & transgender people People with disabilities

4. Targets of Harassment in School Bisexual and gay/lesbian respondents were more likely to report harassment than heterosexual youth for each type of harassment Multi-ethnic and American Indian adolescents were most likely to be targets of each type of harassment 4 out of 5 students who were harassed on the basis of sexual orientation identified as heterosexual Half of European-American girls and nearly one-half of boys were targets of racial slurs, even in schools where they were the ethnic “ majority” 1995 Seattle Teen Health Survey

5. Victims Everyday 160,000 children stay home from school because they are afraid of being bullied

6. Victims 77% students report being victims 14% suffered severe reaction

7. Bullying Teasing, hitting & threatening Exclusion

8. Anatomy of bullying Starts verbal - teasing and put-downs Progresses to physical

9. Frequency Hitting and threatening increase through elementary and peaks in middle school Verbal abuse remains constant throughout

10. Bullying Incidents Two times as high in elementary as secondary In elementary 2 times as much bullying in school as to or from school In junior high there are 3 times as much bullying in school as to or from school From: Childhood Bullying and Teasing, Dorothea M. Ross, 1996

11. Locations Areas where little or no adult supervision hallways locker rooms restrooms cafeterias playgrounds buses and bus stops

12. Politically Correct Students less likely to make derogatory statements about others’ religion or race than appearance and behavior NICHD Survey Report

13. Boys Boys engage in and are victims more frequently than girls

14. Girls Tend to bully indirectly Manipulating friends Ostracizing classmates Spreading rumors

15. Anatomy of bullying Bullies almost always more popular than victim Bully gains power and enjoys control have over other Behavior satisfies needs Not likely to stop on their own Bully less likely to empathize Some bullies sexually aroused and sadist

16. Bullies Tend To... Achieve little in school Leave school early Be in trouble with the law Perform below potential Abuse their partners and children Become violent parents/guardians Female bullies become mothers of bullies

17. Bullies Strong correlation between bullying and having legal or criminal troubles

18. Criminal Records 60% of the boys identified as bullies in grades 6 to 9 had one criminal conviction by age 24, and 40% had 3 or more arrests Olweus, 1991 Boys identified as bullies at age 8 had a 1 in 4 chance of having a criminal record by age 30 Eron and Huessman, 1987 Normal is 1 in 20

19. Victims Typically anxious, insecure, cautious, and suffer low self-esteem Become target usually because of appearance

20. Educational Impact Not wanting to go to school Not talking up in class Unable to pay attention (distracted) Stay home - cut class Lower grades

21. Victims - signs Torn clothing Bruises Withdrawal Running home to use bathroom

22. Victims Both bullies and onlookers believe victim is partially responsible

23. Who Is Guilty? Bully: cool and in control Victim: crying and upset

24. Spectators 43% attempt to help 33% feel they should help but don’t 24% feel bullying is none of their business

25. Bystander Students become desensitized to abuse when appears to be condoned Less likely to empathize More likely to join in Has more powerful effect than violent video games and movies

26. Adults Underestimate importance See it as normal part of growing up

27. Administrators Buy into belief bullying normal Children better working out problems on own Victim bring on self Discipline victim for fighting By the time complaint reaches teachers/staff, it’s a last resort

28. Teacher 70% students feel teachers handle episodes of bullying poorly Teachers sometimes feel powerless to stop bullying

29. Successful Intervention Must involve entire school community Can’t just focus on bully and victims

30. Stopping Bullying Survey: students teachers/staff principals cafeteria workers bus drivers custodians parents/guardians

31. Stopping Bullying Must have buy-in from school board and administration Approach must be sustained and supported Involve everyone at school and community

32. Stopping Bullying The ones to reach are the children who aren’t bullies or victims Let bully know behavior isn’t acceptable

33. What Parents Can Do Talk with their children Report incidents Keep written records Go to school Encourage friendships outside the home Be aware of rights and responsibilities

34. A Model For Making Our Children Safe Safe Schools Safe Families Safe Communities Safe Children

35. It’s All About . . . School climate School culture School interactions

36. School Culture that Encourages Bullying Elitism/Privilege/Cultural Racism Competition Dynamic of Violence

37. School Culture that Encourages Bullying Schools are not democratic Anonymity Strict gender roles -- especially for boys

38. Euro-American (White) students were significantly more likely to be referred for: Smoking Leaving without permission Obscene language Vandalism U.S. Department of Education 1998 - 1999

39. African-American (Black) students were significantly more likely to be referred for: Disrespect Excessive noise Threatening Loitering U.S. Department of Education 1998 - 1999

40. FAILURE TO PROTECT PRESENTED BY: JERRY L. PAINTER WEA GENERAL COUNSEL

41. SEXUAL HARASSMENT Presenter Jerry L. Painter General Counsel

42. Failure to Protect Growing area of litigation Area schools are most vulnerable Both State and Federal causes of action Must name individual in federal cases

43. Percentage of Students Who Were the Target of “Offensive Comments or Attacks” Gay, Lesbian or Bisexual Heterosexual 34% 6% Regarding Orientation %

44. Percentage of Students Who Were the Target of “Offensive Comments or Attacks” Regarding Gender 51% 17% Female Male %

45. Percentage of Students Who Were the Target of “Offensive Comments or Attacks” 51% 51% 48% 45% 41% 36% 35% Regarding Race Latino Multi- ethnic White Amer. Indian Asian Amer. African Amer. SE Asian %

46. Categories Religion Physical disability Sexual Orientation Sexual Harassment

47. Untested Grounds Persons of size Disfigured persons Poverty

48. Free Speech vs. Legitimate Regulation

49. School Districts have compelling interest to eliminate discrimination and harassment

50. Anti-harassment policies must be carefully written Does not punish speech, opinions or belief Punishes impermissible conduct

51. Targeted Speech Speech that targets a person for assault threat or vandalism Based on race, religion, nation origin, disability, gender, or sexual orientation

52. Non-targeting Speech Intensive and pervasive Creates hostile environment Hinders ability of a person to get education

53. Overbroad Any statements that offends Student may express beliefs

54. School Employees May be required to fulfill job descriptions and requirements Treat all students with respect and without regard to race, religion, sexual orientation, etc. Enforce rule to keep students safe

55. What can a school district do? Adopt policy Advertise policy Uniformly enforce policy Conduct in service