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AUTHOR Lumsden, Linda TITLE Preventing . ERIC Digest. INSTI TUTI ON ERIC Clearinghouse on Educational Management, Eugene, OR. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO EDO-EA-02-02 PUB DATE 2002-03-00 NOTE 4p.; Digest number 155. CONTRACT ED-99-CO-0011 AVAILABLE FROM ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334;Web site: http://eric.uoregon.edu. For full text: http://eric.uoregon.edu/publications/digests/index.html. PUB TYPE ERIC Publications (071) -- ERIC Digests in Full Text (073) EDRS PRICE MFO~/PCO~Plus Postage. DESCRIPTORS Academic Achievement; Antisocial Behavior; *Bullying; Elementary Secondary Education; Group Dynamics; *Intervention; Peer Acceptance; Peer Influence; Peer Mediation; *Prevention; *School Responsibility; Violence IDENTIFIERS *ERIC Digests

ABSTRACT Students who are the target of bullying episodes commonly suffer serious, long-term academic, physical, and emotional consequences. Unfortunately, school personnel often minimize, underestimate, tolerate, or ignore the extent of bullying and the harm it can cause. This digest examines the problem of bullying and some of its effects, and discusses preventive steps schools and states are taking. Bullying occurs when a person willfully and repeatedly exercises power over another with hostile or malicious intent. It can be physical or psychological in form. In a survey of more than 15,000 sixth through tenth graders, 30 percent reported bullying others, being targets, or both. Everyday approximately 160,000 students stay home from school out of fear of being bullied. Victims often have difficulty concentrating on schoolwork, show low performance, and have relatively high rates of absenteeism. Psychological symptoms of victims include anxiety, , and low self-esteem. To counteract bullying, schools can distribute a written anti-bullying policy to everyone in the school community and apply the policy consistently and fairly. Positive socialization and anger-management skills can be taught. An anti-bullying culture can be developed among peers. Some states are beginning to require schools to adopt anti-bullying policies. (Contains 17 references.) (RT)

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Preventing Bullying By Linda Lumsden

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private schoolsinthe U.S., “3Opercentof dropout rates. According to Nansel and col- Preventing Bullying the students reportedbullying others, being leagues(200 I), “youth who are bulliedgen- By Linda Lumsden the target ofbullies, orboth”(Bowman erally show higher levels ofinsecurity, 2001). The information, gatheredin 1998 as anxiety, depression, loneliness,unhappi- part ofthe World Health Organization’s ness, physical andmental symptoms, and chool is supposed to be a place Health Behavior in School-Aged Children low self-esteem.” When students are bullied where students feel safe and Survey andreleasedin April 2001, is “the on aregular basis, they may become de- secure and where they can count first nationally representativeresearch on pressed and despondent, even suicidal or on being treated with respect. The the frequency ofbullying among students in homicidal. As areport bytheNational As- reality,S however, is that a significant the United States” (Bowman). sociation of Attorneys General notes, bully- number of students are the target of Although the World Health ing “is aprecursor to physical violence by bullying episodes that result in serious, Organization’s survey queriedonly stu- its perpetrator sandcantriggerviolencein long-term academic, physical, and dents in grades 6 through 10, younger stu- itsvictims.” emotional consequences. Unfortunately, dents are also victims ofbullying. In a The psychological scars left by bully- school personnel often minimize or study of fourth- through eighth-graders, ing often endure for years. Evidence indi- underestimate the extent of bullying and the about 15percent reported being severely cates that “the feelings ofisolation and the harm it can cause. In many cases, bullying distressed by bullying and22 percentre- loss ofself-esteem that victims experience is tolerated or ignored (Barone 1997; ported academicdifficulties stemming from seem to last into adulthood” (Clarke and Colvin and others 1998). mistreatment by peers (HooverandOliver Kiselica 1997). Studies have founda higher When teachers and administrators fail 1996). level ofdepression and lower self-esteem to intervene,some victimsultimatelytake In an average elementary school class- among formerly bulliedindividuals at age things into their own hands, often with room, two orthree students are consistently twenty-three, even though as adults these grievousresults. In its recent analysis of37 afraidwhile at school (Gamty and others individuals were no more harassed or so- school shootingincidents, the U.S. Secret 1996). Many avoid public areas ofthe cially isolatedthan acontrol group (Nansel Service learnedthat amajority ofthe shoot- school such as the cafeteria andrestrooms andothers). ers had suffered “bullying and in an attempt to elude bullies. For some stu- that was longstandingandsevere”(U.S. dents, the fear is so great that they avoid Secret ServiceNational Threat Assessment school altogether.Every day approximately What Can Schools Do To Center2000). 160,000 students stay home from school Counteract Bullying? This Digest examines the problem of because they are afraidofbeing bullied According to Froschl and Gropper bullying and some ofits effects, discusses (Vaill999). (1999), awrittenanti-bullyingpolicydis- steps schools are taking, looks at ways tributed to everyone in the school commu- peers can discourage bullying, andidenti- nity can help to sendthemessagethatbully- fies other strategies that are being pursued. What Is the Impact of Bullying ing incidentswill be taken seriously. Of on Targeted Students? course, to be effective, the policy must have What Is Bullying and How Bullying can have devastating effects the support of school staff, and it must be Prevalent Is the Problem? on victims. As one middle-school student fairly and consistently applied. expressedit, “There is anotherkindofvio- It is helpful for administrators to have Bullying occurs when a person will- lence, and that is violence by talking. It can accurate dataabout thenatureandextent of fully andrepeatedly exercises power over leave you hurtingmore than a cut with a thebullyingproblem intheir school. One another with hostile or malicious intent. A knife. It canleave youbruisedinside” (Na- way ofgettingahandleontheincidence of wide range ofphysical or verbal behaviors tional Association ofAttorneys General bullying is to distribute surveys to students, ofan aggressive or antisocial nature are en- 2000). school personnel, and parents (Colvin and compassed by the term bullying. These in- Students who are targeted by bullies others). Ifbaseline data are collected, school clude “insulting,, abusing verbally often have difficulty concentratingon their personnel will bebetter able tojudge and physically,threatening, humiliating,ha- school work and their academic perfor- whether any subsequent changes are actu- rassing, andmobbing”(Co1vin and others). mance tends to be “marginal to poor” allymakinga difference. Bullying may also assume less direct forms (Ballardandothers 1999).Typically, bul- , director ofthe LaMarsh (sometimesreferredto as “psychological lied students feel anxious, andthis anxiety Centre for Research onviolence and Con- bullying”) such as gossiping, spreading ru- may in turn produce a variety ofphysical or flict Resolution at York University in mors, and shunning or exclusion emotionalailments. Tornoto, suggests mapping a school’s “hot (O’Connell andothers 1999). As noted above, rates of absenteeism spots” for bullying incidents (Ruth Walker In arecent survey ofmore than 15,000 are higher among victimized students than 2001). Once problematic locationshave sixth- through tenth-graders at public and rates among theirnon-bulliedpeers, as are been pinpointed through survey responses ora review ofdisciplinary records, supervi- opportunity for self-reflection andawaken- tile conditions are created for students to de- sion can be concentratedwhere it is most ing feelings ofresponsibility, androle-play- velop agreater sense ofconnection to their needed. ing or rehearsing new behaviors. peers and for seeds ofrespect and accep- Barone also points out that providing To discourage peers from actingas an tance togrow. better supervision isnot necessarily costly. “audience”t0 bullying behavior, Seeds Uni- For example, principals can ask teachers to versity Elementary School (UES)inLos stand in the doorways oftheir classrooms Angeles has apolicy ofsending bystanders Resources Ballard, Mary; Tucky Argus; and Theodore during passing time so that the halls are as well as bullies for after-school mediation. P. Remle Jr. “Bull ing and School Vio- well supervised. Students andtheir parents sign contracts at lence: A proposed Jevention Pro ram.” To achieve permanent changes in how the beginning ofthe school year acknowl- NASSP Bulletin (May 1993: 38-65. Barone, Frank J. “Bullyng I?, chool: It students interact, Colvin andothers recom- edging they understandit is unacceptable to Doesn’t Have to Hap en Phi Delta mendnot only deliveringnegative conse- ridicule, taunt, or attempt to hurt other stu- Ka pan (September p997): 80-82. EA quences to those who bully, but teaching dents (Labi). Ifan incident occurs, it is used 539 807. Bowman, Darcia Hams. “Survey of Students positive behaviorthrough modeling, coach- as a “teachable moment,” an opportunity to Documents the Extent of Bullying.” Edu- ing, prompting, praise, and other forms of educate students about alternate ways ofre- cation Week on the Web May 2, 2001). reinforcement. Similarly, Ballard and others solving similar situations in the fiture (UES Clarke,,E. A,, and,M. S. Kiseiica. “A S s temic Counselin A proach to the $rob- encourage schoolsto take a proactive stance Bridge2001). lem of Bullying! ELmentary School by implementingprograms that teach stu- Teaching respect andnonviolence Guidance and Counseling 3 1 (1 997): dents “social skills, conflict resolution, an- shouldstart inelementary school. Some 3 10-24. Colvin, G.; T. Tobin; K. Beard; S. Ha an. germanagement, and character education.” suggest that nonviolence training conducted and J. Spra ue, J. “The School Buiy: ’As- Dorothy Espelage, an assistant profes- by older peers can be particularly powerful sessing thekoblem, Develo in Inter- sor at the University of Illinois who coau- because, as one high school student put it, ventions and Future Researct dire,- tions.” journal o Behavioral Education thored a study on bullies, says, “We need to younger students “don’t look up to old 8, 3 1998): 29l319. change the climate so that most kids feel it’s people; they lookup to teenagers” (National Gamty t..; K. Jens; W. Porter; N. Sa er’ and inappropriate to tease and harass” (Labi Association of Attorneys General). C. Short-Camilli. Bully-Proofin fodr A survey administered by Naylor and School. Longmont, Colorado: gopris 2001). Similarly, one IS-year-oldgirl said, West. 1996. “I don’t know how you do this, but we Cowie (1 999) found positive effects of Hoover, J. H.; and R. Oliver. The Bullying. needtomake acceptance cool”(National peer-support systems designedto challenge Prevention Handbook: A Guide for Prrn- bullying. Students accessing support, of- ci als, Teachers, and Counselors. Association of Attorneys General). Bfoomington, Indiana: National Educa- At Central York Middle School in fered in the form ofmentoring, befriending, tion Service, 1996. Pennsylvania, all students sign anti-teasing mediation, andcounseling, as well as their Labi, Nadya. “Let Bullies Beware.” Time online, March 25, 2001. pledges and are taught how to appropriately peers who provided the support, both de- Nansel Ton’a R ; Mary Overpeck. Ramani manager their anger. Sincethi s practices rived benefits. S. €ha; b. June Ruan; Bruce kimons- was started, the school reports a reduction Morton; and Peter Scheidt. “Bullying Be- in fistfights. At Laurel Elementary in Fort haviors Among US. Youth: Prevalence What Else Can Be Done? and Association with Psychosocial Ad- Collins, Colorado, studentsundergo “Be justment.” Journal ofthe American Medi- Coo1”training in which counselors present Some states are beginning to require cal Association 286 16 (Apnl 25, 2001). schools to adopt anti-bullying policies. National Association ot’ Attorne s General. them with provocative situations and help Bruised Inside: What Our Clildren Say them recognize the difference between a Colorado, New Hampshire, and West Vir- About Youth Violence, What Chauses It, ’ “hot response” and a “cool response” ginia recently passed legislation that mqkes and What We Should Do About It. Au- it mandatory for schools to have anti-bully- thor, 2000. (Labi). Naylor, Paul, and Helen Cowie “The Effec- ing policies. Massachusetts has allocated tiveness of Peer Su port S stems in Chal- one million dollars to “bully-proof’ its lenging School Buiying: ‘$he Perspec- How Can Peers Discourage schools. tives and Experiences of Teachers and Pupils.” Journal o Adolescence 22 4 Bullying? Students who bully often needinten- &August 1999): 467-79. EJ 609 413. O’Connell and others (1 999) assert sive support or intervention so it is impor- 0’ onnell Paul; Debra Pepler, and Wendy tant for schoolsand social service agencies Crai “Peer Involvement in Bullying: that “peers may actively or passively rein- Insi$ts and Challenges for Interven- force the aggressive behaviors ofbullies to work together. Perpetrators are fre- tion. ’ Journal of Adolescence 22 (1999): throughtheir attentionandengagement... . quently from “hostile family environments” 437-52. (Ballardandothers). They may bevictims Salmivalli, Christina. “Particpant Role Ap- Peer presence is positivelyrelatedto the rhto : Implications persistence ofbullying episodes.” Similarly, of acts of aggression at home, or witness or Interventions.” Journal ofddoles- psychologist Peter Fonagy says, “The aggression among other familymembers. cence 22 (1999): 453-59. Parents can play a role in reducing bul- “Building Pathways to Safer Schools.” UES whole drama is supported by the bystander. Bridge (Spring 2001). The theatercan’t take place ifthere’snoau- lying. William Pollack, a psychologist, U.S. Secret ervice National Threat Assess- dience”(Labi 2001). says, “Research shows that the success of ment Center. Safe School Initiative: An any program is 60%grounded in whether Interim Re orf on the Prevention,ofTar- According to Salmivall(1999), bully- gted VioI&ce in Schools. Washington, ing is increasingly viewed as a“group phe- the same kinds of approaches are used at .C.: Author October 2000. nomenon” and intervention approaches home”(Labi). When both parent sand Vail, Kathleen. “bords that Wound.” Ameri- schoolstake an anti-bullying stance, the can School Board Journal (September shouldbe directed toward witnesses as well 1999k 37.-$0. as direct participants. Salmivall encourages message may be more apt to be heeded. Walker, uth To Stop Bullying, Involve the development ofanti-bullying attitudes Ifeveryone works together to discour- the Whole School.’ Christian Science among peers through awareness-raising, the age bullying and respond to incidents, fer- Monitor (March 13, 2001): 19.

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