Bullying in the Classroom

Bullying in the ClassroomElise Chupp

Ball State University

Bullying: What is it? School bullying can be described as a situation in

which one or more students (the bullies) single out a child (the victim) and engage in behaviors intended to harm the child physically, emotionally, or socially.

4 components: Bully, victim, location, and bystanders. Types of bullying:

Direct: Bully confronts victim face to face (Boys). Indirect: Bully attacks the victim’s social standing or

reputation (Girls). Why: Bully may take joy in watching another child

suffer, like the increased social status, or covet the stolen item, but not due to lack of self-esteem.

Reducing Bully Behavior

Assess the extent of the bullying problems both in and out of the classroom.

Ensure that the class understands what bullying is and why it is wrong.

Confront any student engaged in bullying in a firm but fair manner.

Provide appropriate and consistent consequences for bullying.

Victims Characteristics: Possibly the lack of social

network to offer support and age. Passive: Physically weaker, avoid violence and

physical horseplay, and somewhat anxious. Provocative: Anxious and aggressive, poor

social skills. Take steps to ensure the victim’s safety. Help the victim to develop positive

connections with others. Teach assertiveness skills.

Bystanders Bystanders: NOT neutral observers and often times

are supporters of the bullying and may actively help. Make bystanders aware that their own behavior can

encourage or discourage bullying. Teach skills that bystanders can use to intervene

when they witness bullying. Hold bystanders accountable for their behavior in

bullying situations. Structure classroom and school wide activities to

encourage bystanders to develop positive relationship potential victims.

Locations Uncover bullying “hot spots” in the school

and community. Put strategies in place to make locations

less attractive to bullies.

What can the school do?

School wide assessment from students, teachers, administrators, and parents.

Know, as a staff, how to define bullying and when and how to intervene.

Develop a consequence menu of steps and disciplinary actions to use as a school for bullying to provide consistency.

Establish a policy for contacting the parents. Continual monitoring of bullying in the

school.

“Safe at School” The purpose of the game is to use teamwork

and bully knowledge to get at least one player across the finish line before the bully does.

Move across the board by answering bully questions correctly.

The teacher roles for the bully to keep the bully moving across the board as well.

Players can work together to keep at least one player in front of the bully.

References: Hazelden. (n.d.). Retrieved from

http://www.hazelden.org/OA_HTML/ ibeCCtpItmDspRte.jsp?item=3824&sitex=10020:22372:US

No bully. (n.d.). Retrieved from http://www.police.govt.nz/service/yes/nobully/

Steps to respect: A bullying prevention program. (2010). Committee for children. Retrieved from http://www.cfchildren.org/programs/str/overview/

Wright, J. (2004, February). Preventing classroom bullying: What teachers can do[Pamphlet]. Retrieved from http://www.interventioncentral.org