AUSTIN & ALLY Austin & Ally

Family Channel’s Bullying Awareness Week Teacher’s Guide

Grades 4-6

Prepared By PREVNet Associates: Wendy Josephson, Harrison Oakes, Mary Spring, Jasprit Pandori, Ellen Shumka, Jeremy Doucette, Cassandra Erichsen, Joanne Cummings, Debra Pepler, Megan Lamb and Irene Hong

TABLE OF CONTENTS

What is Bullying? 5 Cyberbullying 6 Key Facts About Bullying 7 Dispelling Myths: Additional Facts About Bullying 8 Advice to Share With Students Involved in Bullying 10 Bystanders 10 Students Who Are Being Bullied 10 Students Who Are Bullying Others 11 SECTION 1: BULLYING AWARENESS WEEK (BAW) What is Bullying Awareness Week? 13 Family Channel Rally & Contest Details 14 Establish Respectful Relationships 15 Respectful Classroom Code of Conduct 15 Classroom Activities to Encourage Inclusiveness and Respect 17 The Human Knot 17 Empathy Building Activity 18 Learning to Value Difference 18 Bullying Awareness Week Lead-Up Activities 19 Community Outreach 19 Create Your Own “Stand UP!” PSA 19 Reaching Out to Media 19 T-Shirt Design Contest 20 Caring Kids Awards 20 Bullying Awareness Week: November 17-23, 2014 21 Digital Media Resources from Family.ca 21 Daily Focus and Activities 21 Day 1: Get the Facts 21 Day 2: Cyberbullying 21 Day 3: Community Involvement 22 Day 4: Get Creative 22 Day 5: Stand UP! Wrap Up 22 Additional Activity Suggestions 23 Creative Writing Assignment 23 Bullying-themed Reading Unit 23 Bullying Awareness Week Follow-Up Activities 23

SECTION 2: FAMILY CHANNEL RESOURCES Guidelines for Using Family Channel Resources in Your Classroom 25 Expectations and Guidelines for Activities 25 Discussions 25 Role-Play Scenarios 25 Activity Handouts 27 Encouraging Students to Seek Help if They Need It 27 Series: Austin & Ally – “Beauties & Bullies” Episode 28 Storylines and Teaching Points 28 Checklist Activity 30 Song Writing Activity 30 Role-Play 30 Writing Frame 30 Series: Wingin’ It –“Bully Elliot” Episode 31 Storylines and Teaching Points 31 Role-Play 33 Writing Frame 33 Series: What’s Up, Warthogs! – “What’s Up, Stand Up!” Webisode 34 Storylines and Teaching Points 34 Activity: A Game of “Telephone” 35 Role-Play 36 Writing Frame 36 Series: Life With Derek – “The Bully Brothers” Episode 37 Storylines and Teaching Points 37 Role-Play 40 Writing Frame 40 Series: Jessie – “Make New Friends But Hide the Old” Episode 41 [Section written by: Wendy Josephson and Joanne Cummings] Storylines and Teaching Points 41 Revisiting the Code of Conduct 43 Celebrating Differences 43 Role-Play 44 Encouraging Empathy Activity 44 Helping Students Distinguish Between Teasing and Bullying 45

SECTION 3: INFORMATION RESOURCES AND TIP SHEETS FOR TEACHERS Why Teachers Should Care About Bullying 47 How to Know if a Student Is Involved in Bullying 48 Ten Ways Teachers Can Help Prevent Bullying 49 Tip Sheet on Teasing 51 Tip Sheet on Cyberbullying 54 Formative Consequences for When Students Bully 56 Fact Sheet on Bullying of LGBTQ Students 58 Bullying of Students With Exceptionalities 62

SECTION 4: ADDITIONAL RESOURCES AND BLACKLINE MASTERS Guidelines for Creating Your Own PSA 64 Blackline Masters for Activities Quiz About Bullying 65 Quiz About Bullying Answer Key 66 Navigating Relationships Storyboard 67 Word Search 69 Crossword Puzzle (What’s Up, Warthogs!) 70 Answer Keys For Word Search and Crossword Puzzle 71 Caring Kid Certificate 72 Bullying Prevention Checklist for Students 73 Cyberbullying Response Checklist for Students 74 Teasing or Bullying? Checklist 75 Tip Sheet About Bullying for Teachers 76 Tip Sheet About Bullying for Parents 77 Bullying Prevention and Relationship Promotion Resources Websites 78 Books 82 Films and Video Resources 83 References 84

We want to hear from you! If you have feedback about this Teacher’s Guide or if you’re willing to be contacted to provide feedback, please let us know by contacting us at [email protected].

WHAT IS BULLYING? Section Reference: 1-2 Bullying is a relationship problem in which an individual or group repeatedly and intentionally uses power to cause distress to someone. It is a disrespectful relationship problem that requires relationship solutions.

If children bully others they are learning to use power and aggression to control and distress others. Children who are being bullied become increasingly powerless and find themselves trapped in the abusive relationship. They need help to stop the bullying. If children are both bullied and also bully others they have an especially high risk for future difficulties. Bystanders, who witness bullying but are not actively involved in bullying behaviour themselves, also learn about the negative use of power and aggression in relationships.

The power imbalances that influence bullying may be based on:  Physical advantages such as size and strength.  Social advantages in the peer group such as a dominant social role, higher social status or popularity and strength in numbers.  Systemic power (advantages that reflect the greater power in society of some groups and stigmatize others on the basis of race, religion, culture, sexual orientation, economic disadvantage, disability or personal differences such as weight or appearance).

Bullying can take many forms, including:  Physical bullying: hitting, kicking, shoving, spitting, beating up, stealing or damaging another student’s property.  Verbal bullying: name-calling, mocking, hurtful teasing, humiliating or threatening another student, racial comments or sexual harassment.  Social bullying: excluding other students from the group, gossiping or spreading rumours, setting other students up to look foolish and damaging friendships.  Cyberbullying: the use of electronic media to bully others such as: o Using email, text messages and social media such as Facebook, Twitter or Instagram, to threaten, harass, embarrass, humiliate, socially exclude, or damage reputations and friendships. o Taking a hurtful or embarrassing digital picture or video of someone and emailing it to others or posting it on line. o Obtaining passwords to private accounts and sending or posting messages in another person’s name that will embarrass them or get them into trouble. o Passing on links of humiliating, embarrassing, harassing, threatening or damaging content for others to view.

CYBERBULLYING Section Reference: 3-11 Cyberbullying has many things in common with physical, verbal and social forms of bullying, such as the intention to harm and the effect of a peer group witnessing the bullying. In-person bullying is about three to four times more common than cyberbullying, but there is some evidence that cyberbullying may be increasing. Students who are cyberbullied are often bullied in person as well. However, there are also some key differences that distinguish cyberbullying from the other forms of bullying.

Why Cyberbullying is Different:  Students who are cyberbullied have a harder time getting away from the behaviour because it “follows them home,” increasing the potential for feelings of powerlessness in the victim.  Cyberbullying has also been referred to as “non-stop bullying” because it happens 24 hours a day, 7 days a week, and reaches students even when they are alone.  Cyberbullying messages can be posted anonymously and distributed quickly to a very wide audience; it can be difficult and sometimes impossible to trace the source.  Students who cyberbully may not feel as bad about hurting the person they’ve bullied, and may act even meaner online than they would face-to-face. In a recent study, 70% of students who bullied someone in person felt remorse about it, but only 41% of students who cyberbullied someone felt remorse.  Deleting inappropriate or harassing messages, texts and pictures is extremely difficult after they have been posted or sent.  Cyberbullying evolves with technology, so ways of dealing with it always have to be changing  Popular websites such as Facebook, Instagram, Tumblr, Vine, Flickr and YouTube all have reporting tools to enable people to report offensive content. Because of the volume of complaints received, complaints received from young people under the age of 18 receive priority when the complaint is made directly by the person who was cyberbullied. It is crucial for teachers and parents to ensure that young people understand this, and to support young people in using these reporting tools.

KEY FACTS ABOUT BULLYING Section Reference: 12-14

 Over 1.1 million Canadian school-aged students are bullied at least once, each and every week.  Peers are present during 88% of bullying incidents.  When peers are present, they: o 54% of the time – passively watch. o 25% of the time – intervene to stop the bullying. o 21% of the time – join in on the bullying.  When peers intervene, bullying stops in less than 10 seconds, 57% of the time.

 83% of students say bullying makes them feel uncomfortable  Students don’t always stand up to bullying because: o They are anxious about being bullied themselves. o They don’t want to alienate themselves from their peers. o They simply don’t know what to do or say.  Research suggests that it is the popular or self-confident students who do tend to intervene by directly addressing peers who bully.  We encourage two additional ways to stand up to bullying: o Offering support and comfort to the child/youth who is victimized. o Report the bullying to a responsible adult.

DISPELLING MYTHS: ADDITIONAL FACTS ABOUT BULLYING Section Reference: 15-21 MYTH: Bullying does not cause any serious harm. FACTS:  Children who are bullied suffer more headaches and stomach aches than children who aren’t bullied. Children who are bullied and also bully others may be at greater risk for physical health problems.  Children are more likely to report anxiety and depressive symptoms than children who have not been bullied. These mental health issues tend to persist into later life.  Children who are bullied and children who bully others are at greater risk of suicide.  Children who are bullied and children who bully others show less interest in school, have more difficulty remembering things, are more likely to miss school, and get poorer grades than children who are not involved in bullying. Children who bully others are more likely to use alcohol and drugs, and are at risk for later criminality.

MYTH: Only a small number of children have problems with bullying. FACTS:  A World Health Organization study conducted in 2009-10 found that 42% of students reported being bullied and 30% reported bullying others at least once in the previous couple of months.  A small minority of children (about 4% to 10%) will have frequent, long-lasting, serious and pervasive involvement in bullying and/or victimization.  At some point, the majority of children will be involved in bullying, as a bully, a victim, or a bystander.

MYTH: Reporting bullying will only make the problem worse. FACTS:  Because of the power imbalance that exists in bullying, it is incredibly difficult for children who are being victimized to remove themselves from destructive bullying relationships.  Adult intervention is required to correct the power imbalance. Children and parents may have to report the bullying to more than one person before the behaviour will stop.  Victimized children who told an adult about being bullied reported being less victimized the following year compared to children who did not report being bullied.  Secrecy increases the power of children who bully and allows the bullying to continue.

MYTH: Children who are victimized need to fight back. FACTS:  Encouraging children who are victimized to fight back will likely escalate the situation and make the bullying interaction worse.  When children use aggressive strategies to manage bullying situations, they tend to experience prolonged and more severe bullying interactions as a result.

MYTH: Children grow out of bullying. FACTS:  Bullying peaks during middle school and becomes less common in high school, but without intervention, a significant proportion of youth who bully others in childhood will continue to use their power negatively through adolescence and into adulthood.  The nature of bullying changes as children mature: o In early adolescence, new forms of aggression emerge. o With developing thinking and social skills, students become aware of others’ vulnerabilities and of their own power relative to others. Bullying then diversifies into more sophisticated forms of verbal, social, homophobic, and sexually- and racially-based aggression.  The destructive lessons learned in childhood about the use of power may translate into sexual harassment in the workplace, dating violence, marital abuse, child abuse and elder abuse.

ADVICE TO SHARE WITH STUDENTS INVOLVED IN BULLYING Section Reference: 22

As a result of your work on Bullying Awareness Week, you may have conversations with students about bullying they have experienced or are experiencing. Here are some suggestions you can use to guide students through situations they may encounter as a bystander, if they have been bullied, or if they bully others. You may also find it helpful to give students a copy of the Bullying Prevention Checklist for Students, in Section 4 of this guide.

BYSTANDERS  Talk to someone who can help, like a parent or a teacher. Remember that reporting bullying to an adult is not tattling. Tattling is to get someone into trouble; reporting is to get someone out of a situation in which they could be physically or emotionally harmed.  Stand up for children who are bullied; they can’t always do it themselves.  Invite students who are bullied to hang out with you somewhere else.  Support the person who was hurt and make it known that what happened was not fair or deserved.  If it is hard for you to speak out against bullying on your own, ask a friend to do it with you.  Help students who bully, don’t hurt them. Speaking out helps, bullying back (e.g. hitting and name-calling) doesn’t help.  If you walk away and get help from an adult, you are part of the solution. If you stay and watch, you are part of the problem.  The best thing you can do for students who are bullied is to be their friend.

STUDENTS WHO ARE BEING BULLIED  If it’s hard for you to stand up for yourself, try to ignore the bullying and walk away. Then tell someone who can help, like a friend or a trusted adult.  If you’re scared to talk to an adult on your own, ask a friend to go with you.  Talk to someone who can help, like a parent, teacher or coach. If the adult doesn’t take action, tell another adult. Keep telling until you are safe.  Work with an adult you trust to make a plan that helps you feel safe at school. Then keep talking to your parents and teachers about how the plan is working. Keep talking until the bullying stops.  If you are being cyberbullied, report it to a trusted adult and work together to make an official report to the Internet Service Provider, to remove the offensive material.  Go to areas where you feel safe.  Stay close to students you can count on to stick up for you.

STUDENTS WHO ARE BULLYING OTHERS  Find a positive way to use your power.  Talk to someone who can help, like a parent, teacher or coach. They can help you find ways to get along with others.  Ask a friend to help you stop if you start to bully others.  Set goals each day to make it easier not to bully (e.g. keep your cool, today I’ll help others rather than hurt them).  Understand that you may not like everyone around you, but you do have to treat others with respect.  Appreciate other students’ differences. Different doesn’t mean worse or better than you.  Put yourself in other the other student’s shoes. Would you want to be picked on, put down or left out?  Know that if other children watch and laugh, it doesn’t mean they like it when you bully.  Apologize to the students you have bullied.

SECTION 1: BULLYING AWARENESS WEEK

WHAT IS BULLYING AWARENESS WEEK? Bullying Awareness Week (BAW) is an annual campaign initiated in 2003 by Family Channel and Bullying.org to show and tell students that they have the power to do something about bullying.

The message of Bullying Awareness Week is directed at the bystander – students who witness bullying but may not do anything about it. The decision to focus on the bystander was made in consultation with two of Canada’s leading experts in the field of bullying, Dr. Debra Pepler and Dr. Wendy Craig, whose research has shown that bullying stops within 10 seconds, 57% of the time when peer bystanders intervene on behalf of children who are bullied.

The message of Bullying Awareness Week is simple: Stand UP! to bullying when you see it happening

This message is delivered via a series of events and activities that encourage students to reach out to peers who are bullied rather than standing by and doing nothing. The activities encourage students to share experiences of bystanders doing something to make a positive difference in the life of a peer who is bullied, and think of ways to work together to stand up to bullying.

WHY IS BULLYING AWARENESS WEEK IMPORTANT TO TEACHERS, EDUCATORS AND PARENTS? Students need the support of the influential adults in their lives to gain the confidence to Stand UP! to bullying. Support should be consistent at school and at home, drawing on a common understanding of both the problems and the solutions that have been shown to work. Adults can help students think about their actions and identify how they could act differently to help reduce bullying.

Educators have both an opportunity and an obligation to teach children how to deal with the issue of bullying. As a resource to supplement your school’s existing bullying program, the activities in this guide may help you to deal with this issue in your classroom and school.

FAMILY CHANNEL’S BULLYING AWARENESS WEEK STAND UP! CAMPAIGN Each November, Family Channel, along with its partners at PREVNet and Kids Help Phone, initiates a nationwide campaign to promote positive relationships and provide youth with real-life solutions to help them deal with this critical issue. This initiative is supported on-air, online and through grassroots events. The goal of the campaign is to illuminate the resources and support that Canada has available for students to stand up to bullying and to remind our youth that they are not facing the issue alone.

FAMILY CHANNEL RALLY & CONTEST DETAILS Each year, Family Channel hosts anti-bullying rallies in Canadian schools to bring the issue of Bullying Awareness Week directly to viewers. Family travels to multiple elementary schools across the country and surprises students with an entertaining program that addresses the concerns with bullying and educates students on how they can prevent it in their communities.

This year, Family will visit four schools nationally to hold Stand UP! rallies. The rallies will be hosted by Family Channel stars Alexandra Beaton and Jennifer Pappas of the hit series The Next Step. Each rally presentation includes a special bullying-themed episode from Family’s hit series Austin & Ally, a Q&A session with a PREVNet representative and an interactive session with the hosts. Elements of the rally will be recorded and shown on Family Channel and Family.ca as part of a special Bullying Awareness Week programming lineup.

HOW TO ENTER FOR A CHANCE TO WIN A RALLY AT YOUR SCHOOL In order to earn the chance to win a rally for your school, students can enter Family’s contest online at family.ca/standup. Students will be asked to submit an online entry detailing how their school stands up to bullying and submit the appropriate permission forms from the school to complete their entry. Four (4) schools will be selected and there is no cost to the school to hold the rally.

For rules and regulations, along with full contest details, please visit: family.ca/standup.

ESTABLISH RESPECTFUL RELATIONSHIPS Section Reference: 23 To help you establish a respectful classroom that will “Stand UP!” to bullying, we suggest trying the following to build the foundation for positive relationships in your classroom from the start of the year.

RESPECTFUL CLASSROOM CODE OF CONDUCT The first few days of school are when social hierarchies are established and cliques are formed. Take charge of this dynamic by starting the year off with a collaborative class project: the Respectful Classroom Code of Conduct.

To assist in building relationships and a sense of unity incorporate icebreaker activities into your first day of class so students get to know one another. Once you have helped students relax and feel comfortable in their new class environment, you can move on to creating the classroom’s Code of Conduct. Instructions 1. Once everyone has settled in explain that, together, you are going to create a Code of Conduct for your classroom. Describe what a Code of Conduct is and why it is important to the students. Explain to students the importance of feeling safe wherever they are and that together you are going to create guidelines to make your classroom a “safe space” for everyone. 2. Ask students to share examples of how they like to be treated by their classmates and teachers, and record these examples (e.g. I like it when a classmate offers to help me with a task I don’t understand.) Take note of all suggestions – no suggestion is a bad suggestion. The idea is to include all students in thinking about how they like to be treated by their peers and teachers. 3. When you have a list of several items, or when students run out of ideas, add some of your own to round out their suggestions. Group the class’s ideas under headings, such as: Working Together, Playing Together, Class Participation, Recess/Playground Behaviour, Learning Together, etc.

4. After the brainstorming has finished, write a statement for each of the suggestions or categories. Make sure to avoid negatively worded statements (e.g. I do not want peers to…). Having a goal to work towards is much more positive than making lists of behaviours to avoid. Examples of Code of Conduct Statements  We take care of our property and the property of others.  We show interest and respect for each other’s cultures and religions.  When someone asks us to stop teasing them, we stop – and we don't tease them again.  When someone is being bullied, we stand up for them.  We use respectful language. We do not use “put-down” language or hurtful words.  When we have disagreements, we talk it out to find a solution. If we can't do it on our own, we ask the teacher to help us.

5. Create a Code of Conduct to display prominently in your classroom. Here is a chance to show your creativity and involve students’ creativity as well. Make the display interesting to look at so it will encourage students to read it. When you have finished creating your Code of Conduct, have the class read it over together. Provide students with an opportunity to sign their own pledges to uphold the Code of Conduct. You can do this in many different ways. For example, students can make cut-outs of their hands, write the pledge on the cut-outs (sample below) and then use the hands to make a border around the Code of Conduct. Alternatively, you can take students’ pictures, as well as write out their pledge on small decorative pieces of paper, and post the pledges and pictures together around the Code of Conduct. Be sure to include yourself in whichever activity you choose. Sample Pledge: “My name is ______, and I pledge to treat my fellow classmates with respect, just as I wish to be treated with respect by others.”

TIPS  It may be useful to read the Code of Conduct out loud as a class on a daily basis, especially at the beginning of the school year. This will both reinforce the message of treating others with respect and remind students of the behaviour they have pledged to uphold.  Use the statements from the Code of Conduct to describe student behaviour. Example: “I thought you all did a good job of listening to each other respectfully, even though we didn’t all agree on the answer to that question.”  Use the statements to keep students on track. This allows you to focus on the behaviour, not the student.

CLASSROOM ACTIVITIES TO ENCOURAGE INCLUSIVENESS AND RESPECT Section Reference: 24 THE HUMAN KNOT A simple activity like the human knot can give students a chance to contribute actively to a team environment in the classroom and promote inclusiveness. It is important to note with this activity that everyone in the group plays an integral role in untying the knot. To untie the knot successfully, students will use several key skills (e.g. leadership, communication, etc.). 1. Divide students into groups of 7 to 12 and ask each group to form a circle by standing shoulder- to-shoulder. Encourage students to work with someone new. 2. Ask students to reach into the circle with their right hand and grab the right hand of another person who is not standing next to them. They should then grab the left hand of a different student with their left hand. Students will have created a human knot with their arms. 3. Direct students to work as a group to untie the knot without letting go of each other’s hands. Students should end up in a circle, still linked by their grasped hands. Untying the knot will require a lot of switching places, stepping over, around, or under each other’s arms and coordinating movements. [The circle that results from untying the human knot usually has some students facing inward and others outwards. Occasionally, more than one circle results.] 4. Debrief with students. Discuss the following, highlighting the importance of team work and the significance of each individual’s contribution:  What strategies worked well and what didn’t?  How is each person in the group important to helping untie the knot?  What different roles (e.g. leader, follower, etc.) did students fulfill when trying to untie the knot? Discuss the importance of each role.  What are the key concepts when trying to get the knot untied? (e.g. communication, cooperation, listening to others, etc.)

You can try different variations of the human knot – as a timed activity, without talking, without saying names, etc. Discuss how these modifications affect how quick and effective they are at untying the knot, how well they work with each other, the roles that emerge in the group and what skills students had to rely on to complete the task.

EMPATHY BUILDING ACTIVITY Empathy for others is an important skill for healthy relationships. Bystanders who feel empathy for students who are being bullied are also more likely to stand up for them. Students can learn to relate to others with empathy by working in pairs and interviewing each other about something especially good or especially bad that happened to them. Pair shy or vulnerable students with students who will help them feel comfortable and remind students of the importance of listening to each other’s experiences with respect. As students conduct their interviews, instruct them to follow the five steps below and later submit a written or oral report about what they found out from the other person. 1. Watch and listen: What is this person saying to you? What are the important details of this experience for them? Is their body language telling you something about the way they feel when they think about this event? For example, do they look happy, worried, sad, scared or uncomfortable? 2. Remember: Have you ever had a similar experience or felt the way this person seems to be feeling? What did you do about it? Do you think you might have reacted to the situation in the same way as this person did or differently? 3. Imagine: How does the other person feel? 4. Ask: Do you need to know more about the event or how the person is feeling to really understand what happened? Ask the person if anything is not clear to you. 5. Show you care: Besides showing you care by watching, listening and asking how someone feels, let them know if you share their feelings or feel happy or sad for them. As a teacher, showing empathy when you deal with students sets an example of empathy in action and communicates how students are expected to deal with others in your classroom. You can also encourage students to use these five steps when you help them resolve conflicts.

LEARNING TO VALUE DIFFERENCE Students who are bullied are often targeted because they are different from what others consider to be normal or admirable. People may be targeted based on their gender, sexual orientation, race, religious background, body size or disability. Engage your class with books, television programming or movies that show people who are different in a very positive light and who are not put down or stereotyped. Teach your students about different cultural beliefs and practices, and ask your students to discuss or write what they have learned about those who are different. What makes these people special, important and admirable?

BULLYING AWARENESS WEEK LEAD-UP ACTIVITIES Section Reference: 25-27 Certain activities scheduled for Bullying Awareness Week will need to be started or prepared beforehand. This is an opportunity to incorporate bullying awareness into multiple aspects of your curriculum. Respectful relationships must be taught, modeled and continually reinforced.

COMMUNITY OUTREACH In order to receive the support and community affirmation that you will want as part of Bullying Awareness Week, you will need to contact members of your community beforehand. This is an excellent opportunity to teach students how to write letters to members of their City/Town Council, a mayor’s office or a school district’s board. It is probably a good idea to do this as soon as possible in the school year, as the more time officials have, the more likely they are to be able to respond in time for Bullying Awareness Week 2014. CREATE YOUR OWN “STAND UP!” PSA Have your class create its own Public Service Announcement (PSA). However, this may take considerable planning on your part. Read about how to create your own PSA in Section 4: Additional Resources of this guide. This resource will help your class create a meaningful, entertaining, well-planned and effective message that can be sent out to other students and other schools. When you have finished the PSA, show your school the finished product of your students’ hard work. REACHING OUT TO MEDIA Contact local media to inform them about how your school will be marking Bullying Awareness Week and ask them if they’d like to cover an event or initiative you have going on. There are two good approaches to take:  Talk to journalists who usually cover local stories and community events. There is likely a “beat” reporter who is assigned to educational topics or responsible for giving updates on what’s happening with local schools. Your principal or school probably already has a good relationship with this individual, so feel free to approach them.  Do some research and determine what part of your local newspaper this would best fit into; check out who has written articles about similar topics. Call the media outlet and let them know you have a pitch for that specific journalist.

Make sure your pitch is well-laid out and that you have something unique for the media to cover. An event or activity featuring a large number of students looks best in photos and on-air, so be sure to keep this in mind. Prepare someone to be your spokesperson in case the media has questions.

T-SHIRT DESIGN CONTEST Have a t-shirt designing contest for Bullying Awareness Week, with the winning design being printed on t-shirts for students to wear at an assembly or bullying awareness event. T-shirt designs should incorporate Bullying Awareness Week’s “Stand UP!” theme and include a positive focus on how students can make a difference and help stop bullying. If t-shirts cannot be printed, consider putting the designs up on a clothesline in your school’s hallway.

CARING KIDS AWARDS During Bullying Awareness Week (and throughout the year) recognize students for their efforts in making a difference in their community and/or school. Implement this idea early in the year so students are aware of the campaign and can work towards a nomination.

Have students hand in nominations for fellow classmates leading up to an awards ceremony at the end of Bullying Awareness Week or end of year assembly.

To get your students more excited for this initiative, look into a local medal or trophy shop to source how affordable it is to have tokens made for the recipients. You can also use the blackline master of the certificate in Section 4: Additional Resources.

BULLYING AWARENESS WEEK: NOVEMBER 17-23, 2014

DIGITAL MEDIA RESOURCES FROM FAMILY.CA All of Family Channel’s bullying-themed episodes will be available for streaming on Family.ca. A synopsis of each episode, along with accompanying storylines, teaching points and activities such as role-play scenarios for students are included in Section 2: Family Channel Resources. Integrate them into your lesson plans for Bullying Awareness Week.

DAILY FOCUS AND ACTIVITIES Focus on a different topic each day to help introduce students to the many different aspects of bullying. Here is a list of topics and activities to use with your class. Use them in whichever order you see fit.

DAY 1: GET THE FACTS  For up-to-date research on bullying and victimization, visit www.prevnet.ca and click on “Bullying,” then “Facts and Solutions” along the top. There are also many different fact pages and tip sheets in this guide that will be strong resources for you. Some include: o What Is Bullying? (p.5) o Key Facts About Bullying (p.7) o Dispelling Myths: Additional Facts About Bullying (p.8) o Advice to Share With Students Involved in Bullying (p.10) o Why Teachers Should Care About Bullying (p.47)  For an activity, give your class a quiz (p.65) about bullying. The answer key is on p. 65. This is a good opportunity to have an open discussion with your class to determine how much they know about bullying and their thoughts on the subject.

DAY 2: CYBERBULLYING  Information on cyberbullying and how it differs from traditional forms of bullying can be found in the opening section of this guide (p.6), and tip sheets for teachers (p.77) and students (p.74). For more information and facts regarding cyberbullying, visit PREVNet’s website at www.prevnet.ca. Click on “Bullying,” then “Cyberbullying” along the top. For Internet tips to help children stay safe online, provided by Family Channel and KINSA, visit http://www.family.ca/onlinesafetytips/.  If your school has a policy on cyberbullying, review it as a class. If the policy has not kept up with technological advances, the class could suggest changes. If your school does not have a cyberbullying policy, draft one as a class and present it to the principal for consideration by the school board.

DAY 3: COMMUNITY INVOLVEMENT  Extending your school’s Bullying Awareness Week initiatives to your local community can increase the presence of this theme in your town/city.  In addition to contacting the mayor of your town/city as previously suggested, you can contact local businesses and ask them to show their support for BAW week by posting a sign saying that they too will “Stand UP!” to bullying. This is an excellent opportunity to create awareness and engage your community in dialogue about issues related to bullying.  Contact other schools in your town/city and ask them to consider participating in Bullying Awareness Week. Refer them to Family Channel’s website for free downloadable resources and access to this Teacher’s Guide.

DAY 4: GET CREATIVE  Students should feel empowered to take responsibility on a personal level for finding ways to “Stand UP!” to bullying in their schools, communities and environments at large. o Students can use their personal hobbies (such as art, music, theatre, writing, sports, etc.) and interests to share the “Stand UP!” message. This could include performing a skit at an assembly, writing a song that incorporates the message or creating artwork to be displayed in the school. If you were able to secure community involvement on Day 3, there might be an opportunity to work together to showcase the students’ messages.

DAY 5: STAND UP! WRAP UP  Plan a celebration to reward your students’ efforts to “Stand UP!” to bullying. This is an opportunity for you to be creative and cater to the interests of your students. Some examples of activities you may include in your celebration are: o Invite a member of the local press (see Reaching Out to Media, p.18) to write an article on your class’s/school’s BAW activities. Have the journalist come to your class to interview students on what they have learned about standing up to bullying and use the chance to highlight your students’ artistic creations.. o Show a favourite movie or hold a pizza party. o Host a school assembly marking the occasion. This is a great opportunity to work in the Caring Kids awards and present them to students.  On Friday, November 21 beginning at 6:30 p.m. ET/PT, Family will air a special bullying- prevention lineup including new episodes of Austin & Ally and Girl Meets World, as well as the movie Contest. Plus, on Wednesday, November 19 beginning at 6 p.m. ET/PT, Family will feature a special anti-bullying Jessie marathon.

ADDITIONAL ACTIVITY SUGGESTIONS

CREATIVE WRITING ASSIGNMENT  A fun project focusing on creative writing and/or art projects is to create a class comic book on standing up to bullying. Students can write poems, short stories or create artwork (paintings, drawings, etc.) to be included in the book. At the end of the unit, the materials can be compiled, printed and bound. A copy can be kept in the class and students can receive a copy for themselves.

BULLYING-THEMED READING UNIT  Choose one of the books from the Resources Guide (p.82) and read it as a class. This can be worked into an English unit or developed into a week-long theme during Bullying Awareness Week. Activities can focus on protagonists and their experiences with bullying, how they dealt with bullying and how students might change the story if they were to rewrite the ending.  If a character analysis is included in this activity, draw attention to the following items: o Type(s) of bullying (ask students to provide examples from the story to justify their classification of the type(s) of bullying); o Short summary of the character’s coping strategies; o Evaluation of the effectiveness of the coping strategies; o Students’ recommendations for other ways the character could have dealt with the bullying and how other characters could have stood up.

BULLYING AWARENESS WEEK FOLLOW-UP ACTIVITIES  Give students a short assignment to describe what the highlight of Bullying Awareness Week was for them, or how they will take the information they learned during the week and carry it through the rest of the school year.  On the Monday following Bullying Awareness Week, revisit the Code of Conduct your class created at the beginning of the school year and see if students think it should be updated. If you did not create a Code of Conduct, ask the class to compose one using some of the things they learned in Bullying Awareness Week.

SECTION 2: FAMILY CHANNEL RESOURCES

GUIDELINES FOR USING FAMILY CHANNEL RESOURCES IN YOUR CLASSROOM The program synopses and teaching activities presented in this section can be used to help you incorporate any or all the Family Channel bullying-themed episodes into your lesson plans for Bullying Awareness Week. The writing frame questions that are provided can be used for a written assignment, or to guide class discussion of the episodes.

Before you present this material to your students, however, review the information from the beginning of this guide with your class, so that students can learn about the different types of bullying, how to identify bullying relationships within the episodes and effective ways to Stand UP! to bullying.

EXPECTATIONS AND GUIDELINES FOR ACTIVITIES

DISCUSSIONS Bullying can be a sensitive issue for many children and care must be taken to ensure that discussions about bullying do not cause additional distress to vulnerable students. In order to provide a positive classroom environment in which all students feel supported by both peers and the teacher, the following guidelines can be discussed with students:  No interruptions; one person speaks at a time.  Listen as you would want to be listened to.  Only positive comments about other students.

Classroom discussion is not the time to work through a specific bullying problem. Teachers should emphasize that if there is a specific situation related to bullying they want to hear about it and want to help. The teacher should follow this statement with a specific time and place that students can come to talk about a bullying problem.  During classroom discussions, students must not identify children who are involved in bullying. Names should not be used and if a student wishes to discuss a specific scenario, it should be done privately.  Students who are not comfortable speaking should not be required to do so, but have the option to pass.

ROLE-PLAY SCENARIOS It can be really easy to say what someone else should have done in a bullying situation but much harder to actually do it yourself. Role-playing gives students a chance to experiment with different behaviours and solutions before taking the risk of trying them out in real life. The material to accompany each episode/webisode presents a series of role-play scenarios using characters from the episode.

SELF-CREATED SCENARIOS In addition to the scenarios provided for each episode/webisode, students may wish to come up with their own bullying scenario. If this is the case, be sure to check in with them to make sure the scenario isn’t based on an actual event that is happening or has happened to one of the students in the class as this could potentially victimize them further.

ROLE PLAY INSTRUCTIONS: 1. Hand out copies of the Bullying Prevention Check List for Students from pg. 73 of the Teacher’s Guide or project it at the front of the classroom. 2. Explain to students that the objective of role playing in each scenario is to work together to resolve the situation in a way that is respectful of all the individuals involved. Complete a role- play together as a class so students understand the task. 3. Once students clearly understand the objective, read the scenario to them. Give them a few minutes to think about how to respond to the conflict in a positive manner. 4. Assign students to groups of up to 6 in such a way that a child who is vulnerable to being bullied is in a group monitored by a teacher or grouped with students who will stand up for him or her. 5. Instruct students to write a short script, rehearse the scene and try out at least two different ways to respond to each bullying incident. Encourage them to use ideas from the tip sheet. Have groups write parts for bystanders as well so that every student in the group can play a part. Encourage students to ask questions if they can’t think of ways to solve the conflict. 6. Monitor the script development, casting and rehearsals carefully. Make suggestions to encourage the use of as many good ideas as possible and help students develop responses that are supportive and assertive, not aggressive or humiliating to anyone in the scenario. 7. When students have finished writing their scripts, have them explain to the class what positive strategies they are using in their script. 8. Have them act out their scripts. 9. Discuss which reactions might work best in real life and which ones students might be comfortable trying in real life.

Note: There is a risk associated with assigning students the task of bullying another student in a role- play activity because this role can provide experience with the misuse of power and be an opportunity for negative peer modeling. Therefore, teachers may need to:  Clearly communicate that the purpose of the role-playing activity is for students to work together on solutions to these kinds of problems;  Step in decisively if the activity appears to promote enjoyment or approval of the bully role or distress for the student in the role of being bullied. This can be an opportunity to discuss the temptation to misuse power and ways to avoid that temptation;  Use a “freeze frame” version of the activity to “freeze” the role-play when teachable moments present themselves. This format can be used to discuss the temptation to misuse power or used to discontinue the activity if it starts to veer off in a counterproductive direction;  Consider taking on the bullying role in the role-playing activity yourself.

ACTIVITY HANDOUTS Section 4: Additional Resources has blackline masters for a storyboard, quiz, word search and crossword puzzle that can be used to lead up to or review vocabulary and teaching points for the episodes/webisodes. Answer keys are also provided in Section 4.

ENCOURAGING STUDENTS TO SEEK HELP IF THEY NEED IT At the end of every discussion or class, the teacher should repeat the offer to speak privately with students if they would like to discuss any of these issues and describe a time and place where a student can do so.  Have a “question box” that only the teacher is able to open so that students may express concerns privately.  Make students aware of Kids Help Phone, a confidential and anonymous help line staffed by professional counsellors trained in bullying issues. Students can go to kidshelpphone.ca or call 1-800-668-6868. All calls are anonymous and students will never be asked for their names, addresses or phone numbers.

SERIES: AUSTIN & ALLY Austin & Ally is a comedy series about an outgoing musician, Austin, and a smart but shy songwriter, Ally, and their two best friends, Trish and Dez. The four friends combine talents to create an unstoppable team: a singer, songwriter, manager and director. As their musical journey begins, they work together to make it through every adventure.

Episode: “Beauties & Bullies” When Trish gets the part of Sleeping Beauty in the school play, someone posts mean comments about her on the play’s web page. Even though she tries to hide how bad this makes her feel, her friends find out and help her deal with it.

Types of Bullying Illustrated: Cyberbullying and verbal bullying.

Storyline: After Trish gets the lead role in the school play, a hurtful, anonymous comment is posted about her online, which leads to students bullying her at school as well. Hurt by the comments, Trish starts skipping school and even decides to drop out of the play. Her friends try to stand up for her, but at first they can’t make the bullying stop. When they realize that Trish’s understudy, Margo, is the one who started the cyberbullying, they play a trick on her to teach her a lesson. But, Trish steps in and tells her friends not to bully Margo, explaining how much the cyberbullying hurt her. Margo apologizes and Trish returns to take the part of Sleeping Beauty.

After the episode ends, the actors who play the four main characters talk about the mean things that have been said about them online. They remind students not to post hurtful comments and advise them to tell someone if they are being cyberbullied.

Teaching Points 1. Posting mean comments online is an example of cyberbullying. It has negative effects similar to other kinds of bullying, but also has features that are unique:  Cyberbullying can follow you anywhere and anytime you use your phone or the internet. Because the mean comments existed online, Trish felt like there was nothing she could do to escape the cyberbullying.  Since cyberbullying can be done anonymously, it’s harder to get the person to stop. People may be meaner online than face-to-face, because they don’t believe they will be held

responsible for their actions and they can’t see how much they have hurt the person. Even though Margo acted happy when Trish got the part, she began to cyberbully Trish anonymously afterwards. It was only when she made a spelling mistake that Dez and Carrie realized it was Margo who had posted the mean online comments.  Cyberbullying can be distributed quickly to a large audience and can expand to face-to-face bullying. As the mean comments online got worse, some people at Trish’s school started to join in.

2. The single most effective thing that people can do if they are being bullied in any way is to tell someone. At first Trish did not tell her friends how embarrassed, helpless and alone she felt or how the cyberbullying had escalated to face-to-face bullying at school. But her attempts to ignore the bullying did not work. In the end, it was the support of her friends that gave her the courage to go back to school and stand up for herself. You can remind students that, even if they don’t want people to know what is being said about them, it is important to let the people they are close with know how they are feeling.

3. Sometimes the first thing a student does to stand up to bullying doesn’t work so it is important to keep trying. Dez and Austin tried to stand up for Trish at school, but people just laughed at them. Later, Austin and Ally wrote Trish a song to help her feel better. Trish was comforted, but she still needed to put a stop to the bullying.

4. Bullying a student who has bullied you in return to make them feel bad does not usually make anyone feel better and often escalates the situation. Although Dez and Carrie tried to teach Margo a lesson by bullying her back, Trish told them to stop. Things worked much better when Trish spoke respectfully but firmly to Margo about her behaviour.

5. If nothing seems to be working, get help from an adult. In this episode, Trish was able to resolve the problem herself, with the help of her friends. However, because of the power imbalance involved in bullying, making it stop often requires actions from adults. This can be especially true with cyberbullying because some of the necessary actions include making an official report to the webpage administrator or internet service provider, having a cell phone number changed or speaking with the police if someone’s safety is being threatened.

6. Many people have experienced or witnessed bullying, so chances are good that they will be able to relate to what the student is going through. Trish didn’t think anyone would understand how she felt but her friends had empathy, and did understand. Even Coach Simmons had been bullied when he was younger. At the end of the episode (after the credits), the actors talk about their own experiences with mean comments online.

CHECKLIST ACTIVITY This can be done by students using individual copies of the checklist or completed by the class as a group (e.g., using a smart board to present the checklist) immediately after watching the episode:

Have students use the Cyberbullying Response Checklist for Students (see the black line masters in Section 4 of the guide) to keep track of how well Trish and her friends did in standing up to bullying. Students can also check off the things Margo did to make up for her actions.

SONG WRITING ACTIVITY Austin and Ally did not know how to help Trish, so they wrote her a song to let her know that she didn’t have to face her fears alone.

Have students write a chorus for a song about bullying. Begin by asking:  What messages do you want to get across in your song?  Who is the message for (people bullying, being bullied or bystanders)? You might want to get inspired by listening to Family's Stand UP! Anthem – “I’m Ready (Stand Up Edit)” on Family.ca.

ROLE-PLAY SCENARIOS

Scenario 1 Help give Trish the words to talk to her friends about how the bullying makes her feel.

Scenario 2 What other things could Austin, Ally and Dez have said and done to stand up for Trish when students were bullying her in the hallway?

WRITING FRAME OR QUESTIONS FOR GROUP DISCUSSION 1) Provide 1-2 examples of bullying in this episode. 2) Can you identify the differences between cyberbullying and bullying? 3) How do you feel about how Austin, Ally and Dez handled Trish being bullied? Were there good things and bad things about what they did? 4) How did you feel about Dez’s plan to “get back” at Margo? 5) What else could Trish have done? 6) What else could Austin, Ally and Dez have done to help Trish?

SERIES: WINGIN’ IT Wingin‘ It follows an unlikely teenage odd couple of an angel-in-training, Porter, and a disaster-prone high school student, Carl, as they navigate the halls of Bennett High. Porter has been tasked with making Carl the most popular kid at Bennett High in order to earn his wings.

Episode: “Bully Elliot” When the new badminton coach gives Carl a hard time, Carl and Porter must work together to stand up for themselves and the rest of the class. Meanwhile, Jane is determined to go undercover and write an article on Brittany’s cruel “Frenemy” club for the school paper.

Types of Bullying Illustrated: Physical, verbal, and social bullying.

Storyline 1: Carl and Elliot Excited because it is time for badminton in his gym schedule, Carl finds himself at first disappointed and then terrified, when Coach Heinrich puts senior student and star athlete, Elliot, in charge of teaching the class. When Carl and Alex attempt to stand up for themselves, Elliot’s taunting and harassment escalate until he becomes physically aggressive. Carl and Porter initially reach out to Coach Heinrich but he doesn’t take them seriously. When Carl tries to get his class to stand up to Elliot together, Elliot intimidates his classmates into silence, leaving Carl and Porter standing up to him alone. When Porter uses his magic, Coach Heinrich and the principal address the power imbalance and the bullying by removing Elliot from Carl’s class.

Teaching Points 1. Verbal and physical bullying occurred.

2. Elliot had social power because the teacher put him in charge of the class. Elliot was also older and more athletic than Carl. He used his power to intimidate the boys in the gym class. Elliot kept the boys scared and compliant with threats and displays of verbal and physical violence. He also singled out Carl, and this kept the other boys from standing up to him, because they were all afraid of becoming the next target.

3. Carl made a few valiant attempts to stand up to Elliot.

4. The problem was resolved after Coach Heinrich and the principal heard Elliot yelling at Carl’s class. However, Porter’s magic was instrumental in making this happen.

5. Although it may have felt vindicating when Porter used his magic to take some of Elliot’s power away, he used his power (magic) to humiliate Elliot and get the other boys to laugh at him. Sometimes there is a thin line between standing up for oneself and “bullying back.” When students bully back, it tends to propagate more bad feelings and bullying behaviour between the individuals involved.

6. A real-life solution would not involve magic, but it could involve telling a responsible adult about the bullying. When Carl and Porter spoke to Coach Heinrich for the first time, he didn’t take them very seriously. Although this must have been frustrating, the boys could have gone to tell another adult, like the principal, another teacher, a guidance counsellor or their parents. With adult intervention, Elliot would no longer be in a position to abuse his power. An ideal solution would include an adult helping Elliot understand how he used his power negatively, and guiding him in using his skills and social power to develop a more positive leadership style.

Storyline 2: Jane and Brittany Jane has heard a rumour that some popular girls, led by Brittany, are starting a “Frenemy Club” and decides to expose their bullying ways in the school newspaper. To gain the popular girls’ trust, Jane must participate in numerous bullying behaviours and socially bully a good friend. Jane sees the bullying as a means to an end (a front-page story). Ultimately, Jane succeeds in exposing the “Frenemy Club.” Her friendship is repaired with a white lie and an apology. After learning about the “Frenemy Club” Principal Malone finds a way for some creative reparation.

Teaching Points 1. Social bullying occurred. This is a common type of bullying among girls and it can be hard for students involved in it to identify it as bullying. It can also be very difficult for adults to spot, because it is hidden from adults.

2. Brittany had more power than Jane because she was a popular girl and belonged to an exclusive club. Brittany had social power because she could decide whether or not to allow Jane to fit in. Eventually, Jane abused her power (knowledge of something private about her friend Alex) by betraying a secret. Although Alex readily forgave Jane afterwards, it is very painful to be betrayed by a close friend and publicly humiliated at the same time. In the real world, the situation likely would have had more complex consequences. What does ring true about the complex dynamics of social bullying is that just as Jane bullied Alex to win favour with an instigator, she ended up being bullied in return by the instigator.

3. Jane did not overtly bully Brittany back. However, the principal’s decision to have Brittany humiliate herself to make amends might be viewed as bullying back by some. It would

depend on how Brittany viewed the situation and how the principal handled things with the girls.

4. This resolution is unlikely to happen in real life. In reality, this would have been a difficult problem to solve and it would have taken time to change the hearts and minds of the other girls who were bullying, as well as to mend the relationship between Jane and Alex.

ROLE-PLAY SCENARIOS

Scenario 1 Jane and Brittany are in gym class. Coach Heinrich chooses partners for ping-pong and these two girls are paired together. Unfortunately for Jane, Brittany ignores her and refuses to play. Instead, Brittany just keeps hitting the ball against the wall with her paddle.

Scenario 2 Carl and Alex tell Coach Heinrich about Elliot’s bullying behaviour after the very first class. Coach Heinrich is too busy thinking about the girls’ volleyball tournament and doesn’t seem to believe the boys. He sends them away. Carl and Alex decide to talk to Elliot in person before the start of their next gym class.

Scenario 3 Brittany is trying to apologize to Jane about the “Frenemy Club” but it is hard for her. She is used to bullying others because when she bullies, people pay a lot of attention to her. As Brittany is trying to apologize to Jane, Alex butts in to the conversation, and says, “Hey Brittany, this isn’t your style! Jane deserves a taste of her own medicine, not an apology.”

WRITING FRAME

1. When Carl and Porter tell the gym teacher about what Elliot is doing, the gym teacher doesn’t take their concerns seriously. Who else could Carl and Porter go to for help or advice?

2. After finding out about the “Frenemy Club,” Jane decides to go undercover to bring down the club. How could Jane have “stopped the club” without bullying her friends?

3. How is the “Frenemy Club” a type of social bullying? Can you think of some examples of things the Frenemy Club did that fit the definition of social bullying?

4. In this episode there are times when adults are doing the bullying. This can sometimes be hard to recognize and discuss. Can you think of some helpful tips for kids who are being bullied by adults? Where can they get help?

SERIES: WHAT’S UP, WARTHOGS! What’s Up, Warthogs! follows arch- rivals Eric and Victoria as they begrudgingly team up to save the on-air announcements at West Hill High from returning to the “boringpalooza” show of the past. Add Eric’s off-beat, camera shy, best friend Charlie and 12-year-old genius, Laney, plus the help of guest reporters and user-generated content, to equal a show that ultimately puts the students in charge.

Webisode: “What’s Up, Stand Up!” Eric and Victoria mark Bullying Awareness Week at West Hill High on the morning announcements. Charlie learns a lesson about cyberbullying while Laney understands the importance of standing up for her peers.

Types of Bullying Illustrated: Cyberbullying and social bullying.

Storyline 1: Charlie Charlie receives a surprising and “juicy” text message about a girl he knows. Excited by the text, he contemplates sending it to a friend. Laney points out that sending the text to a friend would be an embarrassing and negative experience for the girl it is about.

Teaching Points 1. Using a cell phone to send information that will hurt another person is an example of cyberbullying, whether the information is true or not.

2. There is a power imbalance here, because the technology enables many people to have access to the private information about one person. The girl who is being texted about has no control over her own private information.

3. Laney reminds Charlie to think about how he would feel if texts were being sent around about him. Her use of empathy helps him decide not to send the text.

Storyline 2: Laney Laney is sad and confused because she has seen a nice boy in her class pick on another girl every day for the last week.

Teaching Points 1. We can assume there is a power imbalance between this boy and the girl who got picked on, because the girl who got picked on was not able to get the boy to stop.

2. Charlie helps Laney stand up by offering to help her find an adult to talk to about the problem.

ACTIVITY: A GAME OF “TELEPHONE” This simple activity can be used to lead into a discussion of social bullying with students, specifically the spreading of rumours and gossip.

1. Assign students to fairly large groups, and have them sit or stand together for the activity. In a small class, you can include everyone in a single group. 2. Think of a neutral message (e.g. “Summer strawberries are my favourite fruit.”) Remember it, or write it on a piece of paper for later. 3. Whisper the message to a student to begin the telephone game, directing students to take turns whispering the message into the ear of the student next to them, until the message comes full circle, back to the starting point. 4. Direct the last student to write the message on the board, so the class can compare the starting and finishing messages for each group. 5. Debrief with the students about how the message changed, and why they believe it changed. 6. Now, connect this activity to the experience of social bullying, which was introduced in the episode when Charlie was sent a rumour by text message. The game illustrates that what you hear or read online may not always be true. 7. It is important to go beyond this point, and make it clear to students that all rumours (even if they are true) can be hurtful and violate a person’s privacy. Discuss the different mechanisms, such as different technical devices that are now available to students, where rumours and gossip often are spread. Review with student what they should do when they hear a rumour, and where to go for help if they need it.

ROLE-PLAY SCENARIOS Using the format of What’s Up, Warthogs!, have students recreate the webisode with new scenarios. Brainstorm several potential bullying situations for Charlie and Laney to encounter in their day. Review the strategies for responding to bullying incidents, highlighting the use of assertive communication. Choose how the newscasters will introduce the Bullying Awareness Week at your school, and interact with Laney and Charlie.

When you have finished planning the topics and situations that will be covered in the newscast, select individuals to play the parts of Laney, Charlie, and as many newscasters as you wish (the webisode uses two). With the class, review the first bullying situation decided upon. Remind the students what to do and then let them take it away.

The fun part of this exercise is the freeze frame. At various times throughout the role-play, students can yell “Freeze Frame,” at which point all the actors freeze and the student who yelled “Freeze Frame” then replaces one of the actors. When the new actor has assumed the role of the actor she or he replaced, the scene continues.

If students are shy, it might help to do this in smaller groups instead of as a class. Additionally, take part in this activity yourself -- it will help boost students’ interest if you show interest. If necessary, you may call the freeze frames yourself and have a student volunteer take over a role or have a group of students replace all the actors and continue the role-play.

After each scenario has ended, discuss which of the reactions to the bullying situation might work best and which ones students might be comfortable trying in real life.

WRITING FRAME

1. What is the telephone number for Kids Help Phone? At what age can someone call Kids Help Phone?

2. What types of things can you call Kids Help Phone about?

3. Charlie receives a text message about some juicy gossip. He decides not to pass on the juicy gossip, by smashing his phone.) What are some ways that you can prevent cyberbullying without smashing your phone? If someone “likes” a nasty comment or picture on a social media site like Facebook is that cyberbullying? Is it cyberbullying if someone shares embarrassing or private information about someone else without their permission on social media sites?

4. How can the media (television, music videos, social media sites, etc.) help kids prevent and stand up to bullying? How can celebrities help with that?

SERIES: LIFE WITH DEREK Life with Derek is a comedy series about a modern blended family with two determined 15-year- olds, Casey and Derek, who are constantly competing to be in charge. Each episode is an alpha-teen comic struggle for control of their house, their school and their world.

Introductory Note: This episode is especially appropriate for older students (e.g., Grades 6–8). You may still wish to adapt it to a younger audience. Be aware that the material may be more demanding of younger students than the other episodes in this section.

Episode: “The Bully Brothers” When Edwin gets bullied at school, he goes to Derek for advice, inadvertently causing Derek big trouble of his own.

Types of Bullying Illustrated: Physical and verbal bullying.

Storyline 1: Edwin and Ronnie Edwin is avoiding school because he is afraid of Ronnie, a boy who is bullying him. Derek steps in and offers some older brother advice. He tells Edwin the number one rule when dealing with bullies is to “never back down” and “be a man.” He then teaches Edwin some self-defense maneuvers. However, when Edwin returns home with a black eye, Derek takes matters into his own hands and phones Ronnie to tell him to leave Edwin alone, or else. When Edwin’s stepmom finds out about his black eye, she talks to his father and they call Ronnie’s parents. The boys meet at Edwin’s house and talk things out.

Teaching Points 1. Ronnie had physical power because he was bigger and stronger than Edwin, and Edwin seems to have attempted to gain social power by making jokes about Ronnie. If Edwin and Ronnie had been given ways to use their power in positive ways, the bullying situation between might not have started in the first place.

2. Derek’s advice to Edwin, and his threatening phone call to Ronnie, are good examples of how not to react to a bullying situation. Bullying back often leads to escalation of the bullying with more negative and sometimes violent outcomes. Derek tried to “Stand UP!” for Edwin, but he went about it the wrong way. Instead of resorting to bullying Ronnie, he should have helped Edwin talk to an adult, like the boys’ dad or stepmom, and ask for help.

3. When Edwin’s stepmom sees his black eye, she asks him if he is being bullied at school. She tells him that she knows a thing or two about bullying and offers to talk to his dad to see if they can think of a better way to deal with the situation than Derek did. By telling Edwin that he can talk to her about the bullying, his stepmom is showing her support for him. When she is honest with Edwin about knowing more about girls’ bullying than boys’ bullying, she shows him that he can be honest with her too. After talking with Edwin, his stepmom follows through on her offer to speak to his dad and they come up with a solution together.

4. Edwin’s parents call Ronnie’s parents and set up a meeting between the boys. Ronnie comes over to apologize for giving Edwin a black eye and eventually the boys shake hands and agree to call things even. This is a good example of a positive resolution to a bullying situation. The parents’ intervention helps them work their way through the situation. When the boys are meeting, Edwin’s dad stays in the room next to them and offers his support in case they need it. By doing this, he allows Edwin and Ronnie to attempt to work things out between themselves but stays close by in case the boys need his help.

It is important to note, however, that simply sitting two students down to “talk it out” is usually not an effective approach to a bullying issue. If you think students will benefit from talking through a bullying situation, it is a good idea to talk to each one of them beforehand, so they know what to expect from the discussion and what is expected of them.

Storyline 2: Derek and Ryan After threatening Ronnie, who has been bullying his younger brother Edwin, Derek finds himself in hot water with Ryan, Ronnie’s older and much bigger brother. Ryan shows up at Derek’s house to fight him and says they’ll “settle things” at school the next day. That evening, Ronnie posts on Edwin’s IM board that Ryan has been bragging about how he’s going to beat Derek up.

The next day at school, Derek goes to fight Ryan, despite his friends’ attempts to stop him. Just as the fight is about to start, Derek’s stepsister Casey arrives and intervenes. She manages to get Ryan to back down and walk away. In doing so, however, she uses physical aggression to back Ryan into the lockers and yells in his face.

Teaching Points 1. When Derek phones Ronnie to threaten him, he is using his age and the threat of his physical size and strength as power. However, when Ryan shows up at Derek’s front door, Derek becomes the smaller and weaker individual. Using power to bully others is a bad choice in relationships for many reasons. Moreover, as this episode illustrates, sooner or later someone who is more powerful than you may come along and the power imbalance that previously favoured you will shift.

2. Derek and his friend Alex like to pull pranks on others, especially members of the football team. These kinds of jokes can be funny when they are done between people who are close friends and when they strengthen a relationship. However, Derek and Alex’s pranks are meant to remind the football team that they are not as good as the hockey team. When confronted with their behaviour, students will sometimes say that they are joking, or that it isn’t serious. At times, the student(s) being made fun of will even agree with them. This should be taken with a grain of salt: Students who are being teased may be afraid to say it isn’t funny, or may fear gaining a reputation as a “tattle-tale” among their peers. It can be tricky to navigate situations involving teasing so we have included a tip sheet on how to deal with this topic in Section 3: Information Resources and Tip Sheets for Teachers.

3. At first, Casey’s boyfriend Max doesn’t do anything about the situation between Ryan and Derek, saying it’s none of his business. Believing that a bullying incident is none of their business is one reason why students sometimes do not “Stand UP!” to bullying when they see it happening. However, research has shown that 57% of the time, when bystanders say something, the bullying stops within 10 seconds. Remind students that when they “Stand UP!” they are part of the solution, but when they do nothing, they are part of the problem.

4. Max also uses Derek’s annoying behaviour to justify doing nothing about the situation between Derek and Ryan. He insinuates that Derek deserves to be beaten up because he threatened Ryan’s younger brother and has been annoying the football team. Casey responds by saying, “Just because Derek’s a jerk doesn’t mean he deserves to be beaten up.” Casey is right to stand up for Derek despite his annoying behaviour. Remind students that no one deserves to be bullied, and it’s important to “Stand UP!” to bullying, even when the person being bullied isn’t someone you always, or ever, like.

5. Although Casey does stand up for Derek, she is quite aggressive toward Ryan in doing so. In this episode, her strategy works and Ryan leaves Derek alone. In real life, however, her behaviour could have escalated the situation and made it worse for both her and Derek. Addressing bullying by bullying back is not a good strategy. Instead, students should be assertive in telling the person who is bullying to stop. If they don’t feel like they can do this, they should talk to an adult and ask for help.

6. Max comments that he thought Ryan was only a bully on the football field. This suggests that he thinks bullying is OK in certain situations, such as sports. Although certain sports do place a high value on aggression and toughness in athletes, it should be stressed that there are ways to be a top athlete and competitive in a game without resorting to bullying

ROLE-PLAY SCENARIOS

Scenario 1 Edwin and Ronnie are on the school grounds at recess. Edwin has just made a joke at Ronnie’s expense and Ronnie is upset. He decides he would like to get even with Edwin for it. His friend Rachel joins him to see what is wrong. Ronnie tells her about Edwin’s joke, that it upset him, and that he is going to teach Edwin a lesson. Rachel offers Ronnie an alternative solution.

Scenario 2 Derek’s dad has heard about Derek’s advice for Edwin on how to deal with Ronnie (the boy who has been bullying Edwin). Two days ago, Edwin came home from school with a black eye from following this advice. Now Derek’s dad learns from Edwin that Derek is in trouble with Ronnie’s older brother, Ryan. He decides to talk to Derek about the bullying.

Scenario 3 Max and Ryan are in the locker room after football practice. Max has just been pranked by Derek and Alex and is upset at them. Ryan mentions that he will “take care of that kid,” meaning Derek. Although Max is tempted by the chance to see Derek “get what he deserves” for all the pranks he has pulled, Max also knows that as the captain of the football team he has a responsibility to use his power to be a good leader.

WRITING FRAME 1. Derek tells Edwin to use violence to stand up to Ronnie at school. How can you “stand up” to bullying without using violence?

2. Derek tells Edwin that is OK for him to pick on Edwin because he is his older brother. Can bullying happen at home from siblings? What can you do when you are being bullied and repetitively teased by family members?

3. Ryan uses Instant Messaging to brag about wanting to “beat up” Derek. What should Ronnie have done when he saw Ryan’s posts? Can you think of ways to use social media and the internet to prevent cyberbullying?

SERIES: JESSIE THIS SECTION OF THE TEACHER’S GUIDE WAS WRITTEN BY WENDY JOSEPHSON AND JOANNE CUMMINGS Jessie is a comedy series about a Texas girl from a military family who moves to New York City to become a nanny for a high-profile family. With four kids – Emma, Luke, Ravi and Zuri – to keep an eye on, Jessie gets roped into all kinds of unexpected scenarios. Luckily she has Bertram, the family’s beloved yet frosty butler, and Tony, the building’s doorman, to help her along the way.

Episode: “Make New Friends But Hide the Old” On the Ross children's first day of school after the summer holidays, they all encounter difficulties: Emma is assigned to work on a project with a classmate she doesn't like, who later plays a mean trick on her; Luke discovers that Jessie has accidently put his toy Koala bear in his backpack, which leads a group of boys to ridicule him; and Ravi pretends the bear is his to deflect the negative attention off Luke.

Types of Bullying Illustrated: Verbal, social, and physical bullying.

Storyline 1: Emma When Emma is assigned to work with new student Rosie on an art project, Rosie tricks Emma into being the brunt of an embarrassing joke in front of the class. Upon seeing how hurt Emma is by this behaviour, Rosie apologizes and the two girls try to repair their relationship.

Teaching Points 1. This storyline features power imbalances based on social or economic status, popularity, and intelligence or sophistication.

2. Rosie is socially bullied by classmate Shelby because she is new to the school, dresses differently and is poor. Bullying someone else, as Rosie does to Emma, is not a good response. Students who respond to being bullied by bullying someone else typically have more problems afterwards than students who are bullied but do not bully others.

3. Zuri tries to show her love and loyalty for Emma by physically threatening Rosie. Students may find Zuri’s spirit and loyalty admirable, but using aggression to stand up against bullying often leads to retaliatory bullying later, making the situation worse.

4. At the beginning of the episode, Zuri tells her family about a boy that she and her classmates call "Gross Gus," who has a reputation for sticking objects up his nose. This example could be used to discuss the harm that various forms of social bullying, such as mean nicknames, embarrassing jokes, rumours and gossip can cause. It can also be used to discuss empathy: Seeing what social bullying has done to her sister could help Zuri develop empathy towards Gus, and make her more likely to stand up for him when students in her class call him mean names.

5. At the end of the episode, Emma and Rosie try to repair their relationship. This will only work if both people in the relationship genuinely want to repair it. Students don't have to be friends with everyone in the class, but it is important that they treat everyone with courtesy, consideration and respect and that no one is left out of classroom activities.

6. In trying to establish a basis for their friendship, Emma and Rosie determine that one thing they have in common is their shared hatred of Shelby. Forming a coalition against another student is hurtful and could easily be the beginning of another round of social bullying, in this case against Shelby. Emma and Rosie could instead agree to stand up for each other or stand up for their classmates if they are bullied.

Storyline 2: Ravi and Luke Jessie accidently packs Luke’s stuffed Koala in his backpack and he is teased about it in a mean way by a group of boys in his school. When Ravi, Luke's younger brother, tries to protect him by pretending it is his bear, the boys ridicule him and cover him with spit balls.

Teaching Points 1. At the beginning of the episode, Ravi says he is going to try to reduce the amount of bullying he has been suffering in school (e.g., his comment about reducing his "wedgy ratio" to once per fortnight). Many children worry about being bullied at the beginning of the school year, especially if they are starting at a new school. Often bullying is higher at such times, as students try to establish where they are in the peer power hierarchy. This can be an opportunity for the class to discuss how important it is to establish safe and respectful classrooms so that students do not need to worry about being bullied and to review the ways students can stand up for classmates if they see them being bullied.

2. In the series, Ravi has recently arrived in the United States from India, after being adopted by the Ross family. Like many students in Canadian schools, he knows two cultures and follows different customs from each country. This can make him appear different from many of his classmates. For example, his brother Luke warns him that he will be bullied for using the word “fortnight” (which is commonly used in India and some other British Commonwealth countries). Ravi’s experience of being bullied because of the way he talks can provide a chance to discuss bullying based on racial or cultural differences, as well as to

celebrate the variety of places in the world that students in the class know about from experience.

3. Ravi steps in to protect his older brother from bullying by pretending that Luke's toy Koala bear is his own. Both of the brothers seem to believe that there is no way to stop bullying, just to redirect it. Most students who see others being bullied are very uncomfortable about it and would like it to stop. The central message of Bullying Awareness Week is to stand up together against bullying, reminding students that they are not alone.

4. It is often the popular and socially secure students like Luke who can use their social power to stop others from bullying. But standing up to bullying can seem like a daunting task even for confident students, and it takes Luke some time before he stands up to bullying at the end of the episode. This can be an opportunity to talk about how courageous it is to stand up to bullying and how much easier it is when you know you have other people to stand up with you. We often think of power in physical terms, but it can also take other forms such as social leadership or being good at problem solving.

5. Ravi does many things that can work well to make bullying stop such as keeping his cool, using humour and telling an adult. This illustrates the point that sometimes students will have to try more than one solution and even tell more than one adult before the bullying stops permanently. If the first thing they try is not completely effective, they should not be discouraged. You can also explain what the procedure is in your school when teachers or other school staff members receive a report about bullying.

REVISITING THE CLASSROOM CODE OF CONDUCT Emma’s classroom is a learning environment that most students would not like to be in. The students do not show much respect for each other and their teacher, Ms. Devlin, acts as if she does not want to be there. Acknowledging this can be an opportunity for celebrating your classroom's successes in valuing and appreciating uniqueness and differences and reviewing why the statements about respect in a classroom code of conduct are so important.

If you developed a classroom Code of Conduct earlier in the school year, review it as a class and talk about how following your code of conduct would prevent some of the bullying and other hurtful behaviour that happened in this episode. If you did not develop a code of conduct earlier, this could be an opportunity for the class to create one that would help them make the classroom a positive and respectful place for all students

CELEBRATING DIFFERENCES When Emma has trouble working with Rosie on their project, Jessie recommends that Emma try to find things that the two of them have in common. While similarity is often the basis for friendships, people can also like and admire characteristics in others that they do not have themselves. Even though Emma and Rosie are very different, they may find that they learn a lot from each other. In a diverse classroom

that celebrates differences, friendships will often be based on things other than similarity. Writing assignments can be used to get students to think about differences in a positive way. For example:  Assign students to write about one way in which they are similar to their best friend, and one way in which their friend is different from them. (This could also be done in a writing assignment about someone who is their hero, or an admirable character in a book you are studying.)

ROLE-PLAY SCENARIOS

Scenario 1 When students ambush Ravi with spit balls, what could Luke and the other bystanders say or do to stand up for Ravi? When the students who attack Ravi find out that their teasing is actually bullying, what could they say or do to make things better?

Scenario 2 When Rosie enters the classroom, Shelby says “New girl alert! What’s with all the chains? Did you just escape from fashion prison? ” What could Rosie do to keep Shelby from saying such mean things in future? What could Emma and the other students do to stand up for Rosie? What could Shelby do to make up for what she had said?

Scenario 3 After Rosie plays a mean trick on Emma in art class, what could Emma’s little sister Zuri do to stand up for Emma, instead of threatening Rosie? The episode shows that Rosie feels bad about bullying Emma and wants to apologize. Could Zuri say or do something that would make it easier for Rosie to say she is sorry?

ENCOURAGING EMPATHY ACTIVITY Even though most bystanders are uncomfortable about bullying and would like to make it stop, students can be fascinated by bullying that has elements that are exciting or funny. The visual image of Ravi covered from head to toe with spit balls may be an example of this kind of situation. Interesting though this image may appear, it is an example of physical and social bullying because in reality it would be very uncomfortable and disgusting for Ravi to be covered in pieces of saliva-soaked paper, and it would be publicly humiliating to have a crowd of people spitting paper at him in the hallway. Refocusing students’ attention on how Ravi feels, rather than how the spit balls look when they land on him, may help students appreciate that this really is bullying, and that no one should be subjected to humiliation for the amusement of other people.  Prepare to re-play the portion of the episode in which Ravi is ambushed with spit balls, then goes home with Luke and tells Jessie what has happened. (This segment starts about halfway through the program, at around 11 ½ minutes.)

 Instruct children to pay special attention to Ravi – his posture and other body language, what he says, and other things that might be clues to how he feels. (Students might notice that Luke and Jessie did not do this, in the episode, and that Ravi felt even worse about having his feelings ignored.)  As a class discussion or a writing assignment, have students describe how they think Ravi is feeling, and imagine how they would feel if those events were happening to them.  Finish off the discussion or writing assignment by having students make suggestions about what someone (like a friend, a sibling, or any bystander) could do to help Ravi feel better in this situation. Would he feel better if the people who had bullied him said they were sorry? What else could they do to make up for hurting Ravi in this way?

HELPING STUDENTS DISTINGUISH BETWEEN TEASING AND BULLYING Both storylines in the episode offer the opportunity to talk about how to recognize when teasing has turned to bullying. In addition to sharing information from the Teasing Tip Sheet on p. 51 with students, you can hand out the checklist on p. 74 to help students compare teasing and bullying.

SECTION 3: INFORMATION RESOURCES AND TIP SHEETS FOR TEACHERS

WHY TEACHERS SHOULD CARE ABOUT BULLYING We strongly recommend that students ask their teachers and other adults in their schools to help them deal with bullying situations. However, sometimes teachers do not know how to help, or do not realize the seriousness or impact of the bullying situation. Often, how a teacher or caring adult intervenes (or does not intervene) is influenced by his or her own bullying history. It is important to be mindful of your attitudes and experiences with bullying so that you can reach out and help students in need.

Many people feel that bullying is “just kids being kids” and that it’s harmless. In fact, bullying is anything but harmless:

RISKS FOR STUDENTS BEING BULLIED: RISKS FOR STUDENTS BULLYING OTHERS:

 Depression (low mood, a sense of  Not knowing the difference between hopelessness) right and wrong  Social anxiety, loneliness and/or  Delinquency and substance abuse isolation  Academic problems and school drop  Poor health (e.g., stomach aches, out headaches)  Adult criminality  Low self-esteem  Difficulties in their relationships with  School absenteeism and academic others problems  Being bullied at the hands of others  Aggressive behaviours  Contemplating, attempting or committing suicide

HOW TO KNOW IF A STUDENT IS INVOLVED IN BULLYING Bullying is not always easy to detect because it is usually hidden from adults. Look for the following clues:

SIGNS OF BEING BULLIED:

 Afraid to go to school or other activities  Appears anxious  Low self-esteem and makes negative comments  Complains of feeling unwell  Lower interest in activities and performance  Loses things, needs money, reports being hungry  Injuries, bruises, damaged clothing or belongings  Appears unhappy, irritable  Trouble sleeping, nightmares  Threatens to hurt self or others  May appear isolated from the peer group

SIGNS OF BULLYING OTHERS:

 Aggressive with parents, siblings, pets and friends  Low concern for others’ feelings  Bossy and manipulative behaviour  Unexplained possession of objects or money  Secretive about possessions and activities  Holds a positive view of aggression  Easily frustrated and quick to anger  Does not recognize impact of his or her behaviour  Has friends who bully and are aggressive  Has trouble standing up to peer pressure

TEN WAYS TEACHERS CAN HELP PREVENT BULLYING 1. Lead by Example  Model respectful and empathic behaviours and positive conflict resolution strategies.  Think carefully about the words you choose and the way you behave with both children and adults.

2. Establish a Code of Conduct  Involve students in developing a Code of Conduct about acceptable and unacceptable behaviours. (See Section 1: Bullying Awareness Week)  If students are responsible for creating classroom policies about bullying, they are much more likely to follow them and monitor others for doing the same.

3. Help Students Solve Relationship Problems With Relationship Solutions  If students are bullying others, they need help to understand the impact of their behaviours on those they bully.  Devise consequences that teach, rather than punish. Formative consequences are designed to send the message that bullying is unacceptable while also providing support for the student who is bullying to learn the skills, and acquire the insights, they need to establish healthier relationships. For example, a student who has been bullying a classmate may have to sit out of an activity but can use the time to write a letter of apology instead. (See Formative Consequences on p.56 more information and examples.)

4. Encourage Students to Report  Be sure that students know it’s the teacher’s responsibility to keep them safe at school and that you want to know if someone is being bullied.  Clarify the difference between tattling and reporting: o Tattling = what you do to get someone into trouble o Reporting = what you do to keep someone from being physically or emotionally harmed  Provide confidential ways to report bullying at school such as an anonymous “question box” to reduce student discomfort with reporting.

5. Acknowledge Positive Behaviours  Notice and praise respectful, cooperative and caring behaviour whenever you see it. The more you praise positive behaviour, the more often it will occur.

6. Minimize Opportunities for Bullying  Organize activities so that students who are vulnerable to being bullied are monitored by a teacher or grouped with students who will stand up for them.  Whenever possible, teachers should assume responsibility for selecting students’ teams, groups, partners and seating arrangements. If students are allowed to make these decisions, vulnerable students will be at high risk of being chosen last which is humiliating, or left out completely.

7. Teach the Social Skills Students Lack  Teachers can help students who are bullied practice standing up for themselves through role-play scenarios in which they practice assertive but respectful behaviour.  Students who are bullying others need help with learning social problem-solving skills, how to use power positively and strategies to resist peer pressure to bully.

8. Build on Students’ Strengths  Encourage students who are bullied to participate in activities they enjoy and highlight their talents for other students to see.  If students are bullying others, provide opportunities for them to use their leadership skills in a positive way (e.g., teaching younger students a new skill).

9. Trust Your Instincts  If you suspect a student is being bullied, you’re probably right.  Trust your instincts and start to ask questions and observe carefully so that you can intervene and keep the student safe.

10. Be Ready to Listen and Help  If a student reports bullying be ready to listen and take action right away.  Thank the student for having the courage to come forward, ask for details and convey your concern.  Be willing to respond to all reports, even the seemingly trivial ones like name calling – consistency matters!

TIP SHEET ON TEASING Section Reference: 28 Teasing is common among children; 96% of elementary school children report that teasing is a common occurrence in their lives. About two thirds of children report being teased and about half say they tease others. Teasing can alienate, criticize and embarrass children. Repeated teasing that hurts or humiliates another child is bullying.

WHY DO CHILDREN TEASE? Children most often report one or more of the following reasons:  It’s fun.  They want to provoke someone to see their reaction.  To reciprocate being teased themselves.

CAN TEASING EVER BE POSITIVE? Teasing can sometimes be a relaxed and fun way to express affection and companionship among close friends. Positive teasing has the following characteristics:  Its content is playful and affectionate, not demeaning.  It is mutual, so that each person in the relationship is as likely to tease as to be teased.  It takes place within a strong relationship between people who appreciate the teasing as affectionate.  It is more common among older students; prior to age 11 students have difficulty distinguishing between hurtful and positive teasing.

WHEN DOES TEASING BECOME HURTFUL? Teasing can become hurtful even if the person teasing does not intend for it to be. For example, boys and girls often disagree on what can be considered harmless teasing and what can be considered hurtful. Gender is only one factor which can play a role in determining if a child views a particular act of teasing as hurtful or fun. Other examples include:  When the person being teased is distressed by the teasing (This may not always show outwardly).  When it is used to make someone look inferior in comparison to someone else .  When it occurs repeatedly.

HOW CAN TEACHERS KNOW WHEN TEASING BECOMES BULLYING?  Watch the reaction of the child being teased to see if the impact is negative. Keep in mind that some children, boys especially, may not show that their feelings are hurt. If you are not sure whether the teasing is hurtful, pull the child being teased aside to ask them how they feel about it.  Be aware of the content of the teasing and think about whether the teasing is affectionate or hostile in nature. o For example, teasing about physical appearance is almost always hostile and hurtful. This is not surprising since appearance has so much influence on social acceptance and is out of the individual’s control.  Trust your instincts. If you feel that the teasing is negative for anyone involved (even yourself as a witness), then it is worth further investigation.

WHAT CAN TEACHERS DO TO PREVENT BULLYING THAT STARTS AS TEASING? Role of Adults:  Be aware of your own use of teasing. o If you are teasing children, make sure that the impact is positive. Keep in mind that younger children may not understand teasing, especially sarcasm, and may experience your teasing as hurtful.  Think about your own experiences with bullying and how those incidents and associated feelings/opinions may be affecting the way you handle bullying situations.

Among Children:  Talk with the whole class about bullying and treating others with respect. Hand out the checklist on teasing and bullying on p.75. Create a list of group rules that focus on what it looks like to treat someone with respect, such as: o Respecting an individual’s physical space o Encouraging others as they try new things o Listening to others when they are speaking  Talk with the whole class about how to repair a relationship after being disrespectful. This will likely include a discussion of apologies (both giving and receiving), as well as acting respectful in the future to show the person you hurt that you have learned from your relationship mistakes.  Talk with children who are being teased to find out how they are feeling and ensure they know that you believe they deserve to be treated with respect.  If children have trouble asserting themselves, discuss and practice ways to assertively tell a child who is teasing or bullying to stop. o e.g. “I want you to stop calling me that,” or “I didn't like that comment,” used with strong body language and direct eye contact.

WHAT CAN TEACHERS DO WHEN HURTFUL TEASING OR BULLYING IS HAPPENING?  INTERVENE!  Acknowledge that the bullying is unacceptable and will not be tolerated.  Talk with the child who is teasing about why they are teasing and use that information to discuss alternate ways of connecting with peers. o Perhaps this child does not know how to engage with others and resorts to teasing or bullying as a way of getting attention and connecting with peers. o Perhaps this child has learned to use power to hurt others by observing similar dynamics at home, in which case it will be important to discuss that those behaviours are not tolerated in the group and must be adjusted.

TIP SHEET ON CYBERBULLYING Section Reference: 29-30 Electronic communication enables students to connect with each other in all kinds of convenient, entertaining and meaningful ways. They can use social technology to create and deepen relationships with one other. Healthy relationships involve respectful interactions, whether face-to-face or online. Disrespectful interactions can cross the line into bullying.

Cyberbullying is the use of electronic communication to upset, threaten or embarrass another person. It can happen via cell phones, text messages, email, social networking sites, websites or any other electronic technology. It can include put-downs, insults, spreading rumours, sharing private information, photos or videos, or threatening to do harm. It is always aggressive and hurtful, and sometimes happens repeatedly. Technology creates a power imbalance between the person who is doing the cyberbullying and the person on the receiving end because:  It can be done anonymously.  It can go viral with an unlimited audience.  The distressing messages exist forever in cyber space.  The distressing messages can be received anywhere at any time.  In face-to-face communication you can directly see the hurtful impact of aggressive behaviour – and your natural empathy stops you from going too far. Electronic communication makes it easier to be aggressive, because you don’t have to see or experience the hurtful impact of online interaction.

WHAT IS THE IMPACT OF CYBERBULLYING? Because of the power of electronic technology, students who are cyberbullied feel:  Unsure who to trust, because the identity of the person(s) sending the messages is not clear.  Concerned what other people (who have seen the messages) will think of them.  Worried that this will affect relationships in the future, since others may see negative messages at any time.  Unsafe everywhere since there is no escaping technology.  Alone and that no one cares.

HOW CAN YOU HELP A STUDENT WHO IS BEING CYBERBULLIED? • Listen and be supportive. Acknowledge your student’s strength in telling you and reassure the student that you know it is not their fault. • Let students know that you need to report cyberbullying to the school administration and the student’s parents. Offer to accompany students to meetings with administrators and the student’s parents. • Work together to find solutions. Brainstorm ways that the cyberbullying can be avoided. • If your “gut” tells you the cyberbullying is serious, advise the student to make a copy of the message before deleting it. Offer to work with the student and the student’s parents to get the Internet service provider, cell phone service provider or content provider to investigate the issue or to remove the offending material. Inform the police when physical threats are involved or a crime may have been committed against the student.

HOW CAN YOU HELP A STUDENT WHO IS CYBERBULLYING? • Report the behaviour to your school’s administration and the student’s parents. • Model healthy relationships by talking with the student with warmth and respect. Calmly explain that the behaviour is unacceptable. • Discuss the possible consequences of cyberbullying such as losing friends, losing privileges at home, being suspended or expelled from school and the potential legal consequences. • Ask your student to imagine being in the other person’s position and question how they would feel if they were being threatened, made fun of or excluded. Discuss that jokes might seem funny to some people but if they are hurtful to others they are unacceptable. Encourage the student to apologize to the person they hurt. • Ask for a commitment from the student to stop the cyberbullying behaviour. • Discuss relationship conflicts your student might be experiencing and brainstorm ways to address them that do not involve cyberbullying. • Encourage the student to spend time with peers who influence them in a positive way.

ADVICE TO GIVE BYSTANDERS OF CYBERBULLYING  Before you press or click, pause and think. Ask yourself, “Is this message respectful?” If it is meant to be funny will the person on the receiving end also think it is funny? If you are with a group of friends, make sure you are feeling comfortable with what’s happening and if you aren’t, say so and stop!  Reach out to the person on the receiving end of cyberbullying. Let the person know that you are there and you care. Stand up, don’t stand by. o If you see or receive online messages that seem aggressive and over the line - don’t ignore your instincts. o Delete the message and do not pass it along. o If people you know are sending these messages, let them know that cyberbullying is not OK with you.

FORMATIVE CONSEQUENCES FOR WHEN STUDENTS BULLY OTHERS Bullying is about power. Children naturally experiment with their power and may become involved in bullying; therefore, it is important they learn from the experience. Formative consequences not only provide a clear message that bullying is unacceptable, but also build awareness and skills to promote the students’ responsibility and positive leadership. When children bully, their privileges can be withdrawn and replaced by an instructive activity from this list of suggestions below: TO ENCOURAGE EMPATHY 1. Help your students learn the language of emotions to identify their own feelings and those of others. Help them identify and label feelings of shame, embarrassment, anger, fear, sadness, etc. 2. Have the students who bully create a poster, collage or drawing of what it must feel like to be bullied. Talk about the feelings that children who are bullied might experience. 3. Assign a research project to the students who bully. Ensure that through the project they have to learn about the prevalence, nature and consequences of bullying, and write a paper or create a class presentation based on their findings. 4. Have the students who bully interview an adult or older student about their bullying experiences and the impact it had on them. 5. Assign a project requiring the students who bully to research a historical figure or celebrity who has been bullied. 6. Have the students who bully read a novel about bullying and write a character study (e.g. Blubber by Judy Blume). 7. Have the students watch a movie about bullying and describe the characters and the consequences of their actions (e.g. Back to the Future). Encourage them to focus on the feelings of the character who was bullied. Help them to identify these feelings by looking out for facial expressions, body posture and tone of voice. 8. Have your students identify instances of bullying in the media (e.g. television, newspapers, radio, magazines, websites) and talk with them about their reactions to these instances. 9. Talk with your students about their own strengths and weaknesses and how they can use power to help, not hurt others.

TO MAKE AMENDS Bullying is wrong and hurtful. The relationship imbalance needs to be repaired in a way that is genuine and caring in order to restore the relationship to a respectful foundation. Sometimes children aren’t at a point where they are able to restore a relationship. At the least, the child needs to find ways to be respectful of other students and their right to feel safe. If your students can restore the relationship in a genuine way without being forced, help them find a way to make amends. 1. If they are sorry for their behaviour and genuinely want to make amends, have the students who bully write a letter or card of apology to the children who were bullied.

2. Encourage the students who have bullied someone to make a verbal apology that includes taking responsibility for their behaviour and indicating what they will do to ensure that the person who was bullied feels better. Only do this if the children who were bullied want to participate in this process, and make sure the apology is given privately rather than publicly. Apologies conducted in front of others can leave both children feeling embarrassed.

3. Encourage your students to repair or restore property or personal belongings that were damaged as a result of the bullying. TO HELP YOUR STUDENTS ASSOCIATE POWER WITH KINDNESS 1. Encourage students who have been bullying others to perform five acts of kindness and describe how they felt after completing each act.

2. Encourage the students who bully to observe other students in school or individuals in the community and look for acts of kindness. Have the students describe what they observed and how they think the people felt.

3. Have the students accompany a teacher or playground supervisor during recess and lunch and assist in resolving disputes among students in a pro-social manner.

4. Identify students’ strengths/abilities and provide them with opportunities to highlight these skills in ways that help others. For example, if a student who bullies excels at soccer, have the child assist with this activity with younger students.

FACT SHEET ON BULLYING OF LGBTQ* STUDENTS (*LESBIAN, GAY, BISEXUAL, TRANSGENDER, TRANSSEXUAL, TWO-SPIRIT, QUEER AND QUESTIONING) Section Reference: 31-35 DEFINITIONS When dealing with topics related to LGBTQ students, it is important not to make assumptions about someone’s gender or sexual orientation based on what their biological sex seems to be. It is also important to understand the definitions of such terms as sex, gender, gender identity and sexual orientation, among others. Here are definitions of some of these terms.

Sex A person’s biological status, typically categorized as male, female or intersex.

Gender Identity A person’s internal sense or feeling of being male, female, both, or neither (gender-free). Gender identity may or may not align with an individual’s biological sex. Note: It is now considered to be correct to use “male" and “female" to refer to biological sex and to describe people’s gender and gender expression in social terms (e.g., “transgender,” “masculine,” “feminine”).

Gender Expression Showing one’s gender identity through clothing, speech, body language, wearing of make-up or accessories and other forms of displaying masculinity or femininity.

Gender Roles Societal and cultural expectations of what it means to act “male” or “female” (e.g., what behaviours are considered to be “ladylike”). These characteristics are driven by traditional notions, not empirical evidence. Gender roles are often associated with gender expression and the display of gendered behaviour.

Sexual Orientation A person’s feelings of emotional and sexual attraction to another person. This attraction may be toward people of the same sex (lesbian or gay), the other sex (heterosexual, straight) or either sex (bisexual).

Transgender A person whose gender identity or gender expression does not align with social conventions associated with their biological sex.

Cisgender A recent term now widely used to refer to someone whose gender identity matches social conventions for their birth sex; e.g., a masculine male who identifies as a man.

Transsexual A person who experiences intense personal and emotional discomfort with their birth sex. Some transsexual individuals undergo various treatments to physically alter their body to correspond with what they feel their true gender is.

Two Spirit Some Indigenous people identify as Two Spirit rather than as lesbian, gay, bisexual or transgender (LGBT). The term itself is recent, but points to the historical status of sexual and gender minority people in First Nations prior to European contact, when they were often respected as leaders and healers who had the spiritual strength of being called to live outside the social conventions of dominant gender roles.

Homophobic Bullying Any type of bullying directed toward people because they are, or are thought to be, LGBTQ.

KEY FACTS ABOUT THE SITUATION FACING LGBTQ STUDENTS The following facts are taken from Every Class in Every School, a national Canadian survey of high school students published in 2011. 1. Part of students’ everyday school experience includes hearing language that insults the dignity of LGBTQ people.  Whether or not they are LGBTQ, 70% of students say they hear expressions like “that’s so gay” every day in school; 48% of students report hearing words like “faggot,” “lesbo,” and “dyke” used as insults every day in school.  86% of LGBTQ students and 58% of non-LGBTQ students say they are upset by such language. Students report that teachers often look the other way when they hear homophobic and transphobic comments, and some teachers even make these kinds of comments themselves.

2. LGBTQ students experience much higher levels of bullying, discrimination, harassment and other abuse than other students do:  21% of LGBTQ students and 8% of non-LGBTQ students are physically harassed or assaulted because of their actual or perceived sexual orientation or gender expression.  55% of LGBTQ students and 26% of non-LGBTQ students are verbally harassed about their gender expression.  49% of male and 36% of female LGBTQ students report being sexually harassed (compared to 23% of male and 17% of female non-LGBTQ students).

3. Most LGBTQ students do not feel safe at school:  53% of LGBTQ students say they feel unsafe at school because of their actual or perceived sexual orientation (compared to 3% of non-LGBTQ students)

4. Students with LGBTQ parents also suffer high levels of bullying and harassment:  27% of students with LGBTQ parents report being physically harassed about the sexual orientation of their parents. They are also more than twice as likely as their peers to be physically harassed or assaulted in connection with their own gender expression, perceived sexual orientation or gender identity and gender. They are three times more likely than their peers to skip school because of feeling unsafe.

5. LGBTQ students are especially vulnerable to bullying and other abuse if they also belong to another group that suffers from systemic discrimination:  Female sexual minority students were most likely to report feeling unsafe in their school change rooms (59%).  LGBTQ students of colour were especially likely to say that they do not have even one person they can talk to about LGBTQ matters.

6. The situation is especially bad for trans (transgender and transsexual) students. Trans youth are a small but highly visible group of students. They are frequent targets of harassment and discrimination, even from LGBTQ youth. To make matters worse, transphobia is not commonly discussed and is frequently overlooked even among the LGBTQ community. Trans youth are particularly vulnerable to bullying and in need of adult support at school.  90% of trans youth hear transphobic comments daily or weekly from other students.  23% of trans students hear teachers use transphobic language daily or weekly.  74% of trans students are verbally harassed about their gender expression.  78% of trans students feel unsafe in some way at school.  44% of trans students report skipping school because of feeling unsafe.  15% of trans students have skipped more than 10 days because of feeling unsafe.

HOW CAN TEACHERS REDUCE VICTIMIZATION OF LGBTQ STUDENTS? 1. Make your classroom a safe and respectful space.  Promoting more inclusive language in your classroom is an effective way to help everyone feel welcome and safe. Make it clear that you’re an ally to LGBTQ students by using inclusive language (e.g., “parents”, rather than “mother and father”) and examples, in every subject area (e.g., transgender figures in history and popular culture).  Remind students that everyone is entitled to full respect, safety and acceptance in your classroom; spell out that “everyone” includes LGBTQ students. If you have a Classroom Code of Conduct, students will already have “signed on” to this commitment.  Avoid unintentionally divisive procedures like assigning students to teams based on biological sex. (One alternative is “born in the first half or second half of the year”).  Explain to students that it is very important not to make assumptions about individuals’ sexual orientation, gender, or gender expression based on dominant beliefs about their biological sex. Emphasize that sexual orientation and gender are fluid, and fall on a continuum rather than being fixed by birth sex. Heterosexual cisgender identities may fit the majority of people, but that doesn’t make them right for everyone.

 Discuss various forms of gender and sexual orientation at relevant parts of the curriculum in subjects like English Language Arts (e.g., LGBTQ writers and characters, writers and characters who challenge gender restrictions), history (treatment of LGBTQ individuals in Nazi Europe or, more positively, pre-contact North America), social studies (the Charter of Rights and same-sex marriage) and health (healthy same-sex relationships).  Challenge normative ideas of gender and gender roles. Deconstruct gender categories and ask students to question gender stereotypes. 2. Address homophobic language.  Teachers and students can address homophobic language by referring back to the Classroom Code of Conduct.  If you hear homophobic language being used, address it immediately and let the individual know that this type of language is disrespectful and hurtful to anyone who is LGBTQ or has LGBTQ loved ones, without singling out any particular students as victims.  Deconstruct students’ comments such as “that’s so gay” by asking them what they think it means, what it implies and how they would feel if they heard someone using their sexual orientation as an insult. 3. Support the efforts of students to build a more LGBTQ- inclusive school environment. One consequence of homophobic bullying is that LGBTQ students feel isolated from the rest of the school community. While teachers can be an important source of support and become someone that LGBTQ students feel they can talk to, young people also need to build sustaining relationships with peers. Although the majority of students do not find bullying of LGBTQ students acceptable, and want it to stop, they remain a largely untapped resource when it comes to social support. They may not stand up for LGBTQ students because they don’t know what to do, or fear becoming targets of bullying themselves.  Teachers can counteract these tendencies by setting a strong positive example and consistently maintaining a safe environment. They can also directly promote the development of friendships and connections that help LGBTQ students find social support and inclusion among their peers.  One way to do this is to get involved with LGBT-inclusive activities, events, and groups. 4. Encourage your school to develop school-wide policies and inclusive initiatives that will prevent homophobic behaviour.  It is important for the whole school to establish and publicize policies that specifically address homophobia. When such policies are in place, LGBTQ students feel safer at school and are less likely to be bullied. They are exposed to fewer homophobic and transphobic comments, and their teachers are more likely to intervene when such comments are made. Students who are harassed or assaulted are more likely to report it. They more often feel they can talk to teachers, principals, counselors, coaches and classmates. Notably, 80% of LGBTQ students from schools with specific policies to prevent homophobia reported that they have never been physically harassed. 5. Know your rights as a teacher and become aware of LGBTQ-inclusive legislation and school district policies. Teacher organizations in the public school system can provide you with relevant information and resources.

BULLYING OF STUDENTS WITH EXCEPTIONALITIES Section Reference: 36-41 Students who have physical, emotional, behavioural, medical, social or physical characteristics that affect their educational needs are sometimes said to have exceptionalities. Exceptionality includes a variety of strengths and needs including being exceptionally gifted and talented or experiencing challenges that require additional educational support for students to function to their full potential in school. A 2012 survey of Canadian teachers found that 81% of K-12 classrooms have at least one student with an identified exceptionality and the average Canadian classroom has between 3 and 4 students with identified exceptionalities. Because bullying is often directed at students who are seen as different from their peers, students with exceptionalities are especially vulnerable to bullying. Overall, students with exceptionalities are more likely than the general population of students to be bullied.

 Some exceptionalities are associated with higher risks than others: o Students experiencing emotional disturbances experience the highest rates of bullying. o Students who are considered gifted are bullied the least of all exceptionality groups, about as much as students in the general population.

 Once students with exceptionalities have been bullied once, it is especially likely to become chronic: o In elementary and middle school, students experiencing autism were especially likely to be bullied repeatedly. o In high school, students with exceptionalities affecting body appearance or movement (e.g. cerebral palsy, amputations, etc.) were especially likely to be bullied repeatedly.

 Most studies report that students with and without exceptionalities are about equally likely to bully other students although some studies have found higher rates of bullying among students with exceptionalities. In most cases, this seems to develop when students respond to being bullied by bullying others.

 Students in self-contained schools or classrooms report more bullying and being bullied than those in integrated and inclusive settings.

SECTION 4: ADDITIONAL RESOURCES

AND BLACKLINE MASTERS

GUIDELINES FOR CREATING YOUR OWN PSA In groups, create a Public Service Announcement (PSA) that communicates a message about how to Stand UP! to bullying. This resource will help your class create a meaningful, entertaining, well-planned and effective message that can be sent out to other students, schools and your community. When you have finished the PSA, consider presenting the finished product of your students’ hard work.

1. The guidelines are: o No classmates’ names are to be used. o No physical contact is allowed. o Try to tell your story in less than two minutes.

2. Decide who will: o Write the lines (scriptwriter). o Say the lines (actor/narrator). o Give the actors suggestions on how to say the lines (director).

3. Together, brainstorm the idea for your PSA. It is the scriptwriter’s job to write down the ideas and actors’ lines. o Where does it take place? o Who is involved? o What happens? o What does the victim or bystander do to ‘Stand UP!’?

4. Rehearse the PSA. Select students or have them volunteer to practice acting out the script. You can do this with multiple groups and scenarios. It is the director’s job to lead the rehearsal.

5. Perform the PSA.

OPTIONAL: FILM YOUR PSA If you have access to a video camera or computer animation software, consider filming or animating your PSA. This can be great student-generated material to show at a school assembly or presentation.

QUIZ ABOUT BULLYING Instructions: Test your knowledge about bullying by answering the following questions.

1. If students often hurt someone’s feelings by leaving them out of activities, this is: a. Physical bullying b. Verbal bullying c. Social bullying d. Cyberbullying

2. Which kind of bullying can reach someone even when they’re alone? a. Physical bullying b. Verbal bullying c. Social bullying d. Cyberbullying

3. Most bullying happens when other students are not around.  True  False

4. Most students don’t like it when they witness bullying.  True  False

5. Bullying does not cause any serious harm.  True  False

6. Being bullied can make it harder to do well in school.  True  False

7. Cyberbullying is the most common form of bullying.  True  False

8. If you’re being bullied, the best way to make the bullying stop is to fight back.  True  False

9. The best way you can help someone who is being bullied is to be their friend.  True  False

10. Standing up for someone who is being bullied doesn’t make the bullying stop.  True  False

ANSWER KEY: QUIZ ABOUT BULLYING Section Reference: 42 1. If students often hurt someone’s feelings by leaving them out of activities, this is: Answer: c. Social bullying

2. Which kind of bullying can reach someone even when they’re alone? Answer: d. Cyberbullying

3. Most bullying happens when other students are not around. Answer: False. Observational research in Canadian elementary schools has found that other students are present 85-88% of the time.

4. Most students don’t like it when they witness bullying. Answer: True A Canadian study found that 83% of students said bullying made them feel uncomfortable.

5. Bullying does not cause any serious harm. Answer: False Being bullied can cause headaches, stomach aches, low self-esteem, anxiety and depression.. Students who bully others often get into trouble and have difficulty forming good relationships. 6. Being bullied can make it harder to do well in school.

Answer: True When students are bullied their performance, attendance, and attitude toward school suffers. Canadian research has found specific effects on memory, math performance, and reading.

7. Cyberbullying is the most common form of bullying. Answer: False Although cyberbullying is a significant problem, it is less common than face-to-face bullying. In one recent Canadian study, verbal bullying was four times more common than cyberbullying.

8. If you’re being bullied, the best way to make the bullying stop is to fight back. Answer: False Fighting back often escalates the situation, making the bullying worse. Sometimes students who do this get blamed for the fight, and end up getting in trouble.

9. The best way you can help someone who is being bullied is to be their friend. Answer: True Students who have at least one friend are less likely to be bullied. Even if the friend doesn’t know how to make the bullying stop, providing comfort and someone to talk to helps.

10. Standing up for someone who is being bullied doesn’t make the bullying stop. Answer: False Canadian research has shown that if another student stands up for the student being bullied, the bullying will stop within 10 seconds more than half the time.

NAVIGATING RELATIONSHIPS STORYBOARD

The idea is to come up with comic book-style short stories of how characters can navigate a tricky relationship scenario while showing respect for each other. Using the photocopy master on the next page, create a new relationship scenario on a weekly, bi-weekly or monthly basis.

Draw the beginning of the scene in Box 1. Write what is happening in the Storyline Box and lead the class in brainstorming the rest of the storyboard. Students should play a pivotal role in helping the characters resolve a conflict or navigate a relationship issue. Students may require some guidance in using healthy and effective strategies, but try to let them direct the story itself. If students struggle to formulate coping strategies for the characters, have them ask themselves what they would want to see happen if they were the character. In this way, you are both teaching successful relationship strategies and the use of empathy in employing them.

It is not necessary to focus on bullying scenarios throughout the year, but in the weeks leading up to and during Bullying Awareness Week it might be a good idea to have students brainstorming effective strategies for coping with aggression in relationships. After you’ve completed the activity together as a class the first time, you may want to break up into smaller groups to complete the activity (with new scenarios) in the future.

Storyline:______1. ______

Storyline:______1. ______2. 3. ______

4. 5.

WORD SEARCH Instructions: Find the words in the word search that are listed in the box at the bottom of this page. Words can run forward, backward, up, down and diagonal.

C Y G B R B U P L J T I O G A

P Y H N N E U R V W V W N T P

O F B D I D P E Q N H I K C O

W W K E N L K O C A Y I X E L

E J H A R U T V R L P O E P O

R B T X Y B K T L T A S L S G

G S Z Y E Z U U A S I J C E I

S M R W R I B L S T I N Z R Z

W F V U H L Y E L B D O G C E

J Y H E A N R S Q Y P A U Q A

S E O I M T T E A S I N G X B

Q C C Y I U F P Y J A N S O Z

T O Z V M D Y S P J B K G U C

S V E R B A L B U L L Y I N G

R E D N A T S Y B R X C Y I T

WORDS TO LOOK FOR: APOLOGIZE CYBERBULLYING RESPECT TATTLING

ASSERTIVE POWER SOCIAL BULLYING TEASING BYSTANDER REPORTING STAND UP VERBAL BULLYING

WHAT’S UP WARTHOGS! CROSSWORD PUZZLE

Across 4. The theme of the webisode and this year’s Bullying Awareness Week. 5. Sending mean text messages about another person is an example of ______. 6. What exists between a person who bullies and the person being bullied? 7. What Charlie encourages Laney to do about the bullying she saw. 8. What Laney helps Charlie use to realize how the girl the text makes fun of must feel. 9. Laney oversaw a boy in her class using this type of bullying. Down 1. How Laney felt when she saw a nice boy in her class bullying another student. 2. What you can do if you’re too scared to talk to an adult by yourself. 3. What is the name of the week Erik and Victoria introduce?

ANSWER KEYS FOR ACTIVITIES

WORD SEARCH

CROSSWORD: WHAT’S UP, WARTHOGS! Across 4. STAND UP 5. CYBERBULLYING 6. POWER IMBALANCE 7. TALK TO AN ADULT 8. EMPATHY 9. VERBAL BULLYING

Down 1. CONFUSED 2. FIND A FRIEND 3. BULLYING AWARENESS WEEK

BULLYING PREVENTION CHECKLIST FOR STUDENTS When you see bullying happening in your community, don’t

stand by – Stand UP! Here are some ways you can react to bullying when you’re faced with it.

 Tell students who bully to please stop!

 Help students who bully, don’t hurt them – speaking out helps, but

bullying back hurts.  If it’s hard for you to stand up to bullying on your own, ask a friend to

do it with you.

 Talk to someone who can help: o An older student, your friends, parents, teacher, guidance

counselor, principal, coach or any adult you trust.

 Remember, reporting bullying to an adult is not tattling. Tattling is done just to get someone into trouble. Reporting is done to protect

yourself or someone else from physical or emotional harm.

 Walk away and get help to be part of the solution. If you stay and watch, you are part of the problem.  Stand up for students who are bullied – they can’t always do it themselves.

 Be their friend. It’s the best thing you can do for students who are

bullied.  Invite students who are bullied to hang out with you somewhere else.  Comfort students who are bullied. Let them know that what happened to them is not fair and they do not deserve it.

When you Stand UP! to bullying, you are helping to make your community a better and safer place. For more information, visit: www.prevnet.ca

CYBERBULLYING RESPONSE CHECKLIST FOR STUDENTS Here are some ways you can deal with cyberbullying if you find yourself in the situation.

DO YOU KNOW SOMEONE WHO IS BEING CYBERBULLIED?  Support them by reminding them they don’t deserve it.  Encourage them to tell an adult they trust.  Include them in fun activities to help take their mind off it.  Delete messages or pictures you receive that might hurt or embarrass someone.  Stand UP! Let others know it’s NOT OK. If you know who is doing the cyberbullying, ask them to stop.

ARE YOU BEING CYBERBULLIED?  Don’t reply by being mean yourself.  Remember it’s not your fault. You have the right to be treated with respect.  Save a copy or screenshot of mean messages or images, in case you need to report it later.  Talk to an adult you trust, like a parent or a teacher  Make a plan, with the help of a trusted adult and report the cyberbullying to the Internet Service Provider.  Follow your plan.

HAVE YOU BEEN CYBERBULLYING OTHERS?  Imagine yourself in the other person’s shoes.  Show courage by admitting what you did was wrong.  Start treating everyone with respect, both face-to-face and online.  Remove hurtful, embarrassing or threatening posts.  Apologize to anyone you have hurt.

When you Stand UP! to bullying, you are helping to make your community a better and safer place. For more information, visit: www.prevnet.ca 74

TEASING OR BULLYING? CHECKLIST Here’s a checklist you can use to help you decide if teasing is positive or might have turned into bullying:

It’s more likely to be positive teasing when …

 The people involved are friends  It’s fun for both people  It’s playful and friendly  Both people tease each other equally  The teasing stops if the person being teased seems upset or asks for the teasing to stop

It’s more likely to be bullying when …

 The people are not friends  It’s not fun for the person being teased  It’s mean, hurtful or embarrassing for the person being teased  One person usually does the teasing and the other person is always being teased  The teasing continues even if the person being teased is upset or asks for it to stop

When you Stand UP! to bullying, you are helping to make your community a better and safer place. For more information, visit: www.prevnet.ca

BULLYING PREVENTION TIP SHEET FOR TEACHERS Talk to your class about bullying early to prevent

incidents throughout the school year.

WHAT IS BULLYING?  Bullying is a relationship problem in which a person or group repeatedly uses power to cause distress to someone.  Bullying can be physical, verbal, or social. It can be carried out in person or using electronic devices like cell phones or social media. It is often directed at students who are different from the mainstream in some way – e.g., race, religion, sexual orientation, body type, or ability.

WHY IS BULLYING OF PARTICULAR CONCERN TO EDUCATORS?  If students are bullying others they are learning to use aggression to control and distress others. Unless they learn more constructive ways to use and share power they may carry this pattern on into adulthood.  If students are repeatedly bullied they become increasingly powerless and unable to defend themselves; they get trapped in the abusive situation.  Whether students are bullying or being bullied, they are at higher risk than other students for academic and health problems.

WHAT IS THE BEST WAY TO DEAL WITH BULLYING?  Because bullying is a relationship problem, it requires relationship solutions. Let students know that they don’t have to be friends with everyone, but they must respect everyone’s right to be safe and treated with dignity.  Be a positive role model: set an example of inclusiveness, respect and valuing students’ unique differences. Demonstrate concern and empathy for all students. Stand up for anyone who is bullied.  Do not tolerate oppressive slang, including racial slurs or insults based on sexual orientation.  Assign students to groups and teams to ensure that students who are vulnerable to bullying are with students who will support and stand up for them. Monitor consistently and intervene whenever bullying occurs.  Be proactive. Use opportunities like Bullying Awareness Week to start a discussion with your class about bullying often.  Listen to what students say and take it seriously. Recognize the courage it takes to report bullying, and remind students that telling an adult to get someone out of trouble is not the same as tattling.

For more information, visit: www.prevnet.ca

BULLYING PREVENTION TIP SHEET FOR PARENTS

It’s never too early to talk to your child about bullying.

WHAT IS BULLYING AND WHY SHOULD PARENTS BE CONCERNED ABOUT IT?  Bullying is a relationship problem in which a person or group repeatedly uses power to cause distress to someone. It requires relationship solutions.  Bullying can be physical, verbal, social, or electronic. Sometimes it focuses on racial, ethnic or religious differences, sexual issues or disabilities.  Children who are bullying others are learning to use power and aggression to control and distress others. This can lead to a pattern of continually difficult and unsatisfying relationships later in their lives.  Children who are repeatedly bullied become increasingly powerless and unable to defend themselves; they get trapped in the abusive situation.  When kids become involved in bullying, adults need to be involved to help them learn from their experiences.

HOW TO TALK TO YOUR CHILD ABOUT BULLYING  Be proactive. Start a discussion with your child about bullying and raise the topic often, especially during transitional periods like a change of school.  Listen to what children say about bullying and take it seriously.  Make it clear that you think bullying is wrong.  Let children know that you will help solve the problem, whether your child is bullying others, being bullied, or a bystander.

WHAT TO DO IF YOUR CHILD IS A BYSTANDER TO BULLYING  Encourage children to Stand UP! for kids who are being bullied.  Let them know there are many ways to Stand UP! for someone who is being bullied; they should choose a method they’re comfortable with.  Recognize the courage it takes to report bullying and be sure to let children know that telling is not the same as tattling.

WHAT TO DO IF YOUR CHILD IS INVOLVED IN BULLYING  Calm down and think before you take action. Respond caringly and let your child know you’ll help.  Keep a record of what happened and work with other adults to make a plan. Evaluate your success.

For more information, visit: www.prevnet.ca

BULLYING PREVENTION AND RELATIONSHIP PROMOTION RESOURCES WEBSITES

 Boys and Girls Clubs of Canada – http://www.bgccan.com o Stay Safe Online Youth Tip Sheet o Bullying: What you should know… What you can do. Information for families and adults on how to recognize signs and what to do (Can download or order the resources)

 Bullying.org Canada INC – http://www.bullying.org o Bullying.org and Family Channel pledge o Teaching and learning ideas o Resources include Myths and Fact, school surveys, cyberbullying information sheet, presentations, films, books and reviews. o Resources available in English and French

 Canadian Best Practices Portal (CBPP) – http://cbpp-pcpe.phac-aspc.gc.ca/~cbpp/public/ o The CBPP is an initiative of the Public Health Agency to promote the use of evidence- based programming in every area of public health. A resource for helping schools and community organizations choose an effective prevention or intervention program. o From the Home page, select Preventing Violence from the right-hand menu, Featured Topics. Scroll down the new page to find Related Programs/Interventions. The list of programs/interventions is organized according to age. Continue to scroll down until you find Middle Childhood 6 to 12 years; here you will find a list of evidence-based intervention programs.

 Canadian Centre for Child Protection – https://protectchildren.ca/app/en/overview o Links to resources that teach children and teenagers about internet safety and how to report cyberbullying. Some links include free lesson plans for teachers to download.

 Canadian Red Cross – http://www.redcross.ca o Offers a variety of violence prevention programs to schools and community groups across Canada, including rural and Northern locations. It’s RespectED: Violence & Abuse Prevention programs promote safe and supportive relationships and healthy communities through education and partnerships, including Beyond the Hurt, a program to prevent bullying and harassment o Includes programs in French, and programs (e.g., Walking the Prevention Circle) developed in partnership with Aboriginal communities

 Canadian Safe Schools Network – http://canadiansafeschools.com/ o Information on training sessions to become a certified “safe school” o Monthly blogs related to bullying and school safety, as well as tip sheets

 Canadian Teacher’s Federation – http://www.ctf-fce.ca o Links to relevant websites on cyberbullying for teachers and students o Articles that can be downloaded regarding electronic communication and how to deal with inappropriate communication between students

 Canadian Women's Foundation – http://www.canadianwomen.org o An overview of school-based healthy relationship training (“Healthy Relationships 101”) and other violence prevention resources

 CASEL: Collaborative for Academic, Social and Emotional Learning – http://casel.org o CASEL promotes social and emotional learning as an essential part of education. o From the Home page, select the heading, In Schools. Of particular interest is the section entitled Selecting Programs. This links to a downloadable version of the guide, Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning Programs that reviews 80 multiyear, sequenced social and emotional learning programs designed for use in the general education classroom.

 Egale Canada – http://egale.ca o Resource kits for schools which include equity and inclusive education resources, information on how to start a GSA in your school, a Safe Schools Kit, etc. o Kit requires a $100 sponsor donation

 Jer’s Vision: Canada’s Youth Diversity Initiative – www.jersvision.org o Through the International Day of Pink and other initiatives, Jer’s Vision works to stop bullying, discrimination, homophobia and transphobia in schools and youth communities in Canada. It conducts workshops, presentations, conferences and a variety of youth initiatives, to engage youth in celebrating diversity. o The International Day of Pink (www.dayofpink.org) is celebrated on the second Tuesday of April each year. This event is a useful opportunity to review and consolidate some of the learning that comes out of Bullying Awareness Week. As well, you can organize longer-term projects coming out of Bullying Awareness Week to be completed in time for the International Day of Pink. These projects can be put on display and/or celebrated by the school as part of the activities throughout the day. o Website includes guides on how to run an LGBTQ week, day of purple in schools etc. o LGBTQ curriculum resources for kindergarten-grade 8 o Posters and supplies to print off o Some of these resources are in French as well

 Kids Help Phone – http://org.kidshelpphone.ca/ o Materials available for order, including bullying/cyber bullying posters o Kid’s Site offers up-to-date information and free, anonymous, and confidential support from trained volunteers.

 Media Smarts – http://mediasmarts.ca/teacher-resources o Lessons and resources for teachers, including cyber bullying tip sheets, information about online privacy for youth, licensed resources, PD workshops, class tutorials

 MyHealth Magazine – http://www.myhealthmagazine.net o A broker of high-quality health information presented in a variety of interactive formats (e.g., info sheets, Q&As and quizzes) that can be customized to meet the individual needs of local schools and groups that subscribe to it. Magazine issues address a range of topics, such as nutrition, fitness, Internet safety, mental illness, bullying and substance use. o Offered in three formats for young people, educators and college students. o Offers workshops for teachers and students on bullying, harassment, and mental illness o On the Homepage, click on the link for educators in the Welcome to MyHealth Magazine introduction. Here you will find a wealth of easy-to-implement resources to integrate into your lesson plans and classroom environment.

 Peaceful Schools International – http://peacefulschoolsinternational.org/ o Free online curriculum resources, such as 50 Ideas for Bullying Awareness Week, Assessment Tool Kit for Bullying, Harassment & Peer Relations, Children’s Rights Teacher’s Guide, Time to Abolish War: Youth Manual, etc.

 The Quest for the Golden Rule (E-learning Program by Practi-Quest Corporation) – http://practiquest.com/ o An evidence based online learning tool, for children in grades 2 – 5 ; interaction with virtual characters in realistic bullying scenarios. The choose-your-own-adventure format for teaching children effective solutions for solving bullying problems. o On Practi-Quest’s Homepage, select the heading, Bullying Prevention. This will take you to The Quest for the Golden Rule’s webpage. From here you can watch a demonstration of the program, gain access to related research articles as well as sign up for a year’s worth of unlimited access. Note: There is a charge associated with this program.

 Respect In Sport – http://respectinsport.com o Online certificate program to train coaches, schools, etc. to recognize and prevent abuse, bullying, and harassment

 The Society for Safe and Caring Schools Committee – http://www1.sacsc.ca o Free elementary, junior high, and senior high lesson plans o Free bullying information booklets for all grades o Free tip sheets

 WITS – Walk Away, Ignore, Talk It Out, Seek Help – http://www.witsprogram.ca/ o The WITS Programs bring together schools, families and communities to help elementary school children deal with bullying and peer victimization. WITS has two components: the WITS Primary Program (Kindergarten – Grade 3) and the WITS LEADS Program (Grade 4 – 6). Almost all of the WITS Programs resources are available free-of- charge on their site, including the resource guide, lesson plans, training, videos, posters, pamphlets and more.

BOOKS Recommendations from PREVNet and WITS

FICTION FOR CHILDREN (GRADE 4 – 6) o Alexander, Jenny. (2006). Bullies, Bigmouths, and So-Called Friends. Hodder Children’s Books o Blume, Judy. (1974). Blubber. Macmillan Children’s Books o Bosch, Carl. (1998). Bully on the Bus. Parenting Press o Brown, Marc. (1998). Arthur’s April Fool. Little, Brown and Company o Clements, Andrew. (2007). Jake Drake, Bully Buster. Atheneum Books for Young Readers o Estes, Elenor. (1974). The Hundred Dresses. Harcourt Brace & Company o Hawley, Bobby. (2006). By Golly, Molly, You’re Right. PublishAmerica o Koss, Amy Goldman. (2002). The Girls. Puffin o Ludwig, Trudy. (2005). My Secret Bully. Tricycle Press o Ludwig, Trudy. (2006). Just Kidding. Tricycle Press o Madonna. (2003). Mr. Peabody’s Apples. Callaway o Madonna. (2003). The English Roses. Callaway o Morgan, Anna, & Turkienicz, Rachael. (2007). My Worst/Best Sleepover Party. Second Story Press o Moss, Peggy. (2004). Say Something. Tilbury House Publishers o Quinton-Brake, Marion. (2008). Uncle Joe and Sally it’s OK to be Different. Transcontinental Publishing o Romain, Trevor. (1997). Bullies are a Pain in the Brain. Free Spirit Publishing o Seskin, Steve, & Shamblin, Allen. (2002). Don’t Laugh at Me. Tricycle Press o Shreve, Susan. (1993). Joshua T. Bates Takes Charge. Alfred A. Knopf o Surat, Michele Maria. (1989). Angel Child, Dragon Child. Scholastic Books o Toews, Rita. (n.d.) The Bully: A Discussion and Activity Story. Available at http://www.thebullybook.com

NON-FICTION FOR CHILDREN (GRADE 5 – 6) o Cohen, Posey, Kate. (1995). How to Handle Bullies, Teasers and Other Meanies: A Book That Takes the Nuisance Out of Name-Calling and Other Nonsense. Highland Rainbow Books Inc. Sanders, Pete. (2004). Bullying: What do you know about it. Aladdin Books Ltd.

FILMS

Note: All films are produced by the National Film Board and can be ordered by calling 1-800-267-7710 or by visiting http://www.onf-nfb.gc.ca/eng/collection/. o “It’s A Girl’s World,” Classroom version (52 minutes), Produced by the National Film Board. (Grades 4 – 6). o “Glasses,” (23 minutes), Produced by the National Film Board. (Kindergarten – Grade 6) o “Learning Peace: A Big School with a Big Heart,” (57 minutes), Produced by the National Film Board. (Grades 5 – 6). o “Make the Change…Don’t Be a Bully,” (20 minutes), Produced by the National Film Board. (Grades 5 – 6).

Video Resources o Short stories and documentaries available as part of PREVNet’s educational videos. Organized by age-appropriateness. (Available at http://www.prevnet.ca/research-and-tools/videos)

REFERENCES

1. Bullying: Definitions. Prevnet/SAMHSA Fact Sheet. PREVNet and the U.S. Department of Health and Human Services (Substance Abuse and Mental Health Services Administration.) Downloaded from prevnet.ca/research/fact-sheets/bullying-definitions

2. Standing Senate Committee on Human Rights (2012). Cyberbullying hurts: Respect for rights in the digital age Ottawa: Government of Canada. http://www.parl.gc.ca/Content/SEN/Committee/411/ridr/rep/rep09dec12-e.pdf

3. prevnet.ca/bullying/cyber-bullying

4. Smith, P.K., Steffgen, G., & Sittichai, R. (2013). The nature of cyberbullying and an international network In P.K. Smith & G. Steffgen (Eds.) Cyberbullying through the new media (pp.3-20).Hove, U.K.: Psychology Press.

5. Cappadocia, M., Craig, W. M., & Pepler, D. (2013). Cyberbullying: Prevalence, stability, and risk factors during adolescence. Canadian Journal Of School Psychology, 28(2), 171-192.

6. Cassidy, W., Faucher, C., & Jackson, M. (2013). Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice. School Psychology International, 34(6), 575-612.

7. Sabella, R.A., Patchin, J.W., & Hinduja, S. (2013). Cyberbullying myths and realities. Computers in Human Behaviour, 29, 2703-711.

8. Bonnano, R.A. & Hymel, S. (2013). Cyber bullying and internalizing difficulties: Above and beyond the impact of traditional forms of bullying, Journal of Youth and Adolescence, 42, 685-697.

9. Tokunaga, R.S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277-287.

10. Mishna, Saini, & Solomon. (2009). Ongoing and online: Children and youth’s perceptions of cyber bullying. Children and Youth Services Review, 31, 1222-1228.

11. Slonje, R., Smith, P.K., & Frisén, A. (2012). Processes of cyberbullying, and feelings of remorse by bullies: A pilot study. European Journal of Developmental Psychology, 49, 244-259.

12. Peers and bullying. Prevnet /SAMHSA Fact Sheet. PREVNet and the U.S. Department of Health and Human Services (Substance Abuse and Mental Health Services Administration. Downloaded from prevnet.ca/research/fact-sheets/bullying-definitionsprevnet.ca/bullying/facts-and-solutions

13. Charach, A., Pepler, D., & Ziegler, S. (1995).Bullying at school. Education Canada, 37, 12-18.

14. More recent studies have been done in other countries, and report similar findings: Jeffrey, L. R., Miller, D., & Linn, M. (2001). Middle school bullying as a context for the development of passive observers to the victimization of others. Journal of Emotional Abuse, 2, 143-156.

Gini, G., Pozzoli, T., Borghi, F., & Franzoni, L. (2008). The role of bystanders in students' perception of bullying and sense of safety. Journal of School Psychology, 46(6), 617-638.

15. prevnet.ca/bullying/facts-and-solutions

16. Konishi, C., Hymel, S., Zumbo, B.D., & Li, Z. (2010). Do school bullying and student-teacher relationships matter for academic achievement? A multilevel analysis. Canadian Journal of School Psychology,25, 19-39.

17. Vaillancourt, T., Duku, E., Becker, S., Schmidt, L.A., Nicol, J., Muir, C., & McMillan, H. (2011). Peer victimization, depressive symptoms, and high salivary cortisol predict poorer memory in children. Brain and Cognition, 77,191-199.

18. Molcha, M. (2012) Bullying. In C. Currie et al. (Eds.) Social determinants of health and well-being among young people: Health behaviour in school-aged children (HBSC) study – International report from the 2009-2010 survey. (pp. 191-201) Copenhagen: World Health Organization.

19. Craig, W. & Edge, H.M. (2008). Bullying and fighting. In W.F. Boyce, M.A. King, & J. Roche (Eds.), Healthy settings for young people in Canada (pp. 91-104). Ottawa: Public Health Agency of Canada

20. Arseneault, L. L., Bowes, L. L., & Shakoor, S. S. (2010). Bullying victimization in youths and mental health problems: 'Much ado about nothing?. Psychological Medicine, 40(5), 717-729.

21. Idsoe, T., Dyregrov, A., & Idsoe, E. (2012). Bullying and PTSD symptoms. Journal of Abnormal Child Psychology, 40(6), 901-911.

22. Adapted from Orpinas, P., & Horne, A.M. (2006). Bullying prevention: Creating a positive school climate and developing social competence (p. 238). Washington DC: American Psychological Association.

23. Dumouchel, P. (n.d.). How to write a Code of Conduct for your class. Retrieved from http://www.ehow.com/how_2024000_write-code-conduct-class.html

24. Building Social and Emotional Skills in Elementary Students: Empathy (2013). Edutopia. Retrieved from http://www.edutopia.org/blog/project-happiness-empathy-randy-taran

25. Bullying.org. (n.d.). Bullying is a community issue day.

26. Bell, K. (2005). Teacher’s Guide for grades 4 to 6: Addressing bullying from the bystander’s point of view. Toronto: The Family Channel, Inc.

27. Bullying.org. (n.d.).

28. The Tip Sheet on Teasing is an updated version of the document available at www.prevnet.ca. Research for the updates includes the following two sources:

Hymel, S., Av-Gay, H., & Darwich, L. (2009). Schoolyard humour: Funny how it hurts. In W. Craig, D. Pepler, & J. Cummings (Eds.) Rise up for respectful relationships: Prevent bullying. (pp. 19-36). PREVNet Series Vol. 2. Ottawa: National Printers.

Shute, R., Owens, L., & Slee, P. (2008). Everyday victimization of adolescent girls by boys: Sexual harassment, bullying or aggression? Sex Roles, 58(7-8), 477-489.

29. The Tip Sheet on Cyberbullying is adapted from the PREVNet tip sheet on cyberbullying for teens, availble at www.prevnet.ca

30. Other information for this tip sheet was drawn from : Craig, W., Pepler, D., & Cummings, J. (2013). Bullying prevention: What parents need to know. Tucson AZ: Quickfind Books.

31. Taylor, C. & Peter, T., with McMinn, T.L., Schachter, K., Beldom, S., Ferry, A., Gross, Z., & Paquin, S. (2011). Every class in every school: The first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Final report. Toronto, ON: Egale Canada Human Rights Trust. Retrieved from http://archive.egale.ca/EgaleFinalReport-web.pdf

32. American Psychological Association. (2011). Definition of terms: Sex, gender, gender identity, sexual orientation. Retrieved from http://www.apa.org/pi/lgbt/resources/sexuality-definitions.pdf

33. CTF Handbook, 2012-13, Policy on Anti-Homophobia and Anti-Heterosexism, pp. 62-65. Ottawa ON: Canadian Teachers’ Federation.

34. Personal Communication, Dr. Catherine Taylor, June 2014.

35. See Taylor et al, above.

36. Cummings, J. G., Pepler, D. J., Mishna, F., & Craig, W. M. (2006). Bullying and victimization among students with exceptionalities. Exceptionality Education Canada, 16, 193-222.

37. Froese-Germain, B., Riel, R., & McGahey, B. (2012). Class size and student diversity: Two sides of the same coin. Perspectives (6), February 8. Retrieved from http://www.ctf- fce.ca/priorities/default.aspx?ArtID=1938&lang=EN&year=2012&index_id=65551

38. Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial And Special Education, 32(2), 114-130.

39. Blake, J.J., Lund, E.M., Zhou, Q., Oi-man, K., & Benz, M.R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210- 222.

40. Estell, D. B., Farmer, T. W., Irvin, M. J., Crowther, A., Akos, P., & Boudah, D. J. (2009). Students with exceptionalities and the peer group context of bullying and victimization in late elementary school. Journal Of Child And Family Studies, 18(2), 136-150.

41. Peters, M., & Bain, S. K. (2011). Bullying and victimization rates among gifted and high-achieving students. Journal For The Education Of The Gifted, 34(4), 624-643.

42. The facts in the answer key for Quiz About Bullying are found on p. 5-11 with academic sources cited in the References section.