Bullying Prevention and Response for All StudentsBy Eva Shaw, Special Education Team and Libby Strunz, Student Services/Prevention and Wellness Team, WI Department of Public Instruction “I want to be seen as reliable, responsible and really useful at my job.” Twenty year old Christan Myers of Stevens Point, WI is an example of how collaboration, paid work experience and high expectations can lead to competitive integrated employment (CIE) outcomes for youth with disabilities. The U.S. Department of Health and Human Services defines bullying as “unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time”.1 According to the 2023 Wisconsin Youth Risk Behavior Survey (YRBS), more than one in five Wisconsin high school students (21.6 percent) reported being bullied on school property in the past year, while more than one in six (17.8 percent) reported being cyberbullied through means such as social media, texting and direct messaging, or video games. Certain groups of students are particularly vulnerable to bullying. LGBTQ+ youth, for example, experience significantly higher rates, with gay, lesbian, and bisexual students facing bullying at nearly twice the rate of their heterosexual peers. Similarly, female students are bullied more often than their male peers. Students with disabilities also face heightened risks, as 37 percent of high school students with a physical disability or chronic health condition reported being bullied at school in the past year. To foster safe and inclusive school environments, school leaders must address bullying comprehensively, with particular attention to the groups placed at increased risk.2 It is imperative that school leaders, in collaboration with educators, students, families, and community partners, establish comprehensive bullying programs that work to both prevent bullying and respond appropriately when it does occur. Universal supports, which benefit all students and staff, form the foundation of effective bullying prevention efforts. These supports may include having a comprehensive anti-bullying policy, embedding social and emotional learning (SEL) competencies into curriculum and school-wide behavior programs, teaching students how to recognize bullying and respond as bystanders, and promoting consistent terminology surrounding bullying. These measures do not need to function as standalone initiatives; instead, they can be seamlessly incorporated into existing SEL and Positive Behavioral Interventions and Supports (PBIS) frameworks.3 There are also additional strategies that can help prevent bullying for students with disabilities. School leaders can support the creation of a buddy system that fosters positive peer relationships. Through SEL activities, educators can teach about differences, disabilities, and the importance of establishing positive relationships with all students. Peer support is an important protective factor against bullying. In addition to preventative support, it is essential that school leaders establish clear and consistent bullying response protocols. Effective reporting protocols are vital for managing bullying incidents and ensuring student safety. To maximize their effectiveness, all staff members, caregivers, and students should be trained in the reporting process. Reporting should be accessible and inclusive, offering multiple options for submitting concerns, such as verbal reports, electronic submissions, or paper forms, with the additional option to report anonymously.4 A valuable resource for fostering a healthy reporting culture for bullying and other school safety concerns is the Office of School Safety’s Speak Up, Speak Out (SUSO) tip line. This statewide platform enables anyone to report school safety concerns, with tip line staff working collaboratively with school leaders to address and resolve reported issues effectively.5 Furthermore, districts have a responsibility under the Individuals with Disabilities Education Act (IDEA) to address bullying of students with disabilities. Whether a student with an individualized education program (IEP) engages in bullying behavior or is bullied, the IEP team should meet to determine the student’s needs and decide to what extent additional or different special education or related services are needed to address the student’s individual needs and revise the IEP accordingly.6 By working to both prevent and respond to bullying, school leaders can help to establish a positive school climate and help make schools a safe, inclusive environment for all students. References 1 https://www.stopbullying.gov/bullying/what-is-bullying |