This document discusses strategies for preventing cyberbullying in schools. It begins by defining bullying as repeated harmful acts with an imbalance of power. It then notes that verbal abuse is the most common form of bullying. The document discusses how bullying peaks in 6th grade and 9th graders do the most bullying. It also notes that conflict resolution and zero tolerance policies are ineffective at addressing the root causes of bullying. The document advocates approaches that address all parties involved. It discusses why cyberbullying is particularly detrimental and notes cell phones are a common tool for elementary school bullying. It provides examples of effective school and peer responses to cyberbullying.

1. Cyberbullying:
Strategies for Prevention
“While schools teach math, reading,
social studies, and science, perhaps
the most important thing for students
to learn is how to interact effectively
and peacefully with each other and
the world at large.”
from the book Peacemakers by Roger and David Johnson, quoted in The Bully, the
Bullied, and the Bystander by Barbara Coloroso

2. A Definition: What is Bullying?
 Bullying has two key components:
 repeated harmful acts
 an imbalance of power
“Verbal abuse is the most common form of bullying used by
both boys & girls. It accounts for 70% of reported
bullying.”
Source: http://www.theinstituteforchange.com/assets/articles/Bullying.pdf

3. Who gets bullied?
 In what grade do you think bullying peaks?
 6
 Which grade in high school gets bullied the most?
 9
 Which grade in high school does the most
bullying?
 9
 Source: Orpinas, P., & Horne, A. (2006). Bullies and victims: A challenge
for schools. Preventing violence: Research and evidence-based intervention
strategies (pp. 147-165). American Psychological Association.
doi:10.1037/11385-006.

4. What responses to bullying do you think
are effective?

5. Ineffective Responses to Bullying
 Conflict Resolution Training – This is not effective
because of the imbalance of power between a bully
and his/her target.
 “Zero Tolerance” Policies – This type of response does
not address the root of the bullying, or provide
support for the target, or the bystanders. The school
climate will diminish and the bullying will continue.
 Encouraging victims to stand up to their bullies – Due
to the imbalance of power between the bully and
victim, this is often impossible or will result in further
attacks.

6. Effective Responses to Bullying Need to
Address All Parties Involved

7. Schools with lower levels of bullying
report higher scores on statewide tests.
Source: http://www.stopbullyingnow.com/interven.html

8. Cyberbullying: Why is it so detrimental?

9. Cyberbullying – not just computers
For elementary
school children the
cell phone is the
electronic tool of
choice for bullying.
Source: Coloroso.B. (2009). The Bully,
the Bullied, and the Bystander

10. Possible School Responses to
Cyberbullying:
 Assemblies to educate teachers, students, and
parents
 School Bullying Response Plans that include
cyberbullying.
 Create and implement an Acceptable Use Policy.
 GSAs, mentoring programs, Friends of Rachel club,
etc.
 Adults need to be aware of the types of technology
kids are using and how to navigate it effectively.
 Prohibit cell phone use in school?

11. Possible Peer Responses to
Cyberbullying:
 What advice would you give the person being
bullied?
 Under what circumstances should you tell an
authority figure about cyberbullying of which you
are aware?
 Would you make contact with the bully, and if so,
what would you say?

12. Assignment:
 You become aware that your 12-year-old cousin is
being brutally cyber bullied. Write at least 12
sentences about how you would respond:
 What suggestions would you make to your cousin?
 Would you tell your parents, your cousin’s parents,
school, police department, etc.?