Harassment & Bullying A Legal Approach For Schools Bullying Defined as aggressive behavior that is intentional that involves an imbalance of power or strength. Typically.
Download ReportTranscript Harassment & Bullying A Legal Approach For Schools Bullying Defined as aggressive behavior that is intentional that involves an imbalance of power or strength. Typically.
Slide 1
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 2
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 3
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 4
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 5
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 6
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 7
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 8
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 9
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 10
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 11
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 12
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 13
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 14
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 15
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 16
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 17
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 18
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 19
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 20
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 21
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 22
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 23
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 24
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 25
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 26
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 27
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 28
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 29
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 30
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 2
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 3
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 4
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 5
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 6
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 7
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 8
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 9
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 10
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 11
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 12
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 13
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 14
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 15
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 16
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 17
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 18
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 19
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 20
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 21
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 22
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 23
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 24
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 25
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 26
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 27
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 28
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 29
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com
Slide 30
Harassment & Bullying
A Legal Approach For Schools
Bullying
Defined as aggressive behavior that is intentional that
involves an imbalance of power or strength.
Typically repeated over time.
Victim has a difficult time of defending himself/herself.
Bullying can take on many forms, such as hitting or
punching (physical bullying); teasing or name-calling
(verbal bullying); intimidation using gestures or social
exclusion (nonverbal bullying or emotional bullying); and
sending insulting messages by e-mail/text messaging.
(cyber-bullying).
Harassment
Harassment is behavior which has the
effect of humiliating, intimidating, or
coercing someone through personal
attack.
Harassment may be intentional with a
person targeted personally, or it may be
unintentional. What matters is how the
person receiving the behavior perceives it
to be.
Hazing
Hazing can be defined as any act or
ceremony which creates the risk of harm
to the student or to any other party and
that is committed as a form of initiation
into a particular club or activity.
Purpose of Senate File 61
Iowa Code section 280.28
The state of Iowa is committed to providing
all students with a safe and civil school
environment in which all members of the
school community are treated with dignity
and respect. The general assembly finds
that a safe and civil school environment is
necessary for students to learn and
achieve at high academic levels.
Senate File 61
Requires districts and nonpublic schools to collect and
report harassment and bullying incidence data.
Requires districts and nonpublic schools to integrate it’s
anti-harassment and anti-bullying policy into the
comprehensive school improvement plan.
The definition of harassment and bullying according to
the law is: “Any electronic, written, verbal, or physical
act or conduct towards a student which is based on any
actual or perceived trait or characteristic of the student
and which creates an objectively hostile school
environment that meets one or more of the following
conditions:
Conditions
Places the student in reasonable fear of harm to
the student’s person or property.
Has a substantially detrimental effect on the
student’s physical or mental health.
Has the effect of substantially interfering with a
student’s academic performance.
Has the effect of substantially interfering with
the student’s ability to participate in or benefit
from the services, activities or privileges
provided by a school.
Statistics About Bullying
(According to the 2008 Iowa Youth Survey)
44% said students in their schools do not treat each
other with respect.
15% felt that their friends would not think it wrong if
they started a fight with someone.
18% felt that violence was not the “worst” way to
resolve a conflict.
20% have beaten up or fought someone because they
were made angry.
14% have verbally threatened to physically harm
someone.
12% feel that their teachers do not care about them.
12% feel that there is no one at their school to turn to in
time of need.
21% do not feel safe at school.
Additional Bullying Facts
Bullying has been identified as a major concern by school across the
U.S.
Research indicates that children with disabilities or special needs
may be at a higher risk of being bullied than other children.
Verbal bullying is the most frequent form of bullying experienced by
both boys and girls.
Boys are more likely to be physically bullied by their peers.
Girls are more likely to report being targets of rumor spreading and
sexual comments. (Relational aggression)
Girls are more likely to bully each other using social exclusion.
Use of derogatory speculation about sexual orientation is so
common that many parents do not think of telling their children that
it could be hurtful.
Bullying among elementary students is a precursor for more violent
behaviors in the future.
Teenagers say that revenge is the strongest motivator for dealing
with bullying.
Cyber-Bullying
Using the Internet or other mobile devices
to send/post harmful, cruel text and/or
images to bully others.
Cyber-Bullying Facts
18% of students in grades 6-8 said they had
been cyber-bullied at least once in the last
couple of months; and 6% said it happened to
them 2 or more times (Kowalski et al., 2005).
11% of students in grades 6-8 said they had
cyber-bullied at least one person in the last
couple of months, and 2% said they had done it
two or more times (Kowalski et al., 2005).
Kowalski (2005) reports that girls are about
twice as likely as boys to be victims and
perpetrators of cyber-bullying.
Cyber-Bullying Facts Continued
Kowalski (2005) reports that of those who
had been cyber-bullied:
58% were victims of instant messaging
28% were bullied in a chat room
20% were bullied on a web site
19% were bullied through e-mail
14% were bullied through text messaging
Consequences of bullying
Stresses of being bullied can interfere with
student’s engagement and learning in school.
Children and youth who are bullied are more
likely than other children to be depressed,
lonely, anxious, have low self-esteem, feel
unwell, and think about suicide.
Students who are bullied may fear going to
school, using the bathroom, and riding on the
school bus.
Bullying creates a climate of fear and disrespect
in schools and has a negative impact on student
learning.
Adult response to bullying
Adults are often unaware of bullying problems.
25% of teachers see nothing wrong with
bullying or putdowns and consequently
intervene in only 4 percent of bullying incidents.
Students often feel that adult intervention is
infrequent and unhelpful and they often fear
that telling adults will only bring more
harassment from bullies.
Are You An Educator, Or A Bully?
Educators let students know they care. Bullies let
students know who’s boss.
Educators teach self-control.
Bullies exert their own control.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into
confrontations.
Educators privately counsel those with chronic discipline
problems.
Bullies publicly humiliate chronic misbehaviors.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Are You An Educator, Or A Bully
Continued?
Educators see each student’s uniqueness.
Bullies compare children with one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve
respect.
Educators highlight good behavior.
Bullies make examples of those with poor behavior.
Educators are aware of the power they wiled and choose
their words carefully.
Bullies wield their power recklessly, frequently resorting
to anger and intimidation.
Educators educate.
Bullies humiliate.
Are you a bully?
What’s a parent to do?
Stay calm and think about how your child is feeling
Get the story about the bullying as accurate as possible
from your child
Let your child know they have done the right thing by
talking with you
Get your child’s ideas on what they think is the best
action to take
Think about how you will approach the school
Document everything
Try hard to control your own emotions
Know when it is time to contact the police
Code No. 105.E1
ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________
Position of complainant: ______________________________________________________
Name of student or employee target: _____________________________________________
Date of complaint: ___________________________________________________________
Name of alleged harasser or bully: _______________________________________________
Date and place of incident(s): ___________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Description of misconduct:
___________________________________________________________________________________
___________________________________________________________________________________
Name of witness (if any): ______________________________________________________________
Evidence of harassment or bullying, i.e. letters, photos, etc. (attach evidence if possible):
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E2
ANTI-BULLYING/HARASSMENT WITNESS DISCLOSURE FORM
Name of witness: _____________________________________________________________________
Position of witness: ___________________________________________________________________
Date of testimony, interview: ___________________________________________________________
Description of incident witnessed:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Any other information:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Code No. 105.E3
DISPOSITION OF ANTI-BULLYING/HARASSMENT COMPLAINT FORM
Name of complainant: _______________________________________________________________
Name of student or employee target: _____________________________________________________
Grade and building of student or employee: ________________________________________________
Name and position or grade of alleged perpetrator/respondent: _________________________________
Date of initial complaint: _______________________________________________________________
Nature of discrimination or harassment alleged (check all that apply):
_____ Age
_____ Disability
_____ Familial Status
_____ Marital Status
_____ National Origin/Ethnic Background/Ancestry
_____ Physical Attribute
_____ Political Belief
_____ Race/Color
_____ Religion/Creed
_____ Sex
_____ Sexual Orientation
_____ Socio-economic Background
_____ Other (please specify):
Summary of investigation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I agree that all of the information on this form is accurate and true to the best of my knowledge.
_______________________________________
(Signature)
Adopted: 08/13/2007
Revised: 10/08/2007
_______________
(Date)
Case Study
Perry, Iowa – A high school student Tyler
Rothmeyer was a target of taunting.
Some of the terms used were homo, fag,
queer, to name a few. In federal court,
he was rewarded $27,500 in 2004. His
claims also included failure by
administration to intervene and that he
was wrongfully suspended and falsely
arrested for defending himself.
Since that time, the claims against
school districts have grown
significantly in stature.
Case Examples
Tampa Florida School District – Paid out
$4,000,000 for failing to stop a child from
being bullied in 2007.
Anchorage Alaska School District – Paid
out $4,500,000.
Ottumwa School
District Expectations
We will not bully/intimidate others.
We will help students who are bullied.
We will include students who are left out.
When we know someone is being
intimidated, we will get involved.
We will show school appropriate behavior
at all times.
Short/Long Term Effects of
Relational Aggression
Interrupted Identity Formation
Poor Self Esteem
Feelings of Powerless
Hopelessness
Inability to Trust
Poor Relational Skills
Loneliness/Isolation
Anger
Frustration
Feelings of Rejections
Helplessness
Short/Long Terms Effects of
Relational Aggression Continued
Depression
Teen Pregnancy
Substance Abuse
Self-Injury
Eating Disorders
Suicidal Ideation
Delinquent Behavior
Homicidal Ideation
Poor Academic Performance
Stress/Anxiety
Separation Anxiety
When You See or Hear Bullying
Immediately stop the bullying: Stand between the child
or children who bullied and those who were bullied,
preferably blocking eye contact between them. Don’t
send any students away – especially bystanders. Don’t
immediately ask about or discuss the reason for the
bullying or try to sort out the facts.
Support the bullied child in a way that allows him or her
to regain self-control, to “save face,” and to feel
supported and safe from retaliation. Make a point to see
the child later in private if he or she is upset.
Inform principal, counselor and/or teachers who is being
bullied and by whom.
When You See or Hear Bullying
Continued
Include bystanders in the conversation and give them
guidance about how they might appropriately intervene
or get help next time. Don’t put bystanders on the spot
to explain publicly what they have observed.
If appropriate, impose consequences for students who
bully others. Do not require students to apologize or
make amends during the heat of the moment (everyone
should have time to cool off).
Do not require the students to meet and “work things
out.” Unlike conflicts, bullying involves a power
imbalance, which means this strategy will not work.
Instead, encourage the student who bullied to make
amend in a way (after follow-up with an adult) that
would be meaningful for the child who was bullied.
Individual Follow-up and Support
Provide follow-up interventions, as needed, for the students who
were bullied and for those who bullied.
Notify parents of children who are involved, as appropriate.
Bullied students need to process the circumstances of the bullying,
vent their feelings about it, and get support. Some may need
assistance reading or interpreting social signals, practicing assertive
behavior, building self-esteem, or identifying friends and classmates
who can give them support.
Students who bully may need help recognizing their behavior, taking
responsibility for their behavior, developing empathy and
perspective – taking abilities, and finding ways to make amends.
When there are suspicions of bullying, gather more information by
talking privately with bystanders. Intensify observation and
supervision and offer incentives or positive consequences to active,
helpful bystanders to increase involvement by students.
Books and Resources on Bullying
Bullying at School, by Dr. Dan Olweus. www.hazelden.org
The Peaceful School Bus by James Dillon.
Schools Where Everyone Belongs by Stan Davis. 2nd editionwww.researchpress.com
Empowering Bystanders in Bullying Prevention by Stan Davis. New book on bystanders. Research Press.
Parent’s Guide to Understanding Bullying. Research Press.
Bullying and Harassment: A Legal Guide for Educators by Kathleen Conn. Discusses legal issues for schools and
recent court decisions. www.ascd.org
Cyber-bulling and Cyber-threats by Nancy Willard. Responding to the threat of online bullying. Research Press.
No Room for Bullies. Presents a good overview of bullying issues. www.BoysTownPress.org
I Didn’t Know I Was a Bully by Melissa Richards. For grades K-5. Contains discussion topics, drawings, lessons,
games, and word searches. www.marcoproducts.com Site has several books and resources on bullying.
101 Bully Prevention Activities. Has some activities for all grade levels. Site also contains many other books and
media products on bullying. www.sunburst-media.com
Perfect Targets: Asperger Syndrome and Bullying by Rebekah Heinrichs. Issues related to autism, Asperger’s and
bullying. www.sunburst-media.com
You Can’t Say You Can’t Play by Vivian Paley. Looks at relationship, between children, inclusion, and rejection.
www.amazon.com
Hot Issues Cool Choices by Sandra McLeod Humphrey. Contains short stories for class discussion and role-play.
Grades 3-8. www.youthlightbooks.com Site has many books on bullying.
Queen Bees and Wannabees by Rosalind Wiseman. An interesting look at the world of adolescent girls – cliques,
gossip, boysfriends, and other issues. A resource for parents and educatiors. Amazon.com
“Girl Games”- five different card games for girls that address relationships and bullying. Youthlightbooks.com
www.jaredstory.com