School Safety Workshop Series: Session #1

Keeping the School Environment Safe:

Managing Student Conduct and Managing Student Conduct and Promoting a Positive School Promoting a Positive School Environment for LearningEnvironment for Learning

A Policy Perspective on School Violence

State law requires districts to inform parents and State law requires districts to inform parents and students of policies governing student conduct and students of policies governing student conduct and discipline.discipline.

An effective safety program, linked to an effective An effective safety program, linked to an effective education program, can help prevent violent education program, can help prevent violent incidents and lessen their impact if they do incidents and lessen their impact if they do happen. happen.

Characteristics of Policies that Support Responsible Student Behavior

Opportunities for inappropriate behaviors that precipitate violence are Opportunities for inappropriate behaviors that precipitate violence are greater in a disorderly and undisciplined school climate.greater in a disorderly and undisciplined school climate.

Most effective way to reduce suspensions, expulsions, office referrals, Most effective way to reduce suspensions, expulsions, office referrals, etc. is to emphasize a proactive approach to discipline.etc. is to emphasize a proactive approach to discipline.

Establish high expectations and provide support for socially Establish high expectations and provide support for socially appropriate behavior. Highlight sanctions against aggressive behavior.appropriate behavior. Highlight sanctions against aggressive behavior.

Develop and enforce school-wide rules that are clear, broad-based and Develop and enforce school-wide rules that are clear, broad-based and fair. Rules and disciplinary procedures are developed collaboratively fair. Rules and disciplinary procedures are developed collaboratively by the total educational community.by the total educational community.

The rules and disciplinary procedures are followed consistently by The rules and disciplinary procedures are followed consistently by everyone. everyone.

Board Policies to Foster Safe School Environments

Policy Series 1000: Community / School Relations Conduct on School Property Otherwise Lawful Possession of Firearms on

School Property Relations with Law Enforcement Agencies Policy Series 2000: Administration Crisis Management Sex Offender Notification Policy Series 4000: Instruction Drug-Free Schools

Board Policies to Foster Safe School Environments (cont.)Policy Series 5000: Students Student Misconduct in Schools General Rules of Student Conduct Care of Property by Students Student Conduct on School Buses Hazing Bullying Secret Societies / Gang Activity Tobacco Use by Students Drug and Alcohol Use Inhalant Abuse

Board Policies to Foster Safe School Environments (cont.)

Policy Series 5000: Students Drug and Alcohol Use Inhalant Abuse Weapons and Dangerous Instruments Search and Seizure Vehicle Searches on School Grounds Concerns / Issues Procedures Student Discipline Student Welfare / Safety Substance Abuse Counseling Sexual Harassment Among Students Racial Harassment of Students

School-Based Regulations

Student handbooksStudent handbooks Staff handbooksStaff handbooks NewslettersNewsletters Special meetings with studentsSpecial meetings with students Websites Websites

ED 166 Data: 2002-2003

Incident # Offenses Alcohol 1 Drug 6 Vandalism 4 Fighting (Mutual) 24 Physical Attack on Student 37 Physical Attack on Staff 1 Threatening / Bullying 7

ED 166 Data: 2002-2003Incident # Offenses Insubordination 8 Cutting / Skipping Class 3 Profanity 1 Tardiness 0 Harassment 2 Weapon 5 Other 104 Total Offenses 188

ED 166 Data: 2003-2004Incident # Offenses Homicide 0 Sexual Battery 0 Robbery 0 Battery 3 Burglary 3 Theft 5 Kidnapping 0 Arson 0 Threat / Intimidation 6

ED 166 Data: 2003-2004Incident # Offenses Harassment - Sexual 0 Harassment (Non-Sexual) / Bullying 28 Sexual Offense 0 Vandalism 3 School Threat 0 Other Offense Resulting in Expulsions 0 Fighting / Altercation 35 Weapons Possession, only 6 Drugs / Alcohol, only 19 Total Offenses 108

ED 166 Data: 2003-2004Incident: Harassment (Non-Sexual) / Bullying# Offenses / Offenders as a Percentage of the Total Grade Level Population

Grades 5-8

19

3

1.5% 0.2%

0

2

4

6

8

10

12

14

16

18

20

# Offenses % of Total Grade LevelPopulation

Grades 5 - 8 MGrades 5 - 8 F

ED 166 Data: 2003-2004Incident: Harassment (Non-Sexual) / Bullying# Offenses / Offenders as a Percentage of the Total Grade Level Population

Grades 9-12

5

1

0.5% 0.1%

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

# Offenses % of Total Grade LevelPopulation

Grades 9 - 12 M

Grades 9 - 12 F

ED 166 Data: 2003-2004Incident: Fighting / Altercation

10

1.5%2

0.3%

23

2.2% 0 0.0%0

5

10

15

20

25

#Offenses

M F M F

Grades 5 - 8 Grades 9 - 12

# Offenses

% of Total Grade LevelPopulation

Behavior on the Bus . . . InfractionInfraction 9-129-12 7-87-8 5-65-6 K-4K-4 TotalTotal

Personal SafetyPersonal Safety 1616 00 1313 3939 6868VandalismVandalism 1818 1010 66 3131 6565

Foul LanguageFoul Language 2323 2424 99 00 5656SpittingSpitting 88 1313 00 1515 3636

Eating on BusEating on Bus 66 00 33 00 99Littering / Paper FightsLittering / Paper Fights 1515 00 00 00 1515

Hitting / FightingHitting / Fighting 1212 66 66 4646 7070Stink BombStink Bomb 00 11 00 00 11

Yelling / ScreamingYelling / Screaming 00 00 1111 00 1111

An Historical Thumbnail Sketch

Bullying among school children is no doubt a very old phenomenon. The fact that some children are frequently and systematically harassed and attacked by other children has been described in literary works, and many adults have personal experiences of it from their own school days. Though many are acquainted with the “bully/victim problem,” it was not until fairly recently – in the early 1970s – that efforts were made to systematically study it . . . in Scandinavia, England, Scotland, Ireland, Japan, Germany, Australia, Canada, and the United States.

Blueprints for Violence PreventionCenter for the Study and Prevention of Violence

University of Colorado, 2000

What is bullying?

A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students.

Such negative actions include intentionally inflicting, or attempting to inflict, injury or discomfort upon another.

These behaviors can be carried out physically, verbally, or in other ways, such as making faces or obscene gestures (“direct bullying”), or intentional exclusion from a group (“indirect bullying”).

Connecticut Definition of “Bullying”

Bullying, as defined by Connecticut statute is “any overt Bullying, as defined by Connecticut statute is “any overt acts by a student of group of students directed against acts by a student of group of students directed against another student with the intent to ridicule, humiliate, or another student with the intent to ridicule, humiliate, or intimidate the other student while on school grounds or at intimidate the other student while on school grounds or at a school-sponsored activity which acts are repeated against a school-sponsored activity which acts are repeated against the same student over time.” the same student over time.”

Characteristics of Bullying

Bullying is aggressive behavior or Bullying is aggressive behavior or intentional “harmdoing;”intentional “harmdoing;”

Bullying is carried out repeatedly and over Bullying is carried out repeatedly and over time; and time; and

Bullying occurs within an interpersonal Bullying occurs within an interpersonal relationship characterized by an imbalance relationship characterized by an imbalance of power. of power.

Bullying can take many forms . . . Inappropriate use of Internet Inappropriate use of Internet Physical violence and attacks Physical violence and attacks Verbal taunts, name-calling and put-downs, including Verbal taunts, name-calling and put-downs, including

ethnically-based abuse and gender-based verbal put-downsethnically-based abuse and gender-based verbal put-downs Threats and intimidation Threats and intimidation Extortion or stealing of money and / or possessionsExtortion or stealing of money and / or possessions Exclusion from one’s peer group within the school Exclusion from one’s peer group within the school Inappropriate isolation or exclusion from other studentsInappropriate isolation or exclusion from other students Hazing of a student or group of students in any form Hazing of a student or group of students in any form

Why focus on Bully / Victim Problems?

Short-term effects on the victimsShort-term effects on the victims Long-term effects on the victimsLong-term effects on the victims Long-term effects on the bullies, if behavior Long-term effects on the bullies, if behavior

goes uncheckedgoes unchecked School social climate School social climate

Short-term Effects on Victims

Suffer pain, humiliation, unhappiness, distressedSuffer pain, humiliation, unhappiness, distressed Lose self-esteem and become anxious and Lose self-esteem and become anxious and

insecureinsecure May suffer physical injuryMay suffer physical injury Lose ability to concentrate on learningLose ability to concentrate on learning View self as failure and devaluation of self, View self as failure and devaluation of self,

sometimes leading to self-injurysometimes leading to self-injury

Long-term Effects on Victims

Tend to be more depressed Tend to be more depressed As young adults, former victims tend to be more As young adults, former victims tend to be more

depressed depressed As young adults, former victims have poorer self-As young adults, former victims have poorer self-

esteem esteem

Long-term Effects on Bullies

Tend to engage in other anti-social / delinquent Tend to engage in other anti-social / delinquent behaviors such as vandalism, shoplifting, truancy behaviors such as vandalism, shoplifting, truancy and frequently drug useand frequently drug use

Tend to carry anti-social behavior into adulthood Tend to carry anti-social behavior into adulthood with potential increase in level of criminality with potential increase in level of criminality

School Social Climate

Connection between level of bully / victim Connection between level of bully / victim problems in a classroom or school and aspects of problems in a classroom or school and aspects of the school’s social climate the school’s social climate

Students tend to feel less safe and are less satisfied Students tend to feel less safe and are less satisfied with school life, thus compromising the school as with school life, thus compromising the school as a “learning place” a “learning place”

School Variables Known to Reduce Violence . . . Staff training to apply positive proactive approaches to school Staff training to apply positive proactive approaches to school

discipline;discipline; High academic standards, clear positive behavioral expectations;High academic standards, clear positive behavioral expectations; Support for staff and students from administration and related Support for staff and students from administration and related

servicesservices Collaboration with family, community and other service Collaboration with family, community and other service

providers;providers; Engaging, student-centered instruction;Engaging, student-centered instruction; Collaboration between general and special educatorsCollaboration between general and special educators Links with other school reform programs; and Links with other school reform programs; and Leadership that does not give up on students!Leadership that does not give up on students!

Best Practices: Remain aware and involved in observing and addressing bully-victim Remain aware and involved in observing and addressing bully-victim

behavior and problems.behavior and problems. Assess, periodically, the school’s bully-victim problems / determine Assess, periodically, the school’s bully-victim problems / determine

scope of issues / effectiveness of current prevention programsscope of issues / effectiveness of current prevention programs Devote sufficient time to training teachers / studentsDevote sufficient time to training teachers / students Implement consistent / immediate consequences for inappropriate Implement consistent / immediate consequences for inappropriate

behaviorbehavior Recognize students for pro-social and acceptable behaviorsRecognize students for pro-social and acceptable behaviors Review, regularly, school rules against bullyingReview, regularly, school rules against bullying Conduct class / school meetings on topic of preventing bullyingConduct class / school meetings on topic of preventing bullying Engage in discussion with bully, victim, parents to communicate anti-Engage in discussion with bully, victim, parents to communicate anti-

bullying policybullying policy Encourage parent participation in school meetings on bullyingEncourage parent participation in school meetings on bullying

Best Practices:

Implement and maintain the anti-bullying program curriculum / focus Implement and maintain the anti-bullying program curriculum / focus on appropriate responses to assertive behavior skills ?on appropriate responses to assertive behavior skills ?

Work to improve communication among administrators, teachers, Work to improve communication among administrators, teachers, parents and students on issues of bullyingparents and students on issues of bullying

Listen respectfully to bullying concerns raised by students, parents, Listen respectfully to bullying concerns raised by students, parents, and staffand staff

Avoid any form of gender-role stereotyping in the schoolAvoid any form of gender-role stereotyping in the school Identify and eliminate “unhealthy” competition in schoolIdentify and eliminate “unhealthy” competition in school Promote the involvement of students and their classmates in school Promote the involvement of students and their classmates in school

efforts to alleviate plight of victims and include in group activities efforts to alleviate plight of victims and include in group activities

School Environment Goals:

Bullying Prevention Characterized by warmth, positive interest, and Characterized by warmth, positive interest, and

involvement by adults;involvement by adults; Firm limits to unacceptable behavior;Firm limits to unacceptable behavior; Environment in which non-hostile, nonphysical Environment in which non-hostile, nonphysical

negative consequences are consistently applied in negative consequences are consistently applied in cases of violations of rules and other unacceptable cases of violations of rules and other unacceptable behaviors; andbehaviors; and

Environment in which adults act as authorities and Environment in which adults act as authorities and positive role models. positive role models.

Checklist for Investigating

Bullying and Harassment Complaints Before the InvestigationBefore the Investigation

Review district policyReview district policy Contact parentsContact parents Call child protective services, if necessaryCall child protective services, if necessary Select proper investigatorSelect proper investigator Prepare strategyPrepare strategy Arrange for increased supervision for studentsArrange for increased supervision for students

Checklist for Investigating

Bullying and Harassment Complaints During the InvestigationDuring the Investigation

Ask open-ended questionsAsk open-ended questions Ask each witness same questionsAsk each witness same questions Repeat interviews, if necessaryRepeat interviews, if necessary Interview witnesses individually and in privateInterview witnesses individually and in private Keep recordsKeep records Ask for written statementAsk for written statement Insist on confidentiality by studentsInsist on confidentiality by students Keep findings confidentialKeep findings confidential Tell witnesses not to fear retaliationTell witnesses not to fear retaliation

Checklist for Investigating

Bullying and Harassment Complaints

After the InvestigationAfter the Investigation Document findingsDocument findings Decide whether policy or state law have been Decide whether policy or state law have been

violatedviolated Determine appropriate disciplineDetermine appropriate discipline Report to complaining partyReport to complaining party Report to Superintendent, police, and others if Report to Superintendent, police, and others if

required required Follow up Follow up

Anti-Bullying Program Goals

Promote safe / secure environment free from threat, Promote safe / secure environment free from threat, harassment and any type of bullying behaviorharassment and any type of bullying behavior

Take positive action to prevent bullyingTake positive action to prevent bullying Inform parents / students of expectations and foster Inform parents / students of expectations and foster

“partnerships” to maintain a bully-free environment “partnerships” to maintain a bully-free environment Make staff aware of their role in fostering knowledge / Make staff aware of their role in fostering knowledge /

attitudes to meet goals aboveattitudes to meet goals above

Intervention Programs . . .

The basic message of a bullying prevention The basic message of a bullying prevention program should be. . .program should be. . .

Bullying is not accepted and we will work Bullying is not accepted and we will work hard to see that it does not occur in our hard to see that it does not occur in our schools, at school events, or on school schools, at school events, or on school buses. buses.

Planning and Implementation of Future

Intervention Efforts Conduct needs assessmentConduct needs assessment Develop sequence of intervention activitiesDevelop sequence of intervention activities Identify resources necessaryIdentify resources necessary Identify staffing / program oversightIdentify staffing / program oversight Conduct training of staffConduct training of staff Provide commitment of staff timeProvide commitment of staff time Monitor implementation and treatment integrity Monitor implementation and treatment integrity