Special Report
Harassment/Bullying in Public Schools December, 2008
This Special Report presents the Office of Education Ombudsman’s research and findings regarding the issue of bullying which affects a great number of elementary and secondary students in rural and urban schools across the state. This paper concludes with recommendations for future efforts by the state and by schools to improve our system and the effectiveness of the state anti-bullying policy.
Background
What is harassment/bullying? Harassment is a repeated negative behavior that takes advantage of a less powerful person. The negative behavior may involve physical violence, name-calling, shunning, shaming, threatening, and/or cyber-bullying.
Bullying in Washington Public Schools
Statewide data indicates that student-to-student harassment (commonly called bullying) in schools has not declined significantly in Washington public schools since 2002 and national statistics have consistently paralleled our state numbers. In 2006, the Washington Healthy Youth Survey reported that:
. 31.6 percent of 6th graders reported being bullied in the last 30 days.
. 27.2 percent of 8th graders reported being bullied in the last 30 days.
. 23.3 percent of 10th graders reported being bullied in the last 30 days.
. 15.6 percent of 12th graders reported being bullied in the last 30 days.
No state agency is funded consistently to assist districts, students and parents to address bullying nor are schools provided state funds specifically for anti-bullying activities.1
Consequences of Bullying
Bullying must be taken seriously. When bullying incidents occur in schools they interfere with student learning and academic performance declines for students involved and may result in further disruptions to the education process due to suspensions and expulsions. The process can also be difficult or costly for school staff and it can tie up school staff and financial resources.
Bullying is destructive to children. Bullying victims can suffer negative physical effects that may last a lifetime. Victims may contemplate or attempt suicide and become at risk of using drugs and alcohol.
Bullying victims report feeling lonely in school or angry at the school and student body and are frequently absent or drop out of school early. They are more likely to commit acts of violence. Roughly two-thirds of
1 Bullying in Washington Schools” By Social and Economic Sciences Research Center, WSU, September, 2008 Kyra Kester and Candiya Mann.
1 school shooters had “felt persecuted, bullied, threatened, attacked, or injured by others…” 2 Ten percent of students who drop out of school do so because of repeated bullying.3 Frequent bullying targets include vulnerable youth with disabilities and/or students of color.
Bullies
Students who bully are already abusing power at a young age and are more likely to engage in criminal behavior as adults. They are at risk of alcohol and drug abuse. Bullies identified by age eight are six times more likely to be convicted of a crime by age 24 and five times more likely than non-bullies, to end up with serious criminal records by age 30.4
What OEO Numbers Show
The Office of the Education Ombudsman (OEO) brings school staff, parents and students together to resolve conflict that impacts student academic success. In the last 2 years, student-to-student bullying/harassment has been the second most frequent conflict issue that OEO Ombudsmen have intervened in. Parents or students typically contact OEO when they feel that the school or school district has not responded or responded inappropriately to their concerns or reports about repeated bullying incidents.
In the 2007-2008 school year, 28% of all Ombudsmen interventions involved student bullying or harassment and bullying was part of 21% of Special Education cases.
Reported reasons for student-to-student bullying
Social mistakes/social shortcomings 41% Special education or disabilities 29% Social class, friendships 10% Gender/Sexual Identity 8% Race 7% Religion 2% Multiple issues 3% Verbal harassment 88% Physical harassment 12%
Why parents and students contact OEO
1. Lack of school response to bullying concern 61% This includes: - School personnel did not return phone call. - School staff chose to not investigate. - School staff did not take any action. - School staff did not listen to full story.
2. Disagreement with school response 19% This includes: - The type or length of discipline for the perpetrator was insufficient. - Discipline of victim was inappropriate. - Safety of victim not ensured. - Victim made to have face-to-face with the bully.
3. Parents and students seeking information about how to report bullying incidents to school officials 20%
2 Bowman, D.H. (2001, May 2), Survey of student documents the extent of bullying. Education Week, 20(33). 3 Weinhold and Weinhold, (1998). Conflict Resolution: The Partnership Way in Schools. Counseling and Human Development, 30(7),
4 Maine Project Against Bullying, 2000 2 OEO Findings
The Anti-Harassment, Intimidation and Bullying Act of 2002 mandates that every local school board in Washington, develops policy that bans harassment, intimidation, and bullying in school buildings. Each school district must make their policy known to parents, students, volunteers and school employees.
In the course of the Ombudsman work, from data collected, and from discussions with parents, teachers and administrators, OEO has found that:
o Not all school districts in the state have written policy on Harassment/Bullying and when they do, it doesn’t include a prevention plan, definitions, reporting procedures, discipline action steps, staff training or plans to partner with families.
o There is a lack of uniformity in response, approach and resolution of bullying harassment cases among school buildings --sometimes within the same school district.
o School staff does not always include parents and students in the discussions about bullying cases and in the resulting school disciplinary actions.
o Parents are unclear how and when to report harassment/bullying. Some parents may not feel safe in making a report. They have fear of school repercussion.
o Students may not feel safe in making a report due to personal safety and repercussion concerns.
o School staff are unclear how and when to report harassment/bullying.
o Definitions of harassment/bullying are not clear to staff, parents or students.
o The different ways that school districts handle bullying cases sometimes make things worse. Incidents reported to OEO include school officials placing the victim and bully face-to-face, not offering services to the bully, and punishing the victim. Victim consequences are sometimes equal to perpetrator consequences.
o Many parents believe that their concern about the safety of their children is not a priority to school staff.
Recommendations from the Office of Education Ombudsman
OEO recommends:
. Improving the state’s Anti-Harassment, Intimidation and Bullying Act of 2002 to require that school district policies include prevention measures, reporting and conflict resolution procedures, staff development and student training programs.
. Training programs for parents in how to prevent and intervene in bullying situations and how to partner with school officials.
. School-community partnerships to provide support systems for students and families involved in bullying situations.
. The development of a state school-family partnerships policy that delineates how schools and families should partner to support student academic achievement and safe environments that are conducive to learning.
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References
1. “Bullying in Washington Schools” By Social and Economic Sciences Research Center, WSU, September, 2008. Kyra Kester and Candiya Mann.
2. “Bullying at School - What a Family Can Do” pamphlet produced by the Governor’s Office of the Education Ombudsman.
3. State of Washington Human Rights Commission Letter dated April 27, 2007 and “Self-Assessment Checklist for Compliance and Suggested Best Practices”. www.hum.wa.gov
4. “Relationships Between Bullying and Violence Among U.S. Youth,” by Tanja R. Nansel et al. Archives of Pediatrics and Adolescent Medicine. 157 (2003).
5. “Survey of student documents the extent of bullying.” Bowman, D.H. (2001, May 2) Education Week, 20(33)11.
Resources
1. The Governor’s Office of the Education Ombudsman. www.waparentslearn.org
2. Office of Superintendent of Public Instruction, Washington State School Safety Center. Model policies and procedures. www.k12.wa.us/safetycenter/harassmentbullying
3. Stop Bullying Now, US Department of Health Resources and Services Administration. www.stopbullyingnow.hrsa.gov
4. “Bully Proofing Your School” by Jens, Garrity, Sager. Porter and Short-Camille 2000.
5. Ophelia Project www.opheliaproject.org
6. Hazelden www.hazelden.org
7. “Cyberbullying Fact Sheet” Sameer Hinduja and Justin Patchin www.cyberbullying.us
8. Stop School Bullying www.kzoo.edu/psych/stopbullying/
Report prepared by Steve Zuber, Ombudsman Governor’s Office of the Education Ombudsman [email protected]
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