Harassment, Intimidation, Bullying
Definition
HIB means any gesture, any written, verbal or physical act, or any electronic communication, whether it be a single incident or a series of incidents, that:
Is reasonably perceived as being motivated either by an actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability, or by any other distinguishing characteristic
Takes place on school property, at any school-sponsored function, or on a school bus; or off school grounds, as provided for in N.J.S.A. 18A:37-15.3
Substantially disrupts or interferes with the orderly operation of the school or the rights of other students; and that
A reasonable person should know, under the circumstances, will have the effect of physically or emotionally harming a student or damaging the student’s property, or placing a student in reasonable fear of physical or emotional harm to his person or damage to his property; or
Has the effect of insulting or demeaning any student or group of students; or
Creates a hostile educational environment for the student by interfering with a student’s education or by severely or pervasively causing physical or emotional harm to the student.
Is reasonably perceived as being motivated either by an actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability, or by any other distinguishing characteristic
Takes place on school property, at any school-sponsored function, or on a school bus; or off school grounds, as provided for in N.J.S.A. 18A:37-15.3
Substantially disrupts or interferes with the orderly operation of the school or the rights of other students; and that
A reasonable person should know, under the circumstances, will have the effect of physically or emotionally harming a student or damaging the student’s property, or placing a student in reasonable fear of physical or emotional harm to his person or damage to his property; or
Has the effect of insulting or demeaning any student or group of students; or
Creates a hostile educational environment for the student by interfering with a student’s education or by severely or pervasively causing physical or emotional harm to the student.
Seriousness of the Bullying Problem
As documented in the Commissioner’s Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools (July 1, 2008 to June 30, 2009), bullying generally begins in the elementary grades, peaks in grades six through eight, and persists, with decreasing frequency, throughout high school. Some statistics on bullying follow (Ericson, 2001):
30% of students in grades six through ten in the United States are involved in moderate or frequent bullying either as bullies, as victims, or as both.
1 out of 5 youth admit to being a bully or doing some bullying.
43% of the students surveyed fear harassment in the bathroom at school.
In a recent survey, 77% of the students said they had been bullied and 14% said they experienced severe (bad) reactions to the abuse.
8% of students miss 1 day of class per month for fear of bullies.
Every 7 minutes a child is bullied on the playground, 4% of the time there is adult intervention; 11% of the time there is peer intervention; and 85% of the time there is no intervention.
30% of students in grades six through ten in the United States are involved in moderate or frequent bullying either as bullies, as victims, or as both.
1 out of 5 youth admit to being a bully or doing some bullying.
43% of the students surveyed fear harassment in the bathroom at school.
In a recent survey, 77% of the students said they had been bullied and 14% said they experienced severe (bad) reactions to the abuse.
8% of students miss 1 day of class per month for fear of bullies.
Every 7 minutes a child is bullied on the playground, 4% of the time there is adult intervention; 11% of the time there is peer intervention; and 85% of the time there is no intervention.
Conflict vs. Bullying
Bullying is not a phase young people must endure or outgrow. Bullying is not a conflict between students or among groups of students. Conflict is a mutually competitive or opposing action or engagement, including a disagreement, an argument or a fight which is a normal part of human development. Bullying is one-sided, where one or more students are victims of one or more person’s aggression, which is intended to physically or emotionally hurt the victim(s). There generally are four types of bullying behaviors. These behaviors and some examples are identified below:
Verbal – Includes taunting, name calling, malicious teasing or making threats (U.S. Department of Justice, 2001);
Psychological – Includes spreading rumors, purposefully excluding people from activities, breaking up friendships (U.S. Department of Justice, 2001);
Physical – Includes hitting, punching, shoving, spitting or taking personal belongings (U.S. Department of Justice, 2001); and
Cyberbullying – Includes using the Internet, mobile phone or other digital technologies to harm others. (DuPage County Anti-Bullying Model Policy and Best Practices, 2011).
Verbal – Includes taunting, name calling, malicious teasing or making threats (U.S. Department of Justice, 2001);
Psychological – Includes spreading rumors, purposefully excluding people from activities, breaking up friendships (U.S. Department of Justice, 2001);
Physical – Includes hitting, punching, shoving, spitting or taking personal belongings (U.S. Department of Justice, 2001); and
Cyberbullying – Includes using the Internet, mobile phone or other digital technologies to harm others. (DuPage County Anti-Bullying Model Policy and Best Practices, 2011).
Effects of Bullying Behaviors on Students
Serious psychological and behavioral effects manifested in low self-esteem, anxiety, depression, suicide, violence and criminal behavior;
Physical problems such as headaches, dizziness and stomachaches; or
Poor grades (Olweus, 1994).
Physical problems such as headaches, dizziness and stomachaches; or
Poor grades (Olweus, 1994).
How Bullying Disrupts the Learning Environment
Student achievement suffers among the bullied and those who engage in bullying (http://www.stopbullying.gov);
Student absenteeism increases. In a national survey, 30% of lesbian, gay, bi-sexual and transgender (LGBT) students reported missing at least one day of school in the past month compared to 8.0% for the general student population (GLSEN, 2009);
Teacher morale declines when social dynamics in the classroom interfere with instruction and discipline and contribute to increased employee absences (http://www.stopbullying.gov);
Adult-student relationships suffer. Students who witness bullying can become fearful and develop the belief that the adults are not in control or are uncaring (http://www.stopbullying.gov);
Parent confidence and trust in the school erodes when students experience bullying or are accused of bullying others (http://www.stopbullying.gov).
Student absenteeism increases. In a national survey, 30% of lesbian, gay, bi-sexual and transgender (LGBT) students reported missing at least one day of school in the past month compared to 8.0% for the general student population (GLSEN, 2009);
Teacher morale declines when social dynamics in the classroom interfere with instruction and discipline and contribute to increased employee absences (http://www.stopbullying.gov);
Adult-student relationships suffer. Students who witness bullying can become fearful and develop the belief that the adults are not in control or are uncaring (http://www.stopbullying.gov);
Parent confidence and trust in the school erodes when students experience bullying or are accused of bullying others (http://www.stopbullying.gov).
Groups of Students Who are at Higher Risk for Bullying
Appearance – The way a student looks or his or her body size and sexual orientation are the top two reasons cited for frequent harassment (GLSEN, 2009).
Two-thirds of teens report they have been verbally or physically harassed or assaulted during the past year because of their perceived or actual appearance, gender, sexual orientation, gender expression, race/ethnicity, disability or religion (GLSEN, 2009).
Children with special needs are especially vulnerable to bullying. A 2008 study in Britain found that 60% of students with disabilities reported being bullied compared to 25% of the general student population. All of the studies conducted in the United States found that children with disabilities were two to three times more likely to be the victims of bullying and that the bullying experienced by these children was more chronic in nature and directly related to their disability (http://www.abilitypath.org).
One study found that children with physical conditions or disabilities, such as cerebral palsy and Downs syndrome, are more likely to be called names or aggressively excluded from social activities (Olweus, 1994).
The results of a 2009 National School Climate Survey conducted by the Gay, Lesbian and Straight Education Network (GLSEN) indicated that 84.6% of LGBT students reported being verbally harassed; 18.8% of LGBT students reported being physically assaulted at school because of their sexual orientation; 9 out of 10 LGBT students experienced harassment at school in the past year; and nearly two-thirds of LGBT students felt unsafe because of their sexual orientation (GLSEN, 2009).
24% of the Asian students participating in a Preventing School Harassment Survey conducted in California reported harassment due to race, as compared with 22% of Latino students surveyed; 22% of multiracial students; and 13% of Black students (California Safe Schools Research, retrieved 2011).
Overweight children are 1.2 times more likely to be bullied than their normal weight peers (Harrison, 2010).
Obese children are 1.6 times more likely to be bullied than their non-obese peers, regardless of sex, race or socioeconomic status (Harrison, 2010).
Two-thirds of teens report they have been verbally or physically harassed or assaulted during the past year because of their perceived or actual appearance, gender, sexual orientation, gender expression, race/ethnicity, disability or religion (GLSEN, 2009).
Children with special needs are especially vulnerable to bullying. A 2008 study in Britain found that 60% of students with disabilities reported being bullied compared to 25% of the general student population. All of the studies conducted in the United States found that children with disabilities were two to three times more likely to be the victims of bullying and that the bullying experienced by these children was more chronic in nature and directly related to their disability (http://www.abilitypath.org).
One study found that children with physical conditions or disabilities, such as cerebral palsy and Downs syndrome, are more likely to be called names or aggressively excluded from social activities (Olweus, 1994).
The results of a 2009 National School Climate Survey conducted by the Gay, Lesbian and Straight Education Network (GLSEN) indicated that 84.6% of LGBT students reported being verbally harassed; 18.8% of LGBT students reported being physically assaulted at school because of their sexual orientation; 9 out of 10 LGBT students experienced harassment at school in the past year; and nearly two-thirds of LGBT students felt unsafe because of their sexual orientation (GLSEN, 2009).
24% of the Asian students participating in a Preventing School Harassment Survey conducted in California reported harassment due to race, as compared with 22% of Latino students surveyed; 22% of multiracial students; and 13% of Black students (California Safe Schools Research, retrieved 2011).
Overweight children are 1.2 times more likely to be bullied than their normal weight peers (Harrison, 2010).
Obese children are 1.6 times more likely to be bullied than their non-obese peers, regardless of sex, race or socioeconomic status (Harrison, 2010).
BULLYING PREVENTION AND RESPONSES TO BULLYING FOR PARENTS
How to Help Stop Bullying (Prevention)
The most effective way to prevent bullying, whether inside or outside of school, is for parents, students, school staff and community members to cooperate in planning and acting to stop HIB. This part of the guide gives parents actions they can take in their home, the community and their child’s school to prevent bullying any place it might occur.
Work Together with Your Child’s School to Stop Bullying
There are many different actions parents can take to make sure their children’s schools are correctly dealing with bullying. These actions include:
• Knowing the district’s anti-bullying and other policies – Taking the time to read the antibullying policy and code of student conduct will provide parents with an understanding of the 23 steps the school must take when HIB or other misconduct takes place. Understanding the policies and procedures will help parents decide whether a school is taking proper action. The district’s anti-bullying policy must be made available to parents each year and must be posted on the home page of the district’s website (N.J.S.A. 18A:37-15b(11)).
• Helping with the development of the district’s HIB policy – Each school district must include parents when developing the anti-bullying policy (N.J.S.A. 18A:37-15). This helps to insure the policies reflect the needs and unique experiences of the student’s backgrounds. Many schools hold meetings and provide other opportunities for parents to discuss the school’s policies and share ideas for improving them. Participating in these meetings allows parents to take an active role in shaping the daily operations of their child’s school.
• Being active in your children’s educations – One of the best ways parents can protect their children at school is to take an active role in their education. Some ways parents can be involved with their children’s schools include:
Volunteer to be the parent representative on the school safety team;
Ask questions about the findings and activities of the school safety team;
Attend board of education meetings and learn about bullying incidents and activities;
Attend the public hearings held twice each school year when the CSA reports on the incidents of HIB to the board of education;
Contact the school to identify other meetings and opportunities to comment on the school district’s policies and practices;
Attend parent-teacher conferences and contact your child’s teacher regularly to stay updated on how your child is doing at school. Ask about what your child is learning, if he or she is having trouble with any school work, and what you can do to help. Also ask if your child gets along with the other children or if he or she is having any difficulty interacting with other students in the school;
Attend Parent Teacher Association (PTA) meetings;
Make an appointment with the principal if you have concerns with school policies, how school staff follow the policies, or other issues, such as the condition of school facilities, curricular or extra-curricular activities; and
Make an appointment with the CSA if you have concerns with the operation of the school district.
• Knowing the district’s anti-bullying and other policies – Taking the time to read the antibullying policy and code of student conduct will provide parents with an understanding of the 23 steps the school must take when HIB or other misconduct takes place. Understanding the policies and procedures will help parents decide whether a school is taking proper action. The district’s anti-bullying policy must be made available to parents each year and must be posted on the home page of the district’s website (N.J.S.A. 18A:37-15b(11)).
• Helping with the development of the district’s HIB policy – Each school district must include parents when developing the anti-bullying policy (N.J.S.A. 18A:37-15). This helps to insure the policies reflect the needs and unique experiences of the student’s backgrounds. Many schools hold meetings and provide other opportunities for parents to discuss the school’s policies and share ideas for improving them. Participating in these meetings allows parents to take an active role in shaping the daily operations of their child’s school.
• Being active in your children’s educations – One of the best ways parents can protect their children at school is to take an active role in their education. Some ways parents can be involved with their children’s schools include:
Volunteer to be the parent representative on the school safety team;
Ask questions about the findings and activities of the school safety team;
Attend board of education meetings and learn about bullying incidents and activities;
Attend the public hearings held twice each school year when the CSA reports on the incidents of HIB to the board of education;
Contact the school to identify other meetings and opportunities to comment on the school district’s policies and practices;
Attend parent-teacher conferences and contact your child’s teacher regularly to stay updated on how your child is doing at school. Ask about what your child is learning, if he or she is having trouble with any school work, and what you can do to help. Also ask if your child gets along with the other children or if he or she is having any difficulty interacting with other students in the school;
Attend Parent Teacher Association (PTA) meetings;
Make an appointment with the principal if you have concerns with school policies, how school staff follow the policies, or other issues, such as the condition of school facilities, curricular or extra-curricular activities; and
Make an appointment with the CSA if you have concerns with the operation of the school district.
Take Action to Help Stop Bullying
Before children begin to attend school, they learn to interact from behaviors they observe in their homes and communities. Research reports indicate that the success of any bullying prevention program is 60% based on whether the same types of approaches are used in the home. iii Some ideas for parents to use to help to stop the cycle of bullying includeiv:
• Build empathy – Encourage empathy by teaching your children about the struggles all human’s face, including pain, rejection and misunderstanding. Help your children to understand the common human experience and to understand and accept all people, especially those who may look, speak, act or seem different from them. 24
• Teach respect – Teach respect for differences among people. Discuss the subjects of hate, prejudice and intolerance, and help your children learn about others who are different from them.
• Be a role model – Behave the way you want your children to behave. Being patient and respectful is one of the most effective ways to show your children how to be patient, understanding and respectful of the rights of other individuals or groups. Children who hear adults using hurtful or “put down” words to describe people, groups or things that they do not like, will use the same language.
• Show interest in your children’s life and be an empathetic listener – Show your children that you are interested in learning about their hobbies and ordinary activities. Ask about their days at school and their school work, not just grades. Make it clear to your children that you want them to be happy, and that you accept and love them as they are. Encourage open communication.
• Actively supervise your children – Active supervision helps to set clear, reasonable, consistent and age-appropriate rules and guidelines for your children. Clearly explain how you expect your children to behave, and be consistent in how you handle bullying that takes place inside and outside of the home.
• Know your children’s friends – Meet your children’s friends; get to know them and their activities. Get to know the parents of your children’s friends. Your children’s friends and activities can have a major effect on their behavior and how they relate to others.
• Become involved in your community – Learn what is happening in your community. The behavior of people in the community may effect how your children behave. You can help stop the cycle of bullying by becoming involved in community activities and taking steps to ensure it is a safe and supportive environment. These steps can include communicating regularly with public safety officials in your area, and asking your neighbors to keep an eye on your children and to report any incidents of harmful or unlawful behavior.
• Encourage positive problem solving – Discourage verbal and physical revenge by telling your children that this type of behavior is unacceptable. Encourage your children to solve conflict with words and not with physical or verbal abuse. Suggest they walk away from difficult incidents and talk to an adult for guidance.
• Ask questions – Ask your children questions about the way they handle social situations to determine whether they are being bullied or are bullies. Ask school staff about things they see in your children’s social relations to help confirm whether there is need for concern.
• Disapprove of bullying – Send a clear message that bullying behavior is unacceptable and will not be tolerated. Teach your children not to laugh when other children are being bullied, not to take part in bullying and not to support bullies.
• Build empathy – Encourage empathy by teaching your children about the struggles all human’s face, including pain, rejection and misunderstanding. Help your children to understand the common human experience and to understand and accept all people, especially those who may look, speak, act or seem different from them. 24
• Teach respect – Teach respect for differences among people. Discuss the subjects of hate, prejudice and intolerance, and help your children learn about others who are different from them.
• Be a role model – Behave the way you want your children to behave. Being patient and respectful is one of the most effective ways to show your children how to be patient, understanding and respectful of the rights of other individuals or groups. Children who hear adults using hurtful or “put down” words to describe people, groups or things that they do not like, will use the same language.
• Show interest in your children’s life and be an empathetic listener – Show your children that you are interested in learning about their hobbies and ordinary activities. Ask about their days at school and their school work, not just grades. Make it clear to your children that you want them to be happy, and that you accept and love them as they are. Encourage open communication.
• Actively supervise your children – Active supervision helps to set clear, reasonable, consistent and age-appropriate rules and guidelines for your children. Clearly explain how you expect your children to behave, and be consistent in how you handle bullying that takes place inside and outside of the home.
• Know your children’s friends – Meet your children’s friends; get to know them and their activities. Get to know the parents of your children’s friends. Your children’s friends and activities can have a major effect on their behavior and how they relate to others.
• Become involved in your community – Learn what is happening in your community. The behavior of people in the community may effect how your children behave. You can help stop the cycle of bullying by becoming involved in community activities and taking steps to ensure it is a safe and supportive environment. These steps can include communicating regularly with public safety officials in your area, and asking your neighbors to keep an eye on your children and to report any incidents of harmful or unlawful behavior.
• Encourage positive problem solving – Discourage verbal and physical revenge by telling your children that this type of behavior is unacceptable. Encourage your children to solve conflict with words and not with physical or verbal abuse. Suggest they walk away from difficult incidents and talk to an adult for guidance.
• Ask questions – Ask your children questions about the way they handle social situations to determine whether they are being bullied or are bullies. Ask school staff about things they see in your children’s social relations to help confirm whether there is need for concern.
• Disapprove of bullying – Send a clear message that bullying behavior is unacceptable and will not be tolerated. Teach your children not to laugh when other children are being bullied, not to take part in bullying and not to support bullies.
Bullying Prevention Activities Parents and Children Can Do Together
There are many specific activities parents can use to help their children develop empathy, respect for others and positive problem-solving skills, including the following:
• Perform community service – Participating in community service with your children can help them to better understand people of different backgrounds, abilities, ethnicities, ages, educations and income levels. For example, research reports show that students who participated in service activities were more likely to treat each other kindly, help each other and care about doing their bestv . Consider having your children volunteer with an organization that focuses on servicing certain groups that are commonly misunderstood or harassed by others.
• Watch films that discourage prejudice – Watching films with your children on the harmful effects of racism, homophobia, sexism and other forms of prejudice throughout history can help your children develop empathy and discourage them from bullying others. Watching these films may help children who have been bullied to identify with other groups that have been mistreated. Films on the civil rights movement may be useful. Many films that address these issues can be found at the public library.
• Read books or other literature that discourage prejudice – Similar to watching films that address the prejudice many groups have faced, reading books on this topic can help your children develop empathy and discourage them from bullying others. Books that deal with prejudice should be available at the school library and in the public library.
• Visit museums and attend educational events on social issues – Taking your children to museums or educational events with exhibits that focus on social issues, such as poverty, civil rights and prejudice, can help your children to better understand the lives and struggles of others. Conducting an online search of museums and exhibits in your city or town may help to find some of these activities in your area. Many local community organizations, governments and public universities also regularly hold panels, workshops and other events on past and current social issues that are open to the public.
• Keep your family up-to-date on current events – Watching the news, reading the newspaper and engaging in other activities that help your children stay up-to-date on current events can have many benefits. Talking about the events and discussing the behavior seen can help to teach the behavior you want to see from your children. These activities can help them to better understand the effects their decisions have on themselves and others and can help your children become more empathetic and open to developing relationships with children that are different from them.
• Perform community service – Participating in community service with your children can help them to better understand people of different backgrounds, abilities, ethnicities, ages, educations and income levels. For example, research reports show that students who participated in service activities were more likely to treat each other kindly, help each other and care about doing their bestv . Consider having your children volunteer with an organization that focuses on servicing certain groups that are commonly misunderstood or harassed by others.
• Watch films that discourage prejudice – Watching films with your children on the harmful effects of racism, homophobia, sexism and other forms of prejudice throughout history can help your children develop empathy and discourage them from bullying others. Watching these films may help children who have been bullied to identify with other groups that have been mistreated. Films on the civil rights movement may be useful. Many films that address these issues can be found at the public library.
• Read books or other literature that discourage prejudice – Similar to watching films that address the prejudice many groups have faced, reading books on this topic can help your children develop empathy and discourage them from bullying others. Books that deal with prejudice should be available at the school library and in the public library.
• Visit museums and attend educational events on social issues – Taking your children to museums or educational events with exhibits that focus on social issues, such as poverty, civil rights and prejudice, can help your children to better understand the lives and struggles of others. Conducting an online search of museums and exhibits in your city or town may help to find some of these activities in your area. Many local community organizations, governments and public universities also regularly hold panels, workshops and other events on past and current social issues that are open to the public.
• Keep your family up-to-date on current events – Watching the news, reading the newspaper and engaging in other activities that help your children stay up-to-date on current events can have many benefits. Talking about the events and discussing the behavior seen can help to teach the behavior you want to see from your children. These activities can help them to better understand the effects their decisions have on themselves and others and can help your children become more empathetic and open to developing relationships with children that are different from them.
Resources
Online Resources
Stop Bullying.gov – This website provides information from various government agencies on ways children, teens, young adults, parents, educators and others in the community can prevent or stop bullying. www.stopbullying.gov Cyberbullying
Resources Commonsense Media,
Cyberbullying Toolkit – This toolkit, accessible online, provides tips and resources for educators, parents and youth on the topic of cyberbullying. www.commonsensemedia.org/educators/cyberbullying-toolkit
Protecting Kids Online (PKO) – PKO is a network of law enforcement officers that have training in internet safety. They are available to conduct free workshops in schools and communities. www.safeschools.info/internet-safety/aboutinternet-safety
Gay, Lesbian and Straight Education Network (GLSEN) – GLSEN works to assure that each member of every school community is valued and respected regardless of sexual orientation or gender identity/expression. GLSEN provides resources for educators, youth and advocates. www.glsen.org
Stop Bullying.gov – This website provides information from various government agencies on ways children, teens, young adults, parents, educators and others in the community can prevent or stop bullying. www.stopbullying.gov Cyberbullying
Resources Commonsense Media,
Cyberbullying Toolkit – This toolkit, accessible online, provides tips and resources for educators, parents and youth on the topic of cyberbullying. www.commonsensemedia.org/educators/cyberbullying-toolkit
Protecting Kids Online (PKO) – PKO is a network of law enforcement officers that have training in internet safety. They are available to conduct free workshops in schools and communities. www.safeschools.info/internet-safety/aboutinternet-safety
Gay, Lesbian and Straight Education Network (GLSEN) – GLSEN works to assure that each member of every school community is valued and respected regardless of sexual orientation or gender identity/expression. GLSEN provides resources for educators, youth and advocates. www.glsen.org
Citations
- https://www.nj.gov/education/students/safety/behavior/hib/ParentGuide.pdf
- https://www.nj.gov/education/students/safety/behavior/hib/guidance.pdf
- https://www.nj.gov/education/students/safety/behavior/hib/task/AnnualReport16.pdf
- https://www.stopbullying.gov/
- https://www.state.nj.us/education/students/safety/behavior/hib/hibresources.pdf