This giveaway is now closed. Congratulations to our winner, Diana! About one out of every four U.S. students will report being bullied this year, making bullying the most common form of violence experienced by young people in the nation. Many of you are charged with preventing and responding to bullying, and we want you to be equipped with the knowledge and tools you need to effectively intervene and foster a culture of respect. To support your efforts, we’re giving away our biggest bullying prevention bundle ever—worth nearly $300! One reader will win a copy of each of these resources:
- We Can Get Along
- I Don’t Want to Be Nice!
- Stand Up to Bullying!
- Speak Up and Get Along!
- Stick Up for Yourself!
- Bully Free Zone® In a Jar®
- Bullying Is a Pain in the Brain
- Words Wound
- Cyber Dilemmas In a Jar®
- Teen Cyberbullying Investigated
- The 6Rs of Bullying Prevention
- Create a Culture of Kindness in Middle School
- No Kidding About Bullying
- Bully Free Classroom® Poster Set (choose elementary or middle school)
To Enter: Leave a comment below telling us how you prevent bullying. This giveaway is now closed.
For additional entries, leave a separate comment below for each of the following tasks that you complete:
Each comment counts as a separate entry—that’s four chances to win! Entries must be received by midnight, October 20, 2017.
The winner will be contacted via email on or around October 23, 2017, and will need to respond within 72 hours to claim his or her prize or another winner will be chosen. This giveaway is in no way affiliated with, administered, or endorsed by Facebook, Twitter, or Pinterest. Winner must be a U.S. resident, 18 years of age or older.
We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.
© 2017 by Free Spirit Publishing. All rights reserved.
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Through classroom guidance lessons on empathy, empowerment and self- esteem and through modeling.
On any given day, I educate and/or counsel those around me about tolerance, respect, and personal boundaries. Social stories seem to be one of the most effective ways of addressing these issues w/ children and adults alike.
Model respect and civility while empower bystanders to use positive peer pressure.
I am a Social Studies coordinator/teacher. I try to teach tolerance in my classroom everyday. We discuss many world cultures and religions as part of our curriculum and I have students share their experiences and create a safe space to discuss these topics.
I’m involved in a school-based counseling program, offering full sessions to work with youth on a weekly basis. I also offer bully prevention training to school staff as requested, among other training programming.
We started a Junior Allies group where we talk about peaceful conflict resolution, role play scenarios and pose discussion questions about how they’d handle different situations. For our next meeting we’re making a video with puppets about ways kids can demonstrate they are allies.
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we painted a blank wall with antibully, positive statements, along with handprints of students on the wall, representing “Take a Stand Lend A Hand, Stop Bullying” .The school had an anti bullying assembly, and students signed pledges against bullying
we have a positive comment of the day on morning announcements, read by a member of our leadership team ( Hurricane HOPE,,,Hang Onto Positive Expectations)
we are having a poster contest with students making antibullying posters.
at our Middle School we are all wearing orange on 10/25 in Unity, against bullying and in unity for kindness and inclusion. We are having an information table and at lunches. We are also making a huge orange construction paper chain, (uniting together) made up of each student writing their name and a positive quality about themselves.
Teaching kids how to be a good friend is key to stopping bullying. Teaching kids from a very young age proper ways to communicate and share are great strategies when stopping bullying. Kids learn what the see and hear so being the role model they need affects how they treat others.
We have grade level meetings and cover the topic of bullying, followed up by in class counseling lessons 🙂
I go in and do lessons on how to be a good friend, how to be an upstander, and what to do if you’re being bullied! So far, I use the weird series to do this but I’d love more resources!!!
As a school, we address bullying by informing our children through a social emotional curriculum called Sanford Harmony. Additionally, I do guidance lessons, run groups and work with children on an individual basis.
I am conducting classroom guidance to inform and address issues with bullying.
Our elementary school has a zero tolerance for bullying. Our school counseling curriculum spirals from kindergarten through third grade to build on bullying awareness and prevention. We provide our students with ample classroom opportunities to foster friendship through cooperative learning. Every student is treated equally by teachers and staff and all students are expected to treat their peers in the same manner.
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With 3-6 year olds we have 2 main ground rules: keep yourself safe and keep your friends safe. We go back to those two ideas whenever there’s a question or conflict and try to instill empathy and self-awareness as the building blocks.
We use a curriculum called Second Step to discuss how children feel and how others feel, it teaches empathy and awareness of others. The curriculum is great but we are always looking for more material to share with the kids. We work with the children and the families to hopefully eliminate bullying.
We need to be aware as adults that we do not model bullying, with our adult peers and to our students and their parents.
As an Equity Specialist for an Equity Assistance Center that covers 13 western states and three territories, I have the opportunity to encounter a great number of students, staff, administrators, parents, and community members in our work on bullying prevention. Having resources and materials created for specific age groups and demographics is always helpful.
I am a private therapist and I have utilized resources from Free Spirit for many years. I certainly hope our work has made a difference!
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I teach K-5 Special Education students who tend to be “bully magnets”. My plan of action to help stop bullying includes direct instruction of social skills (including General Education students), hands-on practice during real-life teachable moments through interaction with General Ed students, showing videos, holding discussions, playing games, reading social stories, creating art, among several other engaging activities. I help my students build social relationships, teach them strategies for making AND keeping friends, how to be a friend, etc… My lesson plans are aligned with Skillstreaming curriculum and my students have had success! Ultimately, I believe that it is my responsibility to help teach ALL children tolerance and acceptance of students with special needs.
Teaching not only happens in a classsroom but throughout the day. Speaking, teaching and demonstrating what is appropriate and respectful towards each other shows how to treat others
We start educating them when they are very young in our Child Care and continue the teachings when the move on to “big” school. PBIS is a huge part of our culture and climate, we expect kiddos to be Safe, Respectful, Patient and Kind. I teach many social lessons around these 4 traits and give them hands on practice on how to achieve this in their lives. As adults we model this also for the children with each other.
I teach preschool children how to use their words to resolve conflicts. We have a Work it Out Wall with which children use stick puppets to communicate feelings and find solutions to problems and conflicts that arise. It is introduced through teacher modeling, repeating the words that a teacher gives them to have a conversation about the incident, then teachers back away more and just coach Work it Out Walk conversations through questioning, and soon children are able to use it completely independently to resolve conflicts.
We’ve started an everyday heroes campaign that encourages students to go out of their way to stand up for students, be a buddy to others, and act out of kindness and empathy towards one another!
One of the biggest things you can do is modeling behavior. Kindness, empathy, and patience. Being honest with young people about your feelings and how you handle frustrations and difficult situations sets a stage for there sharing and being vunerable.
I use my 4th and 5th graders leadership club to promote positive behaviors around the school. They are the play makers and the playground participants. Our main goal is to improve our school in some way. They made conflict centers in the entry ways off the playground, they do role plays at all school assemblies, we have a buddy bench, and they have student referrals to the counselor. We work together promoting Character Counts, and rewarding good behaviors. That way we have less negative behaviors in which to be concerned.We also celebrate many special teaching holidays through the year (RRW, World Kindness Day etc.
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I am the school counselor at a charter school for gifted children in kindergarten through eight grade. Even though we have our typical cases of bullying here and there, our biggest form of bullying is exclusion. So I wanted a way to get all of the students involved in an activity. This year I am combining Unity Day, Tolerance Day, and Mix-It-Up day into one week long celebration! In the weeks leading up, I will be going into classrooms and doing a lesson on tolerance with the students. During Tolerance week, we are coming together to do a service project collecting food, we are wearing orange in unity, and the students will be sitting with different people in the school each day at lunch. Following our Tolerance week, we will move into Kindness week with lessons to each class and a fun week planned in January.
Our school is very blessed to have once a week lesson time taught by students. We spend a week developing the lessons, then they present them to their peers in classrooms. The lessons are engaging and cover topics ranging from healthy choices to teaching communication skills. this month we’ve been working on know when our ‘jokes’ cross the line with our peers, and what we can do about it while saving face. The 6th graders are working on the upstander concept and who gives power to the bullies. First, they complete a picture sort, with 4 categories, bully, assistant, upstander, reinforcer . .each group had about 30 images to sort. The picture sort is subjective, but it creates a lot of good dialogue and offers many opportunities for discussion. The next week they sort about 25 statements, into two categories, “ideas I’ve thought,” and” Ideas i havent thought.” . .then after discussion, they are sorted into bystander thoughts and upstander thoughts. The statements are like “She just looks like someone needs to be mean to her.
Practice assertiveness skills, with my friends and family
I do not want anyone to think I am friends with her or they won’t like me either.
Let the ‘victim’ know you saw the event and you did not like to see the victim treated this way.
What if I go sit next to the victim and she/he yells at me or rejects me.
Contribute to the anti-bullying culture of a school through creating posters, stories or films
I just don’t like him.
Again a lot of dialogue generated . . .good stuff.
I like to tell students that everyone is different and because of that uniqueness it make them special and I love him because of the way he looks, then I talk to the bully about how he is making the kid feel with his comments, and ask him would you like if someone did that you? and ask him to apologized and don’t ever do it again.
We work on preventing bullying on teaching students about kindness, friendships, and social skills. We help students identify upstanding qualities and started a friendship group.
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We are a bully free zone. Of we are not getting along we sit on couch (peace bench) and we must sit with our friends. If one hits or hurts another friend in any way we must say sorry and talk about why its not okay to hurt our friends! We also have read books to help discuss bullying. We have a song that we also learned that was told at school as well😁
We use Conscious Discipline to teach self regulation and kindness.
Fostering an atmosphere where ALL viewpoints are welcome with the understanding that we may not always agree with each other’s view’s and that is OK!!
I prevent bullying by modeling kindness.
Listening and observing. Seeing that one child left out. Watching how others treat a ‘weaker’ child. Helping the child and others understand that bullying is never ok in any situation.
As a school nurse I see children that need our support to learn how to deal with bullying. It occurs at all grade levels. Our school has brought in a speaker to talk with students, staff and faculty about bullying.
We prevent bullying by promoting the importance of “upstanders.” We had a “I am a Witness” campaign last year, and are always enforcing the importance of empathy and character.
We begin a discussion at the beginning of the year and ask the students to raise their hands if they have been bullied. All students raise their hands. Students then share their stories. Students than describe how they feel coming to school after a bullying incidents and act them out. Then we ask them to share and act out how you can help stand up for another student. Then we close by asking how could standing up to a bully help the victim. Students identify with their feelings and emotional impact of bullying with others.
Teaching students to support and accept each other even if they do not agree with everything their classmates do.
I believe that educating students about bullying helps prevent it immensly. I have seen students stand up for others who have been bullied, knowing the impact they have will help.
I try to promote the power of positivity in my classroom. If the students are taught to think positively towards one another and understand differences, it becomes difficult to be unkind or bully at all.
Our teachers start and finish each day with a Circle Time for students to express what’s going on in their lives. Hearing each other’s concerns and struggles promotes empathy. Students learn to share and help each other and feel a sense of community.
Looks like a great set of books!
At our middle school, we use restorative practices to teach students how they impact their peers and community with their actions. There is a focus on accountability for your actions, empathy, and problem solving to build a safe, supportive school environment.
During homeroom once a week the teachers have students brainstorm on ways to prevent bullying. We have a co-ordinator who develops prompts for teachers/students to go veiw and discuss as a group.
I have seen bullying in children as young as 18 months. I have been teaching children under 3 years of age for years. I think that bullying is a learned behavior and that a good way to prevent bullying is to start modeling and teaching appropriate behavior and treatment of others very early in life. Also, model this often and intervene when needed.
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I am preventing bullying by doing my best to raise awareness where I can and try to teach my children and the children I volunteer with empathy and how to protect themselves from being bullied
I stick up for the people in my life that I see get pushed around by using my strengths. Sometimes people are overworked, over stressed , or not skilled communicators, and people take advantage of them. I step in and offer support and put the bullies on their heels!
Act out bullying scenarios and have the students problem solve what can be done to prevent it. Also create a culture of kindness and respect in your class so that bullying incidents can minimize and eventually dissappear completely.
As a school counselor, I work with students on identifying bullying, ways to stand up to bullying, conflict resolution and promoting activities that focus on teamwork, kindness and character building. I also work toward collaborating with staff members and teachers. A culture of safety, kindness and acceptance is promoted through schoolwode activities, classroom lessons, small groups and individual work with students as well.
As a School Counselor in a Title I school with 97-plus percent qualifying for free or reduced lunch, I am always seeking new ideas to raise positive actions and reduce bullying behaviors. I conduct class lessons to educate Pre K through 5th grade on what bullying is and how to be Upstanders instead of Bystanders. I love to use literature in my lessons; all the children love to be read to and we often role play to build empathy and problem solving skills. We have “I Thought You Should Know” boxes for children to report concerns, leave compliments, or request help in a confidential way.
In my school, we promote quality character in an positive, supportive, confidence building environment. When we feel good and happy, we treat others well and we don’t tolerate others treating is badly.
I preven bullying by keeping track of what’s going on in school and with my child’s life. I always ask if everything is ok ,especially with friends. I ask if she needs my help and. If she is feeeling safe at school.
We create poster to prevent bullying. We often have community discussions on how it feels to be bullied, ways to prevent it and tips to cope when bullied.
I see some bullying as young as 4. We need to get the word out that it’s not acceptable.
Our teen programs are open to teens in the community that go to three different high schools, plus several different parochial high schools. Everyone is welcome – no one is permitted to bully, mock, or belittle others. We are the only community organization that serves all these teens.
In my 4th grade classroom I use community circles, picture books, discussion. Lots of discussion.
I wish preventing bullying was an easy statement. I have realized being an educator and parent, preventions start with partnering with like-minded individuals in the community and formulating positive life-skills with my loved-ones and students. Fostering hope, purpose and increased awareness in behaviors leads to change and change leads to a ripple effect of influence. Prevention is a life journey with varying milestones in our lives being a model, displaying character, consistency, mentorship are traits to the superhighway of teaching those to voice the silent disease, called bullying. Teaching students “I do, we do, you do” will help prevent bullying.
I am a teacher in a head start program and I Can honestly say I do not see much bullying in my class. I do on the other hand have both elementary children and middle school children. These are the school where I see lots of bullying. I am sadden when my children come home and tell me stories about things that happen in school. Unfortunately my own nine year old daughter recently fell victim to bullying. I immediately call the attention of the her teacher and principal, who in turn notified the parent of the child. I was pleased to find that this was just a misunderstanding. I was blessed that my daughter felt comfortable enough to to tell me immediately. I wish we could do something to end bullying for good.
This year I partnered with my school Social Worker to do Mind Up, a program that teaches mindfulness to students. We are learning how to be mindful of our actions and how to be mindful of others. We also use peer mediators to help resolve conflicts.
I lead by example. I support positive acts and call out negative ones. I try to give time to kids on either side hoping to promote a more supportive environment.
As an early childhood educator, I am helping prevent bullying but teaching students before they enter school (and still working on it with our before and after school students) that bullying is not ok. I work on social emotional learning so children feel confident enough to stand up to bullies, or speak up when they see others being bullied and I offer an anti-bias curriculum so that everyone in our class feel valued, safe, and supported in our program. I am also a Continuing Education Instructor and recently wrote a training on Bullying in Eary Childhood and have been presenting it in my area, in hopes that other early childhood educators will implement some sort of curriculum for bullying prevention in their programs as well.
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At the fifth grade level, I have developed a folder of resources for our district to use and address the problem of bullyism. Through literature, I use books written by Patricia Polacco and other authors, to address this theme. Currently, I am using the book, Wonder as a read aloud and this definitely lends itself to discussions about being kind and nice. Role play, group posters, on-line read alouds, and class meetings are key ways to address the topic of bullyism.
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I work at a Head Start program and am constantly keeping an eye out for the pre-bullying behaviors. As bullying is heavily on the rise in schools around our area, I want to be sure to try to do the best I can by teaching the kids the right way to handle situations, not the wrong way. Respect for one another goes a long way, and I wish the bullying would take the back burner and eventually fade away. I think if more teachers/schools around our area would take a stand against bullying we would be able to get a better handle on it.
Fisrt of all I build a supportive culture in my classroom for each of my 3 sections by creating culture dolls and have the students tell us about themselves via th culture doll. We have Olweus or anti bullying meetings at least once a week. We focus on each of the bully rules created for our school and talk about what each one means using a children’s book to tie the concepts together. Each grade level has their own set of books specific to their grade level. I have lunch with students who need to talk about situations happening at school or at home. I do investigations when needed to identify if bullyin is occurring. We have specific consequences for each infraction. I am also a member of our school team who meets once a month to talk about issues at our school.
Educate, educate, educate!
We use PBIS at our school, all teachers develop and build community at the beginning of the school year and continue all year long. Finally, we use Second Step Bullying Prevention to teach bullying awareness, bystander awareness and skills to make reports when bullying is identified.
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Our School Wide Behavior Support program is based on these 3 principles: Be Respectful, Be Responsible, and Be Ready to Learn. Students follow these rules and are recognized for these behaviors as well.
We have teachers and admin out to support students on the playground, and SEL in the classroom designed to reduce and (hopefully) someday eliminate bullying.
I work for a Head Start program mainly with preschoolers. Even though many people do not think that preschoolers bully, there are many resources I have learned from that have taught me about pre-bullying behaviors. Basically if these behaviors are not stopped early on, they will develop into bullying. I try to watch out for these red flags in my classrooms. For example, if children do want to play with a certain child or they try to tell others to leave out a child, I will step in and make sure that this behavior does not continue. I can’t fix it by just talking to them one time though. I constantly have to be on the look out. My hope is that I can stop a bully from being created.
My special ed class has read Patricia Polacco’s book on Bullying and had scenarios to pick what is the right thing to do. We also talk about what it feels like to use kindness with everyone we meet.
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We try to have multiple stories and resources available about bullies and bullying. We see a variety of people at the Public Library that we try and have different items and information available.
We practice our ROARS – Respect, Optimism, Achievement. Responsibility, and Safety. Discussion and activities revolve around these themes and bullying is brought up often by both staff and students.
Focus on celebrating Uniqueness!
Allow the children to reward other children for humble acts of kindness they witness. This allows children to see situations from another perspective.
Though children are not required to be friends with every single person they meet, they DO need to treat every person with respect.
I provide a lot of individual counseling as well as conflict resolution to students in the schools I provide School Based Therapy Services. In these services we explore coping with bullying if victim or empathy related lessons if the peer who is doing the bullying. In addition, I utilize Classroom lessons to teach bullying on a broader scale as well as social skills training to help children learn effective social skills to improve interactions with their peers.
We use the RULER program to help children express their own feelings and it also enables the children to see what “color” their classmates are in and gives them the opportunity to ask their peers what they are feeling and why they feel that way. This helps to grow empathy and an awareness of how others have feelings as well as the impact our feelings/actions have on those around us.
I work in the youth services area of a public library. Having resources available for our patrons is key for us. We are an inclusive and safe environment for all who enter doors, so we make sure everyone knows this and knows where to find the resources to help.
I am a public librarian and I start adding books that teach children to treat everyone equally, despite their differences and to be kind to others into the storytime programs starting with toddlers on up. I encourage children and their caregivers to take out books with a diverse set of characters so they are introduced to people that are “different” starting even before they begin school. I also make resources available to kids and teens about bullying, what to do when faced with bullying, and also offer them a safe space when needed.
We use the Second Step Program for Social Skills / Social Emotion Development (as well as the Bullying component) in our K-5 classrooms at our elementary school. As a special ed teacher, I modify these lessons and use social stories and hands on activities when appropriate. I have been reading more literature about Bullying to the students and trying to connect it to their lives or give examples that may be relevant to their world.
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We use Conscious Discipline to teach our Early Childhood Center’s children the power of using their words in an assertive way. This helps prevent children from forming a victim mindset, as well as helps aggressors to learn to use their voices to get what they need in a helpful way!
I share inspirational stories of kindness as a well as nonfiction stories of the pain involved when one is bullied. It is important for students to see the outcomes of their behaviors, both good and bad. My class becomes a spy club and we do anonymous random acts of kindness. The students write to me as their commander to inform me of their missions. The agents also write mission plans to conduct kindness raids.
Morning meetings where we model how to be respectful to each other and a culture of kindness.
I help to prevent bullying by promoting kindness to others. I help children to see that we are all different and that’s what makes us special. If you don’t understand something about someone else, then talk to them about it. Learn from each other! We all deserve respect.
This is something we should all be working to eradicate and not just in schools and not just kids. Bullying is everywhere and we all have to work together to make it work.
My sons school (Seven Generation Charter School) has a special bullying program and this would be a great resource for them to expand on it!
Four years ago we implemented a school wide (K-8) SEL program. Students are learning how to listen, be assertive, have empathy, identify and manage emotions, and problem solve using a 4 step system.
I am the school counselor for 2 elementary schools. I incorporate bullying prevention initiatives throughout the school year. During October (Bullying Prevention Month) we celebrate The Week of Respect by having anti-bullying assemblies and having the students engage in anti-bullying lessons in their classrooms. I also have a Mix-It-Up Lunch Day with my 3rd and 4th graders to help students learn about each other and make new friends.
I am a bullying prevention curriculum developer for our region including 201 schools, 10 school divisions and we see upwards to 10,000 kids a year. I utilize an evidence informed model and often the lesson plans and activities are customized to each schools needs. I have hosted RAK weeks with different themes, school wide prevention initiatives, presentations and motivated youth to be the stand up students I believe them to be.
In my class, we use the bully blocker program. We learn lessons each day on what bullying is and how to respond appropriately. We have class discussions about what we have learned. We also have an I’m All Ears Box, for those who are a little shy about talking to me about being bullied. Students can write down their concerns, and I respond to them in writing. This truly helps my second graders feel as though they are understood, and that something is being done to keep them safe.
As a school team, we try to prevent bullying by creating a culture of kindness and respect. We adhere to 3 basic rules: Be respectful, be responsible and be safe. Our School Wide Effective Behavior Support program is based on these 3 principles and students re recognized for these behaviors as well.
We celebrate the Week of Respect, nationwide first week of October with focus on and promoting respect, kindness and inclusive behaviors. I created a Kindness Crew to promote kind vibes throughout the school. Also, we started a Character Education School wide plan to reward and recognize students that are showing kind and respectful behavior throughout the school year.
I have been incorporating bully prevention facts into my morning meetings. Every day I show them a new way that they can avoid bullies and how they can be good friends.
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Conduct classroom counseling lessons addressing bullying prevention.
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I help the kids I work with see how their behavior makes others feel, and try to make the connections of how they would feel if roles were reversed.
We have a Bully Box on our district website that parents can report bullying with.
We have a complete bullying curriculum for all our grades K-8 and especially stress bystander intervention in our middle school. Our staff is working on Anti-Bias Education this year.
I am a GSA sponsor at a alternative high school in Las Vegas.
I was bullied as a child and know how painful it can be. I make sure everyone’s eyes are open to the little things that are happening between children. As a program director for Early Childhood Education at a College, this topic is brought up in almost all of our courses! Especially discussed in Guidance and Discipline class.
We do “friend” days where the activities are done in pairs. This can help with bullying, as well as, encourage students to learn more about others in their class. If a student has more positive connections with someone, he/she is less likely to bully others..
We work to build an inclusive community in our school, where every student matters. It includes respect for self, and then our school, our greater community, and the world.
I try to foster a room that is a “safe haven” for students to be able to hang out in during lunch and recess. I also enforce that there is no tolerance for any negative comments and behavior.
I am involved with a non-profit home visiting program that starts with parent education. We provide parents the education and resources they need to teach their children about bullying and how to support their children ,handle pressures, and encourage communication between the children and their caregivers.
We work with our students and parents to build a culture of respect throughout the school community. A big part of this is being willing to speak up and to talk about issues with an understanding of others perspectives.
I tell my students that keeping them safe is my first priority and that they are partners with me in making sure we remain safe. Students are known well by at least one adult at school and often have lunch time chats, on or off campus, with that person. We practice mindfulness across campus – and I leverage the protocols associated with the School Reform Initiative weekly in my practice as a Language and Literature instructor. Such protocols protect and ensure equity across race, gender, ethnicity, culture, socio-economic/class identity, and open up space for honest, sometimes tough dialogue and writing around the language (and other expressions) of power & privilege. In short, I teach students to have a voice, to cultivate kindness, to be self-aware, to be courageous, forgiving, and compassionate human beings.
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I started a Kindness Club in my elementary school this year, that focuses on treating others with respect and caring actions. Because if we are all going to “say NO to bullying,” it’s important to teach and practice what things we can be doing instead! Additionally, one study found that while standing up to bullies is a brave and necessary step, students who had been bullied reported that a kind act from another student greatly helped improve their feelings of self-worth!
We use the Bully Prevention Unit from Second Step and participate in UNITY day each year.
We present bully prevention trainings to teachers in child care centers. We share resources, role play, and offer activities to help prevent/curb bullying in their center with all ages. Teachers are encouraged to work with each other to create a unified and consistent anti-bullying message and policy for their center.
I am coordinating a mental health awareness event called “How to Keep My Child Safe” using data acquired from families throughout the State of California. One of the topics families expressed as an issue was bullying in the schools. We will be providing a presenter who will discuss this issue, among others, and it would be great to have corresponding anti-bullying resources to provide our families.
I work with licensed childcare providers who can use these books to promote compassion/anti-bullying in their programs. Being able to impact over 40 providers with this type of resource can influence hundreds of children, not only in the 0-5 age range, but their older siblings who are attending school already. This is a resource that would be put into action immediately, and shared with my coworkers, who between all of us connect with over 465 providers, each of whom has at least 12 children, many are centers with over 100 children enrolled. Imagine the impact, the positive effects of building compassion for that many children. The goal of our work is to increase the quality of licensed childcare throughout our region and beyond. This would be an incredible foundation for creating a state-approved training for anyone working with children who need practical strategies for implementing an anti-bullying curriculum, and culture.
Helping children realize that they are part of a School FamilyTM, where we are all in this together and everyone has something to contribute to the good of the whole, releases children from the need to judge or put others down. Helping children to find their assertive voice from a young age so that they can teach others how they want to be treated is also critical. Many times things are said from a state of upset. When adults model composure and self-regulation of feelings for students, they in turn can learn to do that for themselves and model this calm, managed state for others.
I try to make the students aware of the importance of empathy, normal peer conflicts vs. bullying, and also expressing their feelings. I facilitate bullying prevention lessons as well as school-wide activities to encourage tolerance and acceptance of all.
I encourage teen/tween students to have three safe adults they can talk to when they’ve been bullied or have any problem they may not want to discuss with their parents. People who will support them and not judge.
My guidance counselor and I would definitely use these resources!
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We have expectations in each school that include Respect and being a role model, and we try to stress the importance of respect and acting in a way that others would want to copy. We also bring in outside speakers to talk to and run groups with students at the high school. I look forward to seeing what others do, as we certainly have a long way to go.
We currently use an anonymous phone texting system that allows people to report concerns and they are simply identified to us as a number. We can respond to the number assigned by the system and they are sent the response. It has worked well over the last three years.
We also incorporate a Restoritive Justice Program to help students communicate more effectively to one another.
I try to foster a sense of kindness, acceptance, and caring amongst my students with the hope that they embody these characteristics and spread them to others.
At our school we have a no bullying policy and we all have an open minded staff that is willing to help our students with any difficulties they face.
We have activities throughout the year that encourage students to get to know each other better.
I like to empower students to come up with activities that they feel would be the most powerful during bully prevention month. Our Middle School students have created a club they named “Kindness Club” focused on this effort.
We ask students to give the bully three warnings, using words about not liking what the person is doing/saying and telling them to leave them alone. On the third warning the child being bullied reports the matter to his/her teacher who emails the office for conversation and possible consequences.
Fostering cooperative peer interactions within the classroom lead to better relationships and cohesiveness between students. Dialogue and practicing appropriate responses to conflict can help with differentiating between bullying and conflict. Teaching bystanders what to do if they are witnessing bullying is very helpful.
We love to use your books to spread the message! Reading the weird series this week to my 3rd graders and are using the discussion questions/activities at the back of the book. Kids are creating anti bullying posters to hang in the hall. Thank you!
The very best solution to bullying is creating a classroom atmosphere where it is not tolerated. This is done by expressing what bullying looks like, why it cannot take place, and how it really affects others. The old adage of sticks and stones is not only not true but totally the opposite in reality.
Here in the elementary school library, the students have learned the number one word is respect. Respect for each other as well as for the library materials that they borrow.
I co-facilitate an after school group at our middle school called SAGA, Sexuality and Gender Alliance. We’re creating a safe space and letting everyone know that he/she/they belong! I’m also part of a team that will be facilitating conversations around gender and sexuality with our staff, so that they are more aware.