Best practices to address (or reduce) Bullying in schools

Author(s): Nadia S. Ansary, Maurice J. Elias, Michael B. Greene and Stuart Green
Source: The Phi Delta Kappan , October 2015, Vol. 97, No. 2 (October 2015), pp. 30-35
Published by: Phi Delta Kappa International

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 Best practices
Best practicestotoaddress
address
(or(or reduce)
reduce)

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By
ByNadia
NadiaS. Ansary,
S. Ansary,
J. .
" 4
1 £1181 li "'"nnliTflWliTBMI Maurice J. 1.
Maurice Elias,
Elias,
V 1 9 Michael Michael
B. Greene, and
B. Greene, and
-• J'. ■ •*". i IC1.-. \ 9Hl A * r y/\ ~ H Stuart Gre
Stuart Green
WjfSPx

^Harassment, intimidation, and bul-|

^ lying pose a serious public and men
ta' 'lea't'1 concern that can
^^—climate of schools and aff
ability to focus on learnin
<
yep that many children have e

NADIA S. ANSARY ([email protected]) is an

associate professor of psychology, Rider Univer
sitY- Lawrenceville, N.J. MAURICE I. ELIAS is a
professor of psychology and director of the So
cial-Emotional Learning Lab, Rutgers University,
New Brunswick, N.J. MICHAEL B. GREENE is
a senior fellow at the Rutgers School of Criminal
Justice and operates a private consulting firm,
Greene Consulting. STUART GREEN is director,
NJ Coalition for Bullying Awareness and Preven
tion and associate director, Overlook Family
Medicine Residency Program, Summit, N.J.

30 Kappan October 2015

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harassment, intimidation, and bullying at school: tions that are known to be the active and essential
Nearly 28% of all students ages 12-18 reported be- elements associated with change" (p. 313), we also
ing bullied physically, verbally, or online at least once recognize that schools and policy makers can't wait
during the survey year, according to one U.S. De- for the ultimate studies to be conducted, reviewed,
partment of Education report (2013). Another study and published. Schools require guidance now for ini
found that 20% of high school students were bul- tial and ongoing selection and review of programs
lied on school property and 15 % through electronic
means over the course of 12 months (Centers for
Disease Control, 2014).
Even the White House has taken notice by hosting
its first-ever Conference on Bullying Prevention in Any antibullying effort should be
2011, raising awareness about the topic by address
considered long-term and planned for
ing in-school approaches, community-based strat
egies, and the effects of bullying on achievement. on that basis.
All 50 states have antibullying laws, many of which
include model antibullying policies.
Nonetheless, educational settings are struggling
to determine and implement suitable antibullying
approaches. A myriad of antibullying programs are and their coordination with related prevention ef
available — many claiming significant reductions in forts. We believe that successful implementation
bullying — and schools are unsure which ones would ultimately hinges on a hybrid of best practices and
work best for them. Further, there is a fundamental evidence-based approaches that are embedded in a
misunderstanding of the potency of individual pro- comprehensive, coordinated, and sustained school
grams related to bullying. Comprehensive antibul- wide approach,
lying approaches require schools to mobilize sub- „ ,
stantial resources, forcing administrators to balance ^OHlmUIl Icaiures
this need against ever-increasing budget constraints. Successful antibullying programs generally share
Without a deep understanding of the pervasive ef- three common features:
feet of harassment, intimidation, and bullying and
its connection to overall school culture and climate, #1. The program's central values and
schools can find it tempting to opt for contained and
less costly approaches (Greene, 2008). Clear guid
ance is needed regarding the parameters of truly ef- oil social emotional and character
fective intervention. development;
Are programs effective? #2. A long-term commitmen
Most antibullying programs have demonstrated program implementat
only mild to moderate reductions in bullying behav
ior. A review of whole-school approaches in the U.S.
and Europe found that success rates were modest #3_ c/eor and consisten
(Pepler, Smith, & Rigby, 2004). Likewise, a meta- what to do when buj|y
analysis of 16 bullying interventions in Europe and
the U.S. revealed that bullying interventions were
only weakly effective. A review of 48 evaluated in- Central VallieS and p
terventions by W.M. Craig and colleagues (2010) x?cc i u i u i
, , , , , ,r ii- • • Effective programs employ a whole-school ap
revealed that almost half reported reductions in vie- , , . n , , . ,
. . . v . . , proach,ensurmgthatalischoolcommumtymembers
timization one-quarter reported some positive and ^ on board ^ ntl hara
negative effects, 15 /o reported no change and 4 /o ri and hu]l m Student
reported only negative results (Merrell et al., 2008). ■ . , ■ ■ c • ., , , c • ■
L b , ' . . with basic information on the nature and definition
But there are examples of successes. As promising run- u cc i a
. " , & of bullying as well as ways to effectively respond,
programs are tested in more challenging and diverse ,,n i u i u a i,
r ? . , , , , • Whole-school approaches do so by:
environments, we have learned about their strong
points, both conceptually and pragmatically. While _ T c. ■ a • • r • u i ' • i
1 ' • i ti , >. • i o t.- i Infusing this information m schools curricula;
we generally agree with Pepler, Smith, & Rigby
(2004) that "the research is not at the point where • Adopting clear and consistent policies
we can reliably point to specific elements of interven- regard to antibullying practices;

V97 N2 kappanmagazine.org 31

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 effective bullying interventions are sensitive to the
When prevention efforts fail, schools broader influences in the lives of youth.
must have transparent, firm, and Long-term commitment
consistent policies in place to restore Any effort to respond to harassment, intimidation,
and bullying should be considered long-term and
the bullied child's confidence that
planned accordingly. Here, the key elements of sus
school is a safe place and that address tained implementation success include:

the broader issue of school climate. • Dedication to teacher and staff professional
development regarding harassment, intimi
dation, and bullying;

• A plan for the program rollout — i.e., different

strategies for children in different grades; and

• Targeting the entire student population for • A data-driven evaluation of the program over
prevention; and time.
• Systematically involving youth directly in „■ , , , . ,
, • i , • findings suggest that when teachers are trained
program planning and evaluation. 6 . .
in how to effectively handle b
are aware of school policies,
A positive school climate—where a school's norms,
values, and expectations result in all children feeling
safe, respected, and valued — has been found to be
a strong underpinning of effective antibullying ap-
proaches (Cohen & Elias, 2011). Such a climate has t
been associated with lowered aggression and vio- t
lence (Goldstein, Young, & Boyd, 2008) and, more t
specifically, reductions in bullying (Olweus & Lim-
ber, 2010). and locker rooms, school sporting events and musi
A central component of a positive school climate cal performances and assemblies, and e
is an emphasis on nurturing not only students' aca- space all must be as well managed as c
demic and intellectual growth but also their social, because bullying can migrate to those un
emotional, and character development (Cohen & areas.
Elias, 2011). An emphasis on social, emotional, and Overall, the elements of an implementa
character development concomitant with a positive should include:
school climate necessarily translates to a commit
ment to an ethos of caring in the school commu- • A clear definition of harassment, inti
nity. Importantly, these provide the foundation for and bullying;
a norm of upstanding behavior where children en
gage in strategies to stop or reduce bullying such as * Developmentally appropriate and se
reporting such incidences to an adult in the school. classroom activities that promote stud
Thus, students should mirror the positive values of engagement and self-reflection on ha
the school and be prepared to act when they ob- intimidation, and bullying, including
serve injustices. To reinforce upstanding behaviors, cyberbullying;
schools must stipulate explicit expectations as part of
any code the school adopts. This necessarily means * t well-°utlmed Protoco1 for t
that passively watching or supporting bullying when arassment, intimi ation, an u ymg,
they see it is clearly against the norm. . Ongoing assessment of school climate
In addition to the school environment, generally bullying occurrenceS; including analyz
successful programs emphasize the importance of incidents for indications of areas of sch
family and community (Craig et al, 2010). Strate- culture nee(Jing strengthening or of v
gies such as sending home an antibullying newsletter, children and populations needing inc
hosting evening meetings with parents, and media support
campaigns have all been effective at raising aware
ness about bullying (Pepleretal, 2004). Accordingly, • In-person or online professional and
32 Kappan October 2015

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 paraprofessional staff training (bus drivers, sponsibility to change their behavior, is an example
lunch room aides, etc.); and of such an approach that has proven effective. This
. , . , . , ... contrasts with ineffective approaches that punish the
• Leadership strongly committed to providing , ,. . , \
K B 111 r child who bullies in arbitrary ways without promot
resources tor staff professional development for . ,r „ , ... . , . .,
, . , . r ingself-refiection. Additionally, there is no evidence
plan implementation. , , i rr
'■ ' that zero-tolerance approaches are effective.
™ , . . . , . 11 11 • In addition to these specific approaches, we ad
1 hus, harassment, intimidation, and bullying pre- r , .. rr
, ,, vocate tor developing a core group of individuals
vention is a systemic matter not solved by programs . , , r , , ,
, , 3 . . . 3 r °. . , with expertise derived from the school community,
in the absence of continuity. 1 here is no empirical , . , ,, Tt t • j • j r> i
. , , , , . .r . which we call a Harassment, Intimidation, and Bul
evidence that programs that are used intermittently . . , . ... ,
, „ f-i i r i 1. ■ • i lying Action team (H1BA1). learn members gener
moculate children from bullying involvement, „ ° . r , . . , , ,
, , i I.,,, ally consist of administrators, school counselors or
whether as a child bullying others, as a child being , , , , , rr n j ■
, • , , .. P psychologists, teachers, and child study staff called m
targeted, or as a passive bystander. Moreover, anti- , y , ,Tn, ,, . r . ,
, ,, . T • , j , as needed. HIBAIs should strive tor continuity and
bullying strategies must capitalize on the students , • r • ,,
1 ° ° . . ... , build expertise by operating as professional learning
increasing maturity and sophistication as they move .. j i - ,
, i ^ . . • , , . . •. communities and socializing new members.
through the higher grades (Pepler et al., 2004).
Assessment is a critical dimension of harassment,
A positive school climate — where
intimidation, and bullying prevention. Schools
a school's
should employ evaluations — beginning with a pre norms, values, and
test and with repeated measurements over time after
program implementation — of school climate expectations
and make all children
the social, emotional, and civic aspects of learning
feel safe, respected, and valued
and school improvement efforts.
— has been found to be a strong
Clear response strategies
underpinning
When bullying does occur, schools must have of effective antibullying
transparent, firm, and consistent policies in place to
approaches.
restore the bullied child's confidence that school is a
safe place and to address the broader issue of school
climate. What follows are specific recommendations
for effectively intervening when harassment, intimi
dation, and bullying occur — made with the follow- ™ TTT„ , , ,
„ 1 P . , , • , , r 4 he HIBA1 should:
ing caveat: Strategies implemented in the absence of
programing focused on school climate are unlikely _ ,. , ,
° .. • Coordinate resources and services to the
to influence ongoing harassment, intimidation, and , n • , , , ,
bullying (Davis & Davis, 2007). bull>'mS md the bu",ed ch,ld;
A school's policies and response to harassment, • Discuss the occurrence with an eye toward
intimidation, and bullying is a direct expression of systemic problems;
the school's climate, culture, and values. Effective _ ■ , , . ... c c
., ,, . , , • i • Consider the occurrence in light of protes
anti bullying programs employ clear policies that are . , , . ,
• ■I r i , „ . sional development requirements and any
proactively and frequently communicated to all m , , , , ,
r . 1 ' , changes that may be needed;
appropriate ways, with explicit guidance on report
ing and investigating instances of possible bullying, • In
disciplinary procedures, and when police should be incl
called (Jones et al., 2012). Also, it is important for to t
children who bully to receive consequences for their T. , . ., , , ,
, ,, , -i i * Ensure that an incident report has been made
behavior. Graduated and clearly articulated sane- . . , , . ,
, , , , • , , r in compliance with their states reporting
tions that reasonably escalate with the severity of
. system,
bullying behaviors have proven most effective
consequence should be accompanied by e
agement for reflective activity, includin
with staff about the behavior and writing about the 0111 -vi- r ji
, , . D ..... Schools have a responsibility to safeguard the
behavior. 1 he Method of Shared Concern (rikas, , , , i , . , c r j ,
, . , • , , ■ , , • iiii physical and psychological safety of students, and
2002), which avoids shaming or blaming the child r, .. . in i i
, V ,1- i i ii i ■ ■ til i, the evidence is unmistakable that harassment, m
who bullies while still emphasizing the child s re- . . , . ,, ,, . „ , . T
r ° timidation, and bullying compromise well-being, its
V97 N2 kappanmagazine.org 33

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 adverse influences are pervasive. Harmful effects can bullying as an impediment to education, mental
persist into adulthood for the individuals involved health, and physical health requires advocacy for
— even bystanders. For that reason, we strongly policy reform. Because schools require technical
endorse an overall approach to harassment, intimi- assistance to aid in appropriate program selection,
dation, and bullying that strives to build schools as implementation, and assessment of program effec
positive, respectful, and supportive learning commu- tiveness, we call for state and local departments of
nities. Such communities will have strong norms of education to develop and use expert advisory groups
inclusiveness and dedication to providing all youth consisting of researchers, university professors, and
with a sense of belonging and purpose in being in other professionals with the capability to provide
school, and the skills and competencies to promote support. Such groups would help guide schools in
social-emotional and character development and selecting and implementing programs that best fit
positive mental health. a school's needs, as well as establishing data collec
The importance of harassment, intimidation, and tion systems to assess effectiveness. States sh

How serious is the problem of bullying?

What the numbers say
Nearly 28% of students aged 12-18 had been bullied physically, verbally, or
online at least once in the survey year, according to a U.S. Department of
Education study.
- U.S. Department of Education, 2013

About 20% of high school students were bullied on school property during the
12 months before the survey, and 15% were bullied through electronic means.
- Centers for Disease Control, 2014

What researchers have learned

Children subjected to bullying generally suffer high levels of depression and

related internalizing problems such as social anxiety.
- Reijntjes et al., 2010

Children subjected to bullying experience compromised academic achievem

- Juvonen, Yueyan, & Espinoza, 2011

Children who chronically bully others also are more likely to exhibit other fo
of aggression and engage in delinquent and criminal offenses.
- Renda, Vassallo, & Edwards, 2011; Ttofi et al., 2011

Students who have been both bullied and have bullied others have been
identified as demonstrating the worst outcomes in terms of psychosocial
adjustment, as compared to either group alone.
- Kelly et al., 2015

Peers who witness bullying may become fearful of being victimized and can be
preoccupied with safeguarding their own status within the peer group.
- Salmivalli, 2010

34 Kappan October 2015

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 looking forward:
adopt a nonpunitive approach to accountability to looking forward: Implications
Implications forfor makinginterventions
making interventions work
work
effectively.
encourage accurate reporting and to provide sup- effectively. In P.K. InSmith,
P.K. Smith, D. Pepler,&&K.
D. Pepler, K. Rigby
Rigby (Eds.), Bullying
(Eds.), Bullying
in schools:
port needed to achieve harassment, intimidation, in schools: How How successful
successful cancaninterventions
interventions be?
be?(pp. 307307
(pp.
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be justified at many levels: educational, financial, Pikas,
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