Download - Bullying Victimization in Delaware

BULLYING VICTIMIZATION IN DELAWAREDE-PBS Annual CelebrationApril 29, 2014

INFORMATION TO BE COVERED 2013 Delaware School Climate Survey -

Student results related to bullying Importance of other school climate factors in

relation to bullying Bullying victimization of students with

disabilities Implications for bullying prevention

DELAWARE SCHOOL CLIMATE SURVEY ITEMS

Subscales of 2013 Delaware School Climate Surveys

Student Survey Teacher/Staff Survey Home Survey

Part I : School ClimateTeacher-Student Relations

Teacher-Student Relations

Teacher-Student Relations

Student-Student Relations



Respect for Diversity Respect for Diversity Respect for DiversityClarity of Expectations Clarity of Expectations Clarity of ExpectationsFairness of Rules Fairness of Rules Fairness of RulesSchool Safety School Safety School SafetyStudent Engagement School-wide

Student Engagement School-wide

Bullying School-wide Bullying School-wideTeacher-Home Communications

Teacher-Home Communications

Staff RelationsTotal School Climate Total School Climate Total School Climate

Parent Satisfaction

BULLYING SCHOOL-WIDE Items

“Students threaten and bully others in this school”“Students worry about others bullying them in this

school”“In this school, bullying is a problem”“Students bully one another in this school”

Scores range from 1 (Strongly Disagree) to 4 (Strongly Agree)

Note: A high score for this subscale is unfavorable

PART II: Techniques


Positive Behavior Techniques

Positive Behavior Techniques

Punitive Techniques

Punitive Techniques

Social Emotional Learning Techniques

Social Emotional Learning Techniques

Part III: Bullying & IV: Engagement (Individual Level)


Bullying Victimization1

Physical Bullying Physical Bullying

Verbal Bullying Verbal Bullying

Social/Relational Bullying

Social/Relational Bullying

Cyberbullying2

Student Engagement

Cognitive & Behavioral

Cognitive & Behavioral

Emotional Emotional

1 Grades 6-12 only for the printed version. Optional for grades 4-5 with computer version. 2 Grades 6-12 only.

• Verbal Bullying• “A student said mean things to me.”

• Physical Bullying• “I was pushed or shoved on purpose.”

• Social/Relational Bullying• “A student told/got others to not like me.”

• Cyberbullying • “A student sent me a mean or hurtful message

about me using email, text messaging, instant messaging, or similar electronic messaging.”

• Scores range from 1 (Never) to 6 (Everyday)

BULLYING VICTIMIZATION ITEM EXAMPLES

9

2013 Survey SampleStudent Survey

Teacher Survey

Home Survey

Elementary

Schools 89 89 83Respondent

s 18498 3391 15795

MiddleSchools 28 29 26

Respondents 10971 1334 3522

HighSchools 18 18 13


Alternative


s 189 65 59

Special Schools 4 8 8


Early

Childhood


s 0 116 361

Other Schools 10 9 7


SURVEY RESULTS

Student perceptions tend to decrease, especially from elementary to middle school

Total School Climate by Student Grade

The following percentages agreed or strongly agreed that bullying was a problem in their school:

ElementaryStudents Teachers

53.4% 16.8%

SCHOOL-WIDE BULLYING RESULTS

MiddleStudents Teachers

49.2% 34.1%

HighStudents Teachers

43.8% 32.3%


3rd GradeStudents Teachers

60.3% 18.2%

SCHOOL-WIDE BULLYING RESULTS – GRADES 3-5

4th GradeStudents Teachers

53.2% 21.2%


45.5% 20.4%



48% 30.7%



51.9% 40.9%


45.6% 31.8%



46.4% 31.5%



43.9% 29.2%


44.6% 31.5%


39.9% 20.0%

BULLYING VICTIMIZATION RESULTSPercentages indicate the number of students who reported this occurring to them at least once a week:

Verbal BullyingItem Element

aryMiddle High

I was teased by someone saying hurtful things to me

12.6% 14.0% 11.5%

A student said mean things to me

13.6% 14.3% 12.2%

I was called names I didn’t like

11.2% 12.5% 10.9%

Hurtful jokes were made up about me

8.3% 9.2% 8.6%


Social/Relational BullyingItem Element

aryMiddle High

Students left me out of things to make me feel badly

8.8% 7.6% 7.5%

A student told/got others to not like me

7.9% 8.2% 8.3%

A student got others to say mean things about me

6.7% 7.9% 8.0%

Students told another student not to be friends with me because other students didn’t like me

7.2% 7.5% 8.1%


Physical BullyingItem Element

aryMiddle High

I was pushed or shoved on purpose

7.4% 8.9% 8.2%

I was hit or kicked and it hurt

6.2% 5.9% 5.8%

A student threatened to harm me

6.0% 6.4% 6.6%

A student stole or broke something of mine on purpose

5.3% 5.8% 5.9%

SCHOOL CLIMATE AND BULLYINGCaution: Correlation does not mean

causationDirection of influence is likely to be

bidirectional:Bullying creates a negative climate,

and a positive school climate helps prevent bullying

Elementary School (School Level Results)

Verbal Bullying Physical Bullying Social Bullying

Total School Climate -.50** -.42** -.43**

Engagement: Cog. & Behav -.33** -.33** -.30**

Engagement: Emotional -.52** -.43** -.45**

Punitive Techniques .62** .55** .56**

Positive Techniques -.20 -.11 -.12

SEL Techniques -.39** -.31* -.31*

N = 70, ** p ≤ .001; p ≤ .05

Gain Scores (2012-2013) Controlling for Grade Level Verbal Bullying Physical Bullying Social Bullying

Teacher-Student Relations -23* -.38** -.36**Student-Student Relations -.29** -.24* -.28**

Respect for Diversity -.25* -.39** -.41**Engagement -.15 -.26** -.25*Clarity of Expectations -.01 -.16 -.15Fairness of Rules .03 -.15 -.10Safety -.04 -.17 -.18N = 41; *p ≤ .05, **p ≤ .01

BULLYING AND STUDENTS WITH DISABILITIES

Disability

Odds RatioGlobal

Bullying Item

Verbal Items

Social Items

Physical Items

Emotional Disturbance 6.96b 13.32c 3.44a 7.57c

Other Health Impaired 1.88c 1.45b 1.32 1.44a

Hearing Impaired 1.52 2.66a 2.72a 2.52a

Visually Impaired/Blind 2.32 3.70a 3.87a .76Autism Spectrum

Disorder 1.49 1.32 2.53b 1.48Mild Intellectual Disability 2.24 1.57 2.17 2.10

Moderate Intellectual Disability 2.24 .34 1.72 .58

Specific Learning Disability 1.32a 1.08 1.28 1.09

Speech/Language Impairment 1.15 1.14 1.0 1.10

Orthopedic Disability .44 .56 2.95 2.16a.05, b.01, c.001. Note: Based on parents’ responses of once or twice per month or greater.

BULLYING AND STUDENTS WITH DISABILITIESPercentage of parents responding “once or twice a month” or more:

50.0% of students with Emotional Disturbance 12.2% of students with

Other Health Impairment

27.3% of students with Visual Impairment

20.0% of students with Hearing Impairment

COMPARED TO

10.2% of students without disabilities

“My child was bullied in this school”

(General)41.7% of students with Emotional Disturbance6.6% of students with

Other Health Impairment

5.9% of students withSpecific Learning

Disability

COMPARED TO5.2% of students

without disabilities

“A student said mean things to my child”

(Verbal)

BULLYING AND STUDENTS WITH DISABILITIESPercentage of parents responding “once or twice a month” or more: “My child was hit or

kicked and it hurt” (Physical)9.1% of students with

Emotional Disturbance 4.2% of students with Hearing Impairment9.1% of students with Visual Impairment

3.4% of students with Autism Spectrum

Disorder

COMPARED TO2.3% of students

without disabilities

“Students left my child out of things to make him/her

feel badly” (Social/Relational)16.7% of students with

Emotional Disturbance8.7% of students with Hearing Impairment

27.3% of students with Visual Impairment

14.5% of students with Autism Spectrum Disorder

COMPARED TO4.6% of students without

disabilities

IMPLICATIONS

GENERAL IMPLICATIONS FOR BULLYING PREVENTION Students report less bullying in schools with a

positive school climate and where teachers emphasize the use of techniques for developing strong teacher-student relationships and students’ social and emotional skills

Theory and research show that responsiveness (support) and demandingness (structure) are two essential dimensions of school climate and bullying prevention

Thus, Tier 1 prevention should focus on improving those aspects of school climate

IMPLICATIONS FOR BULLYING PREVENTION Students with disabilities are at greater

risk for being bullied, but especially those with ED, HI, VI, and OHI

Additional prevention efforts at Tiers 2 and 3 should be considered for these populations, as well as others who are at greatest risk for being bullied (or for bullying others)

IMPLICATIONS FOR BULLYING PREVENTION SW-PBS program fidelity is important

Differences between Delaware schools in school climate, bullying and the extent to which they are implementing SW-PBS

Prevention efforts should be guided by a comprehensive needs assessment to determine the areas in which your school should devote resources to train staff Delaware Assessment of Strengths and Needs for PBS

(DASNPBS) DE-PBS Key Feature Evaluation

QUESTIONS? George Bear: [email protected] Debby Boyer: [email protected] Sarah Hearn: [email protected] Lindsey Mantz: [email protected]

www.delawarepbs.org Thank you!

mailto:[email protected]




http://www.delawarepbs.org/

Download - Bullying Victimization in Delaware

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