Bullying creates a climate of fear and disrespect. It typically begins in early school years and peaks during early adolescence. However, bullying does not have to be an inevitable part of growing up. Effective prevention requires changing social norms and beliefs, establishing clear policies, training staff, supervising hot spots, intervening consistently, and involving parents and students over time. The goal is to create an environment where bullying is unacceptable and preventable.

3.  Bullying creates a
climate of fear,
callousness and
disrespect for
everyone involved.

4.  Bullying begins in the
preschool years, is at its
peak in early
adolescence and
continues with less
frequency into the high
school years.
 But bullying does NOT
have to be a part of
growing up.

7. 1. Deliberate
– A bully’s intention is to hurt
someone
2. Repeated
– A bully targets the same
victim again and again
3. Power Imbalanced
– A bully chooses vulnerable
victims

8.  Physical
Poking, hitting, pushing, kicking
 Verbal
Yelling, teasing, insulting, name-
calling, threatening
 Indirect
Ignoring, excluding, spreading
rumors, telling lies

9.  Cyber bullying is
sending or posting
hurtful, embarrassing
or threatening text or
images using the
internet, cell phones or
other digital
communication
devices.

11.  Effective bullying prevention
starts with changing the
beliefs and behaviors of
individuals and learning
effective bullying prevention
strategies.
 Change requires the creation
of an environment where
everyone understands that
bullying is
unacceptable, harmful and
preventable—and where
everyone takes responsibility
for stopping it.

12.  Develop a clear, shared
definition of bullying and
a strong, positive
statement that describes
our school’s bullying
prevention philosophy
and goals for creating an
environment that
discourages bullying
behaviors and
encourages
positive, supportive
actions.

14.  Change the social climate  Establish and enforce school rules and
policies related to bullying
 Assess bullying: Administer an  Increase adult supervision in "hot spots"
anonymous questionnaire to students for bullying.
about bullying.
 Obtain staff and parent buy-in  Intervene consistently and appropriately
when you see bullying.
 Form a group to coordinate the school's  Devote some class time to bullying
bullying prevention activities. prevention.
 Provide training for school staff in  Continue these efforts over time and
bullying prevention. weave into the fabric of the school
environment.

15. The word ―discipline‖ comes from the
same root as the word ―disciple‖ and
means ―to teach.‖ We are more likely
to be successful in helping youths
change their aggressive behavior
when we use the principles of good
teaching in our discipline
interventions.

16. A. Respect student
Autonomy.
B. Maintain students’
sense of Belonging.
C. Teach Cause and
effect thinking and
promote conscience
development.

17.  Create a school bullying  Use a school wide behavior
prevention committee to oversee rubric with predictable escalating
efforts to reduce aggression. consequences for aggression.
 Train all staff.  Administer consequences for
aggression centrally.
 Maintain positive feeling tone
and strong staff-student  Support reflection and
connections. development of empathy after
consequences are known.
 Address gender issues.
 Support peer bystanders.
 Use frequent descriptive praise
for positive behavior.  Involve parents.
 Develop staff-wide consensus  Show parents, students and staff
about specific rules. that the program is working and
what they are doing to make a
 Maintain a school wide reporting difference.
expectation for verbal and
physical aggression.

18.  I am the person you bullied at school,
 I am the person who didn’t know how to be cool.
 I’m the person that you alienated,
 I’m the person you ridiculed and hated.
 I am the person, who sat on her own,
 I am the person who walked home alone.
 I am the person you scared every day,
 I am the person who had nothing to say.
 I am the person with hurt in his eyes,
 I am the person you never saw cry.
 I am the person living alone with his fears,
 I am the person destroyed by his peers.
 I am the person, who drowned in your scorn,
 I am the person who wished she hadn’t been born.
 I am the person you destroyed for fun,
 I am the person, but not the only one.
 I’m the person whose name you didn’t know,
 I’m the person who just can’t let go.
 I’m the person, who has feelings too,
 I am the person, just like you.

19.  To increase our school community
awareness of bullying as a common
serious problem of school-age
children and to advocate for the
implementation of effective bullying
prevention approaches in our school.