The Power of Youth Empowerment Programs in Communities

Youth empowerment programs can have an incredible impact on their communities as they support students, increase access to opportunity, and remove barriers to education and achievement.

Ultimately, the goal of community programs for youth is to authentically engage and empower vulnerable children for a better future. Some programs advocate for healthy eating and physical activity as part of reducing childhood obesity. Others offer support to LGBTQ kids, work to lift children out of poverty, develop workforce training, or implement violence and bullying prevention activities.

Examples of Youth Empowerment Programs

Every state, county, or city is home to a program designed to help kids in that community, and each has a slightly different approach to speak to the needs of their area.

The Georgia Department of Human Services created their Youth Empowerment Series to provide access to resources that offer support and empower Georgians and their families. To accomplish this goal, kids are encouraged to be the “blueprint for change” in their communities and leaders are developed through workshops, networking, and experiences to “grow a generation of young trailblazers.”[1]

The Youth Action Research for Prevention (YARP) program was designed to train kids as a group to use research to understand their community better. YARP engages the students to use data to then develop social action plans and activities in the community.[2] The resulting engagement in community activism has had an effect on both behavior and effectiveness for individuals and the community.[3]

The Youth Empowerment Program in Louisiana was founded to “engage underserved young people through community-based education, mentoring, and employment readiness programs to help them develop skills and strengthen ties to family and community.”[4] Like many non-profit groups leading empowerment programs, they aim to create a community where all children “have access to the opportunities, skills, resources, and relationships they need to actualize their potential.”[5]

The United States Department of Health and Human Services, Office of Minority Health, funds a demonstration project called the Youth Empowerment Program (YEP) created to address unhealthy behaviors in minority at-risk youth. “YEP provides resources to those who need them most, minority youth who live in some of the most high-risk areas in the country. At its heart, this program is helping them make better lifestyle choices that result in healthier, happier lives,” explains Dr. Paula E. Papanek, founding director of the Program of Exercise Science in the Department of Physical Therapy at Marquette University in Milwaukee, Wisconsin.[6]

Across the country, 17 YEP grantees offer innovative approaches to promote healthy lifestyles and life choices in minority youth, each for a three-year grant cycle.[7] The University of Utah worked with 30 at-risk teen mothers through a daily one-hour life skills training and after-school mentoring and tutoring program. They have seen both teen birth rates and STI rates lower significantly in their community indicating a decrease in risky sexual behaviors through direct educational programming in reproductive health and empowerment.[8]

Funding for Youth Empowerment Programs

Youth empowerment programs are designed to increase access to resources to improve children’s lives. If you have a plan for your community but aren’t sure where to find funds to develop your program, several youth empowerment program grants are available. For instance, Grants.gov Youth Funding Opportunity Search Tool allows organizations to search a wide range of funding opportunities for youth-related programs, and the list of searchable grant opportunities is updated daily. The Global Youth Empowerment Fund provides funding to community projects, especially those led by youth-led organizations, that “provide sustainable solutions to local challenges in communities around the world.”

Data for Grant Proposals and Evaluations

As part of the application process, many federally-funded grants require organizations or community coalitions to have a detailed plan in place on how you will establish baselines, track success, and report on results. You may be required to submit this information on a regular schedule to show progress and monitor outcomes. Survey data can be used for both as well as encouraging increased community support through matching funds and participation in programs. If your community-based coalition has received or is applying for a grant that requires data measurement and reporting, Pride Surveys can help.

Why Work with a School and Student Survey Company?

The benefit of working with a survey company is that we can gather fact-based data and information through anonymous and effective survey tools. With this information, educators, parents, PTAs, and coalitions are in a better position to secure future funding from a variety of sources to support their programs.

Presenting a survey to students can feel daunting especially when it comes to developing survey question ideas for high school students, but Pride Surveys has been providing research-quality data for schools and communities since 1980.

Our Pride Survey for Grades 6-12 is our longest-running and must-used survey with more than 8 million respondents over the last 35 years. This comprehensive questionnaire for students collects data regarding alcohol, tobacco, and drug use, discipline problems at and outside of school, personal information, academic achievement, family life, and more. Using this student behavior and school climate survey, we have been able to track significant longitudinal data and trends, and have released multiple national data sets, allowing our customers to compare their local data with our national data. As you develop your community youth empowerment programs, this data can be incredibly valuable for many reasons.

Please browse through the different types of student surveys we offer and find out why more than 14 million students, parents, and faculty members have responded to Pride Surveys. Questions? Please call us today at 800-279-6361 or fill out our quick online contact form.

[1] “The Youth Empowerment Series (YES).” Retrieved 1 February 2019 at https://dhs.georgia.gov/youth-empowerment-series-yes

[2] “Youth Action Research for Prevention: A Multi-level Intervention Designed to Increase Efficacy and Empowerment Among Urban Youth.” Retrieved 1 February 2019 at https://link.springer.com/article/10.1007/s10464-009-9231-2

[3] Ibid.

[4] “What We Believe.” Retrieved 1 February 2019 at http://youthempowermentproject.org/who-we-are/what-we-believe/

[5] Ibid.

[6] “The Youth Empowerment Program: Promoting Health Behaviors in Minority Youth.” Retrieved 1 February 2019 at https://www.marquette.edu/youth-empowerment-program/_media/downloads/yep.pdf

[7] “About the Youth Empowerment Program.” Retrieved 1 February 2019 at https://www.marquette.edu/youth-empowerment-program/about.shtml

[8] “Reproductive Health.” Retrieved 1 February 2019 at https://www.marquette.edu/youth-empowerment-program/reproductive_health.shtml

Teen Mental Health: Self-Harm

From the outside looking in, self-harm can be a frightening and puzzling behavior – and one that’s difficult to understand. It may be surprising to learn that it’s not always driven by suicidal tendencies. In fact, teens that self-injure probably don’t intend to die but rather use it as a coping mechanism.[1] However, studies have shown that teens and tweens who engaging in self-harming behavior have a higher mortality rate.[2] For these reasons and many others, it’s important to know both how to identify symptoms of self-harm and how to address them.

What is self-harm?

Psychology Today defines self-harm as “the act of deliberately inflicting pain or damage to your own body.[3]” If a teen or tween is scratching, cutting, hitting, biting or burning themselves to cause pain, these would all be considered signs of self-harm. However, less talked about forms of self-harm can include deliberately ingesting toxic levels of alcohol or drugs or participating in other risky behavior, such as unprotected sex. Statistics indicate about 17% of teens and tweens will engage in self-harming behavior at least once.[4] And while girls may develop self-harming behaviors earlier, adolescent boys are responsible for the overall highest incidences of self-harming behavior.[5]

What causes self-harm in teens and tweens?

Adolescents are undoubtedly struggling with a difficult time, and with the rise in cyberbullying and ongoing school bullying, it’s easy to question if school climate and other situational triggers factors can be the culprit behind self-harming behaviors. Pediatricians are often reluctant to isolate any one cause, though. In some cases, self-injury can be soothing to teens with underlying mental health issues.[6] Teens or tweens also may engage in self-harm as a way to communicate an unmet need to parents or peers.[7] A school climate survey can help you learn more directly from students about what may be troubling them.

How to look for symptoms of self-harm in teens and tweens

According to the Mayo Clinic, common symptoms of self-harm include:

• Scars, often in patterns
• Fresh cuts, scratches, bruises, bite marks or other wounds
• Excessive rubbing of an area to create a burn
• Keeping sharp objects on hand
• Wearing long sleeves or long pants, even in hot weather
• Frequent reports of accidental injury
• Difficulties in interpersonal relationships
• Behavioral and emotional instability, impulsivity and unpredictability
• Statements of helplessness, hopelessness or worthlessness[8]

When considering self-harm through excessive alcohol consumption or illicit drug use, however, student perceptions can complicate symptoms. While the Centers for Disease Control define binge drinking as having more than four or five drinks[9], a student survey from Pride Surveys suggests almost 32% of students do not believe consuming five or more drinks once or twice per week puts them at risk of harming themselves.[10] So, it’s important when talking to teens and tweens about self-harm to discuss whether they are aware of the harmful effects of excessive consumption.

How to approach teens or tweens who may be engaging in self-harm

When addressing any issue related to teen mental health, it’s always best to begin with empathy. Worry less about “why,” and focus more on how you can help the individual feel heard and cared for.[11] Approaching them privately and in an environment where they already feel safe is the best method. A student survey conducted by Pride Survey found that at school middle and high school students feel safest when in the classroom[12].

Depending on the severity of the self-harm, you may not feel that you have the skills or training to address the behavior. If that is the case, it’s best to engage a mental health professional. And if you believe that someone is in imminent danger, do not hesitate to take them to a healthcare professional or the emergency room. The National Suicide Prevention Lifeline (1-800-273-8255) offers free, 24/7 support that is completely confidential[13]

Since 1980, Pride Surveys has been providing research-quality data for schools and communities to study student mental health. Our Social, Emotional and Bullying Behavior Survey (SEBBS) collects data that assess problem behaviors that affect student engagement such as increased absenteeism, lower academic achievement and increased substance abuse. The Pride Surveys Learning Environment Survey is also recommended as a student evaluation tool for grades 6-12 because of its powerful reporting system and examination of current issues in education such as student mental health, bullying, teen suicide, student learning and more.

The benefit of working with a survey company is that we can gather fact-based data and information through anonymous and effective survey tools. With this information, educators, parents, PTAs and community coalitions are in a better position to address mental health issues in their schools and secure future funding from a variety of sources to support their programs.

[1] “Understanding Self-Injury/Self-Harm.” Retrieved 30 January 2019 at http://teenmentalhealth.org/understanding-self-injury-self-harm/

[2] “Suicide After Deliberate Self-Harm in Adolescents and Young Adults.” Retrieved 30 January 2019 at http://pediatrics.aappublications.org/content/141/4/e20173517

[3] “Self-Harm.” Retrieved 30 January 2019 at https://www.psychologytoday.com/us/basics/self-harm

[4] “Who self-injures?” Retrieved 30 January 2019 at https://www.apa.org/monitor/2015/07-08/who-self-injures.aspx

[5] “Self-Harm.” Retrieved 30 January 2019 at https://www.psychologytoday.com/us/basics/self-harm

[6] “Chapter 191: Self-Harm.” Retrieved 30 January 2019 at https://pediatriccare.solutions.aap.org/chapter.aspx?sectionid=109663654&bookid=1626

[7]“Chapter 191: Self-Harm” Retrieved 30 January 2019 at https://pediatriccare.solutions.aap.org/chapter.aspx?sectionid=109663654&bookid=1626

[8] “Self-injury/cutting.” Retrieved 30 January 2019 at https://www.mayoclinic.org/diseases-conditions/self-injury/symptoms-causes/syc-20350950

[9] “Fact Sheets- Binge Drinking.” Retrieved 30 January 2019 at https://www.cdc.gov/alcohol/fact-sheets/binge-drinking.htm

[10] Pride Surveys Questionnaire for Grades 6 thru 12 2016-17, Pride National Summary, October 19, 2017

[11] “Self-injury/cutting.” Retrieved 30 January 2019 at

https://www.mayoclinic.org/diseases-conditions/self-injury/diagnosis-treatment/drc-20350956

[12] Pride Surveys Questionnaire for Grades 6 thru 12 2016-17, Pride National Summary, October 19, 2017

[13] “National Suicide Prevention Lifeline Homepage.” Retrieved 30 January 2019 at https://suicidepreventionlifeline.org/

Teens & Vaping: What You Need to Know

In 2015, more than 25% of students in grades 6 through 12 and more than 33% of young adults had tried e-cigarettes.[1] This number shows no signs of slowing as emerging research indicates an uptick in use by teens as the dangers of e-cigarettes remain largely unknown. We’ve written before that most tobacco use begins in young adulthood, and about the risks of smoking at this young age. Studies indicate e-cigarette use presents an equally troubling trend that demands further research.

What Are E-Cigarettes?

Electronic cigarettes came on the market several years ago as an alternative to smoking traditional cigarettes made from tobacco. Also known a e-cigarettes, vapes, and vape pens, these battery-operated devices allow users to inhale an aerosol that typically (but not always) contains nicotine, flavorings, and chemicals like propylene glycol.^[2] Some e-cigarette brands are designed to resemble real cigarettes while others may look more like a USB stick. As of 2014, there were nearly 500 brands of e-cigarettes on the market.[3] Brands like JUUL have exploded onto the market with a flashy, high-tech appearance and high nicotine delivery through their use of nicotine salt e-liquid formulations.[4]

Teens and E-Cigarettes

Many kids and adults perceive e-cigarettes as less harmful than tobacco. While they may be less damaging to teen bodies than inhaling tobacco smoke, e-cigarettes still deliver harmful chemicals in their so-called “vapor.”[5] Their use also can lead to a habit of smoking traditional cigarettes: 30.7% of e-cigarette users started smoking (tobacco products) within six months while only 8.1% of non-users began smoking in the same time frame.[6]

And the use of these devices is more prevalent than cigarettes, perhaps due to a lack of understanding the dangers. According to research from the National Institute on Drug Abuse, 3.6% of 8^th-graders used cigarettes in the past month versus 9.5% using e-cigarettes. For 10^th-graders, 6.3% smoked while 14% used e-cigarettes. By 12^th grade, the numbers climb to 11.4% of students who have smoked in the last 30 days and 16.2% who have vaped.[7]

Our Pride Surveys Questionnaire for Grades 6-12 Standard Report from 2016-17 revealed that while more than 94% of students in 6^th-12^th grade had not smoked cigarettes in the last 30 days, 4% still used tobacco every week.[8] In this same report, 66% of students said their friends never use tobacco while 6% said they use tobacco a lot.[9]

In another survey of children aged 12 to 17 years, the majority who reported ever experimenting with tobacco said they started with a flavored product, and 85% of current e-cigarette users aged 12-17 use some form of flavoring.^[10]^,^.[11]

Minors are federally banned from purchasing (or being sold) vaporizers, e-juice, and other related products and states across the U.S. have raised the age to buy cigarettes or vaping products to 21. However, none of us would be surprised to find that teens are still getting their hands on these products and using them. In fact, flavored non-cigarette tobacco products like JUUL seem to be designed to appeal to youth with eye-catching packaging and popular flavors like mint, vanilla, cherry and piña colada. According to JUUL, a single pod contains as much nicotine as a pack of 20 regular cigarettes.[12]

Research on Teens and Vaping

Because e-cigarettes are still relatively new, there is little information on student perception, use, and prevalence in schools and communities. To begin to gather more data, the Pride Surveys Plus added two categories to the existing core measures including prescription opioids as well as e-cigarettes in 2018. Our Pride Surveys Questionnaire for grades 6-12 still contains the updated Core Measures required by the Substance Abuse and Mental Health Services Administration (SAMHSA) for their Drug-Free Communities Grant. Community coalitions and other grantees can use this survey to provide data for funding applications and evaluation. The survey is also compatible with many other grants including CARA, STOP ACT, Tobacco Cessation, and more.

The benefit of choosing a survey company is that we take the guesswork out of the surveying process to ask the difficult questions. For more than thirty years, Pride Surveys has been helping schools collect data on teen substance abuse perceptions and drug use trends. We offer multiple drug-free community survey options as well as student risk perception surveys designed to help assess teen substance abuse and risk, including our student surveys for grades 6-12, and our supplemental surveys like the Drug-Free Community Survey Supplement. The Pride Survey Plus for Grades 6-12 will allow you to obtain a better understanding of your school climate and the safety of your students. Please contact us online or call (800) 279-6361 for more information.

Setting a good example is also essential when it comes to preventing smoking. Quitting is one of the best things you can do for your health as it almost immediately improves your lung, heart, and brain function. If you need help quitting smoking, please call 1-800-QUIT-NOW.

[1] “Get the Facts: E-Cigarettes.” Retrieved 30 December 2018 at https://e-cigarettes.surgeongeneral.gov/getthefacts.html

[2] “What Are Electronic Cigarettes?” Retrieved 30 December 2018 at https://www.drugabuse.gov/publications/drugfacts/electronic-cigarettes-e-cigarettes

[3] “What Are Electronic Cigarettes?” Retrieved 30 December 2018 at https://www.drugabuse.gov/publications/drugfacts/electronic-cigarettes-e-cigarettes

[4] “E-Cigarettes: Facts, Stats and Regulations.” Retrieved 30 December 2018 at https://truthinitiative.org/news/e-cigarettes-facts-stats-and-regulations

[5] “E-Cigarettes: Facts, Stats and Regulations.” Retrieved 30 December 2018 at https://truthinitiative.org/news/e-cigarettes-facts-stats-and-regulations

[6] “Teens & E-Cigarettes: National Institute on Drug Abuse; National Institutes of Health; U.S. Department of Health and Human Services.” Retrieved 30 December 2018 at https://www.drugabuse.gov/related-topics/trends-statistics/infographics/teens-e-cigarettes

[7] “Teens & E-Cigarettes: National Institute on Drug Abuse; National Institutes of Health; U.S. Department of Health and Human Services.” Retrieved 30 December 2018 at https://www.drugabuse.gov/related-topics/trends-statistics/infographics/teens-e-cigarettes

[8] “Pride Surveys Questionnaire for Grades 6-12 Standard Report 2016-17.”

[9] “Pride Surveys Questionnaire for Grades 6-12 Standard Report 2016-17.”

[10] “Flavored Tobacco Product Use Among Middle and high School Students – United States 2014.” Retrieved December 30 2018 at https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6438a2.htm

[11] “Get the Facts.” Retrieved 30 December 2018 at https://e-cigarettes.surgeongeneral.gov/getthefacts.html

[12] “Recognition, Use, and Perceptions of JUUL Among Youth and Young Adults.” Retrieved 30 December 2018 at https://tobaccocontrol.bmj.com/content/28/1/115

Teens and Tween Mental Health: Suicide

The statistics are staggering. Suicide is the third-leading cause of death in adolescents between the ages of 15 and 19.[1] And further research from the Centers for Disease Control shows suicide rates among tweens—children between the ages of 10 and 14—are on the rise with rates doubling from 2007 to 2014.[2] The thought of losing anyone to suicide is unimaginable, but what can be done to prevent it?

Who Is at Risk for Teen Suicide?

The statistics on teen and tween suicide rates can be heart-wrenching, but understanding risk factors can help with teen and tween suicide prevention. According to leading pediatric healthcare system Children’s Healthcare of Atlanta, risk factors for suicide can include:

• Possession of a weapon, pills or other means of inflicting self-harm
• A history of depression or other mental disorders
• Drug or alcohol use problems
• A recent break-up with a boyfriend or girlfriend
• Loss of a parent or close family member through death or divorce
• Exposure to suicidal behavior in others, whether family, peers or celebrities
• Stress caused by physical changes related to puberty, chronic illness and/or sexually transmitted infections
• Uncertainty surrounding sexual orientation
• Problems at school, such as falling grades, disruptive behavior or frequent absences
• Legal or discipline problems [3]

A recent study by Vanderbilt Pediatrics revealed that seasons—and maybe even academic calendars—also can play a role in teen suicide rates with researchers finding spikes in suicide occurrences during October and March and the lowest rates appearing in July.[4]

Bullying & Suicide

In recent years, significant attention has been paid to the impact school bullying and cyberbullying has on teen suicide. As the CDC points out, “We know that bullying behavior and suicide-related behavior are closely related.” In fact, adolescents who report being bullied and those who report bullying others have an increased risk for suicide-related behavior.[5]

As we’ve shared in previous blogs, kids who are perceived as being different than their peers because of their physical attributes or sexual identities may be more likely to experience bullying or cyberbullying. And as high school and middle school bullying continue to be an unfortunate reality, educators and caregivers must work to understand how to recognize and address signs of bullying.

Teen Suicide Prevention

While Pride Surveys’ data from 2016-2017 shows that 4.9% of 6-8th graders and 7.8% of 9-12th graders think about suicide “often or a lot,”[6] there are steps families, pediatricians, and educators can take toward teen suicide prevention. In addition to knowing the facts about teen suicide and risk factors, watch for warning signs. Children’s Healthcare of Atlanta provides some guidance here as well, noting some warning signs as:

• Making suicidal statements
• Talking about, writing about or drawing images of death
• Calling, texting or visiting friends or loved ones to say goodbye
• Giving away belongings
• Showing signs of depression, such as moodiness, hopelessness or withdrawal
• Having aggressive or hostile behavior
• Neglecting personal appearance
• Taking risks
• Changing personality
• Having a history of one or more suicide attempts[7]

If you observe these warning signs, don’t be afraid to intervene. Experts resoundingly agree that one of the best steps for suicide prevention in teens and tweens is talking to them about how they are feeling and giving them space and attention to express their feelings honestly.[8]

If you believe, however, that someone is in imminent danger, do not hesitate to take them to a healthcare professional or the emergency room. The National Suicide Prevention Lifeline (1-800-273-8255) offers free, 24/7 support that is completely confidential.[9]

Since 1980, Pride Surveys has been providing research-quality data for schools and communities to study student mental health. Our Social, Emotional and Bullying Behavior Survey collects data that assess middle school problem behaviors that affect student engagement. Using SEBBS, schools can determine the underlying causes of increased absenteeism, lower academic achievement, and increased substance abuse. The Pride Learning Environment Survey is also recommended as a student evaluation tool for grades 6-12 because of its powerful reporting system and examination of current issues in education such as student mental health, bullying, teen suicide, student learning and more.

The benefit of working with a survey company is that we can gather data and information through anonymous and effective survey tools. With this information, educators, parents, PTAs and coalitions are in a better position to support mental health concerns, fight bullying and secure future funding from a variety of sources to support their programs.

[1] “Suicide and Suicide Attempts in Adolescents.” Retrieved 19 December 2018 at http://pediatrics.aappublications.org/content/138/1/e20161420

[2] “QuickStats: Death Rates for Motor Vehicle Traffic Injury, Suicide, and Homicide Among Children and Adolescents aged 10–14 Years — United States, 1999–2014.” Retrieved 19 December 2018 at https://www.cdc.gov/mmwr/volumes/65/wr/mm6543a8.htm?s_cid=mm6543a8_w

[3] “Youth Suicides on the Rise in Georgia: Learn How to Recognize the Warning Signs Now.” Retrieved 19 December 2018 at https://www.choa.org/blog/2017/august/suicide-prevention

[4] “Suicide attempts and ideation among teens are on the rise.” Retrieved 19 December 2018 at

http://www.contemporarypediatrics.com/mental-health/suicide-attempts-and-ideation-among-teens-are-rise

[5] “The Relationship Between Bullying and Suicide: What We Know and What It Means for Schools.” Retrieved 19 December 2018 at https://www.cdc.gov/violenceprevention/pdf/bullying-suicide-translation-final-a.pdf

[6] Pride Surveys Questionnaire for Grades 6 thru 12 2016-17, Pride National Summary, October 19, 2017

[7] “Youth Suicides on the Rise in Georgia: Learn How to Recognize the Warning Signs Now.” Retrieved 19 December 2018 at https://www.choa.org/blog/2017/august/suicide-prevention

[8] “Teen Suicide: How to Understand and Reduce Risk.” Retrieved 19 December 2018 at https://www.psychologytoday.com/us/blog/more-feeling/201807/teen-suicide-0

[9] “National Suicide Prevention Lifeline Homepage.” Retrieved 19 December 2018 at https://suicidepreventionlifeline.org/

What Alcohol Does to Teens

We’ve written before about how drugs affect teens bodies and their brains, and we continue our series here with how alcohol affects teens. A teenager’s brain is constantly being redesigned and restructured under the influence of massive hormonal changes.[1] Add to this the influence of a drug like alcohol, and it can be a dangerous combination.

Alcohol is the most frequently abused substance by adolescents in the United States. 21% of kids admit to trying alcohol before the age of 13, and 79% have tried alcohol by the end of high school.[2] This window from 9^th through 12^th grade is an opportunity for community leaders, educators, and administrators to change lives with effective youth alcohol and drug abuse prevention projects. Statistics from surveys by the Substance Abuse and Mental Health Services Administration (SAMHSA) tell us that every day nearly 5000 kids in the U.S. under the age of 16 take their first drink.[3]

The Pride Survey for grades 6-12 2016-17 National Data Set shows that 7.7% of students in grades 9-12 surveyed reporting they use alcohol.[4] In the same 2016-17 survey, 10% of junior high schoolers reported using alcohol in the last year.[5] In 2014, more than 1.6 million kids – almost 4.4% – between the ages of 12 and 20 reported driving under the influence of alcohol in the past year.[6] Alcohol is connected to the leading causes of death (car accidents, homicides, and suicides) for this age range.[7]

Effects of Alcohol on Teens

Alcohol is a dissociative and a depressant and may initially make someone appear more emotional or their behaviors more exaggerated. The short-term effects of alcohol on the body are the feelings of being “drunk.” On average, the liver of a typical, healthy adult can metabolize about one serving of alcohol per hour, depending on the age, weight, and gender of the person.[8] Typically, consuming more than one beverage per hour leads to intoxication.[9] For someone in their teens, drinking any alcohol can quickly get out of hand and become dangerous. Some of the effects of alcohol on teens’ bodies include:

Loss of physical coordination including poor balance, slurred speech or blurred vision making even basic functions more hazardous.[10]
Slower brain activity
Skin flushing
Dilated pupils
Mood swings
Raised blood pressure and heart rate
Reduced core body temperature
Decreased impulse control
Loss of Inhibitions[11]
Poor decision making.[12]
Risky behaviors like drunk driving, fights, or unwanted sexual situations.[13]
Sleepiness, passing out or blacking out.[14]
Reflexes like breathing and gagging can be suppressed leading to choking or death.[15]

Alcohol and drugs also cause impaired development and potential long-term damage in teens. Alcohol can create “Swiss cheesing” to young brains so “some areas function normally, and others, like the holes in the cheese, under-function.”[16] This alteration to the structure occurs throughout the brain, but the pre-frontal cortex – the part of the brain that controls reasoning and impulses – is markedly affected.[17]

Teens and Binge Drinking

National Institute on Alcohol Abuse and Alcoholism defines binge drinking as consuming four drinks in a row raising the blood alcohol concentration (BAC) to 0.08% or greater. This BAC is the legal limit for driving under the influence in most states and typically occurs after four drinks for women and five drinks for men.[18] However, for many adolescents, it takes fewer drinks to constitute a binge: just three drinks in a row equates to binging for boys up to age 13 or for most girls under the age of 17. Among boys ages 14 to 15, binging equals four drinks in two hours.[19]

Adolescents often drink more than adults in one sitting, consuming as many as 5 or more drinks on a single occasion.[20] According to SAMHSA’s 2014 National Survey on Drug Use and Health, more than 5 million teens between the ages of 12 and 20 admitted to being binge drinkers, and 1.3 million reported being heavy drinkers.[21]

Alcohol and other mind-altering drugs don’t help the teen body or brain in any way. In fact, the adverse effects can last well beyond the teen years. According to SAMHSA, young adults who begin drinking before age 15 are nearly five times more likely to develop alcohol dependence or abuse later in life.[22] Understanding where teens in your school and community are accessing alcohol or consuming it can help determine better support and programs for these students.

The benefit of choosing a survey company is that we ask difficult questions to discover what is happening in your community. For more than thirty years, Pride Surveys has been helping schools collect data on teen substance abuse perceptions and drug use trends in their communities through student surveys. We offer multiple drug-free community coalition survey options as well as student risk and protective factor surveys designed to help assess teen substance abuse and risk, including our student surveys for grades 6-12, and our new Pride Survey Plus that looks at additional items like e-cigarettes and opiate use in teens.

Pride Surveys developed its Risk and Protective Factor (RPF) student perception survey, a hybrid version of the Communities That Care (CTC) Youth Survey and the Pride Questionnaire for Grades 6 to 12 to measure the factors that show the strongest correlation to drug and alcohol use. It contains the core measures required by the Substance Abuse and Mental Health Services Administration (SAMHSA) for their Drug-Free Communities Grant that went into effect February 2013 and asks about incidences of alcohol, tobacco, and other drug use plus perceptions of availability and disapproval of use from parents and friends.

Please browse the different types of student survey tools we offer and find out why Pride Surveys is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or contact us here.

[1] “The Teenager’s Brain.” Retrieved 30 November 2018 at https://www.psychologytoday.com/us/blog/health-matters/201006/the-teenagers-brain

[2] “Vital Signs: Binge Drinking Prevalence, Frequency, and Intensity Among Adults — United States, 2010.” Retrieved 30 November 2018 at https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6101a4.htm

[3] “Underage Drinking.” Retrieved 30 November 2018 at https://www.samhsa.gov/underage-drinking-topic

[4] “Pride Surveys Questionnaire for Grades 6 thru 12 2016-17, Pride National Summary, October 19, 2017”

[5] ibid

[6] “Underage Drinking.” Retrieved 30 November 2018 at https://www.samhsa.gov/underage-drinking-topic

[7] “Binge Drinking.” Retrieved 30 November 2018 at http://pediatrics.aappublications.org/content/136/3/e718

[8] “The Physical and Psychological Effects of Alcohol.” Retrieved 30 November at https://www.alcohol.org/effects/

[9] ibid

[10] “Drug Facts: Alcohol.” Retrieved 30 November 2018 at https://teens.drugabuse.gov/drug-facts/alcohol

[11] “The Physical and Psychological Effects of Alcohol.” Retrieved 30 November at https://www.alcohol.org/effects/

[12] “Drug Facts: Alcohol.” Retrieved 30 November 2018 at https://teens.drugabuse.gov/drug-facts/alcohol

[13] ibid

[14] ibid

[15] ibid

[16] “Brain Development, Teen Behavior and Preventing Drug Abuse.” Retrieved 30 November at https://drugfree.org/article/brain-development-teen-behavior/

[17] ibid

[18] “Drinking Levels Defined.” Retrieved 30 November 2018 at https://www.niaaa.nih.gov/alcohol-health/overview-alcohol-consumption/moderate-binge-drinking

[19] “Alcohol Can Rewire the Teenage Brain.” Retrieved 30 November 2018 at https://www.sciencenewsforstudents.org/article/alcohol-can-rewire-teenage-brain

[20] “Underage Drinking.” Retrieved 30 November 2018 at https://www.samhsa.gov/underage-drinking-topic

[21] ibid

[22] ibid

Understanding Teen Online Behaviors to Set Safe, Smart Boundaries

With the explosion of Internet-connected and handheld devices in the last decade (the first iPhone debuted in 2007), children today have access to laptops, tablets, smartphones, gaming consoles, and more. With these devices come a new set of parenting challenges and responsibilities to keep kids safe not only from online peers and cyberbullying but also sexual predators and people seeking to do them harm online. At the same time, it’s increasingly difficult for parents and caregivers to monitor everything their kids see and do on their screens. With one in three caregivers admitting concerns about their child’s technology use in the last year, we explore some strategies for smart, safe screen use for teens.[1]

Kids and Safe Social Media Use

Adolescents were among the earliest social media users and continue to be active on these sites at high levels. According to the Pew Research Center’s study of Teens, Social Media and Technology 2018, social media use has increased dramatically in the last three years. Roughly half of teens (51%) aged 13-17 in the US are on Facebook.[2] 85% of teens use YouTube, 72% are on Instagram, and 69% are active on Snapchat.[3] In addition, 95% of teens now have a smartphone or access to one, and 45% of teens now say they are online almost constantly.[4]

Understanding reputation management early is an important lesson for adolescents. Both Facebook and Instagram prohibit anyone under the age of 13 from having profiles on the platforms mainly for privacy reasons, but maturity also plays a role.

Social platforms aren’t inherently bad. Many teens feel they benefit from being active on the sites. Social media can be a wonderful tool for building connections and keeping in touch. However, when sharing family news, photos, and more, kids can open themselves up to risks they need to understand. Some teens have learned the hard way that things put on social media can live forever as others download shared photos or potential employers stumble across old social accounts. Keeping posts private and only accepting friend requests from people they know in real life can help make it more difficult for someone to access their information or exploit them.

Kids and Safe Gaming

When it comes to safe online gaming for kids, some companies use filters that proactively block cyberbullying, sexual dialogue, hate speech and more – all in real time – on internal chats. This preemptive approach is a great start, but it’s also important to let kids know they should tell their parents or report a player making unwelcome comments if they ever feel uncomfortable while gaming. Some games offer a mute, ignore or blocking option for chats and comments. Teens need to know that parents will be monitoring their play and watching their online sessions – and will pull the plug if things get out of hand. This awareness can be reassuring for both adults and children. Consider gaming with your kids as a way of connecting with them and monitoring how they operate on “always online” games.

Screen Time for Kids

The American Academy of Pediatrics (AAP) recommends that parents and caregivers create a plan for how kids interact with screens and media.[5] Make bedrooms a digital media-free zone or plan for meal times to be screen (including phones) free.[6] The AAP also suggests having regular and ongoing conversations with kids about “online citizenship and safety, including treating others with respect online and offline.”[7]

Maturity also plays an important role in determining appropriate screen time, smart usage, and how to best monitor both. Consider setting a screen curfew where all devices must be stowed to focus on homework, play time, or family time. Many internet service providers now offer the option to turn off Wi-Fi after a certain hour or during meals.

Allowing your child to play a role in the decision-making can make this an easier process. Instead of restricting access or taking their devices away as punishment, set some clear rules for use to empower them to regulate their own screen time. Ensure that your child understands what will happen if rules are not followed and follow through if commitments are not kept.

Online Safety for Kids and Predators

We’ve written before about cyberbullying and online safety. Predators are something we often hear about in the news, but how common are these incidents? According to PureSight, an online safety resource for parents, one in five U.S. teenagers says they received an unwanted sexual solicitation on the web. These communications were defined as requests to “engage in sexual activities or sexual talk, or to give out personal sexual information.”[8] Only 25% of kids involved in these solicitations told a parent. While most targets of these predators are girls (70%) between 11 and 15, most Internet sexual predators tend to fall between the ages of 18 and 55 and may be lying about their age online.[9] PureSight also offers a resource for parents to help begin conversations with their kids about this difficult topic.

Parent Resources: Online Safety for Kids

Several resources can help parents and caregivers determine the best way to protect children as they explore social media, digital media, and the web. The site Connect Safely shares several tips for teens to be safe and have fun online here. The Family Online Safety Institute offers 7 Steps to Good Digital Parenting here. PureSight provides multiple resources for parents here.

The behavior of tweens and teens is complex, and it’s important to help prepare them for the future while keeping them away from serious risk. So, if you believe risky behaviors are impacting your students and learning in your school, what can you do? Ask the tough questions.

The benefit of working with a survey company is that we can anonymously and effectively ask the difficult questions through multiple student survey tools. Survey results can offer insights into the intersection of risk and academic success including the learning environment and school climate, cyberbullying and more.

Please browse through the different types of scalable student surveys we offer and find out why more than 13.9 million students, parents, and faculty members have responded to Pride Surveys. Questions? Please call us today at 800-279-6361 or fill out our quick online contact form.

[1] “Concerns about children, social media and technology use.” Retrieved 27 November 2018 at http://www.pewinternet.org/2015/07/16/concerns-about-children-social-media-and-technology-use/

[2] “Teens, Social Media & Technology 2018.” Retrieved 27 November 2018 at http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/

[3] Ibid.

[4] Ibid.

[5] “Media Use in School-Age Children and Adolescents.” Retrieved November 27 2018 at http://pediatrics.aappublications.org/content/138/5/e20162592

[6] Ibid.

[7] Ibid.

[8] “The Prevalence of Unwanted Sexual Exposure and Solicitation Among Youth: A Meta-Analysis.” Retrieved 27 November 2018 at https://www.jahonline.org/article/S1054-139X(18)30134-4/fulltext

[9] Ibid.

Tween & Teen Mental Health: ADHD

We continue our series about adolescent mental health because understanding the nuances of ADHD and teen mental health can help educators make a meaningful difference in a child’s life.

What is ADHD?

Attention-Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder characterized by “a combination of inattentiveness, distractibility, hyperactivity, and impulsive behavior.”[1]

ADHD can appear as fidgeting or forgetfulness or be misunderstood as laziness or disruptiveness. The symptoms may be mild, moderate, or severe. And, more often than not, ADHD can be present with other conditions, including disorders related to learning and conduct as well as anxiety and depression.[2] There are different forms of ADHD, and each can affect school performance, friendships, or behavior at home.

ADHD can manifest in three main subtypes:

• Predominantly Hyperactive-Impulsive Presentation: Children may feel restless, interrupt, fidget, have a need to stay busy, and may try to do several things at once. They may act before they think.[3]
• Predominantly Inattentive Presentation: The child may appear to be working while sitting quietly, but may be having trouble focusing on any one thing and may get bored with a task after only a few minutes.[4]
• Combined Presentation: Children who exhibit a combination of hyperactivity, impulsivity, and inattention have all of the above symptoms.[5]

Early diagnosis can help children reach their full potential since treatment for ADHD is more effective for adolescents.[6] A key factor in determining if an adolescent meets the criteria for a diagnosis of ADHD is whether these symptoms emerged before the age of seven and now impede his or her ability to function on a daily basis in two or more places, often school and home.[7]

ADHD and Teen Mental Health

When children are referred to mental health resources, ADHD is one of the most common reasons since it affects about 8% of children.[8] Both boys and girls are affected by ADHD, but boys are three to four times more likely to experience the disorder.[9]

Teens and tweens with ADHD are more likely to experience other mental disorders:

• Approximately 50% of kids with ADHD may also have oppositional defiant disorder
• Approximately 25% of kids with ADHD may also have an anxiety disorder
• Approximately 30% of kids with ADHD may also have depression
• Approximately 20% of kids with ADHD may also have bipolar disorder[10]

Students with ADHD may also struggle when it comes to relationships with their peers. Research indicates about 50% of adolescents with the disorder may have fewer friendships and are more likely to be ignored or excluded by classmates. They are also more prone to bullying – or to even bully others. This may be tied to the impulsive behaviors associated with ADHD or inability to listen or pick up on social clues.[11]

ADHD and Substance Abuse

Some studies have found that adolescents with ADHD are more likely to “misuse alcohol, tobacco, and other illicit substances” when compared with children without the disorder.[12]

For instance, in an examination of kids who use marijuana, ADHD occurred in 40–50% of both girls and boys.[13] Adolescents with untreated or undiagnosed ADHD may also be at risk for substance abuse. Research indicates that children treated for ADHD have “lower rates of substance abuse than children who go untreated.”[14]

Middle School and ADHD Students

Middle school can be a difficult transition for any student, but especially those with emerging ADHD symptoms. ADHD inattentive type often goes undetected until middle school.[15] Moving from the pace of elementary school to a less structured setting like middle school where tweens need to utilize organization and preparation to better keep up can be challenging for any student. But for ones struggling with inattentiveness, impulsive or hyperactive behaviors, it can feel nearly impossible to make this adjustment smoothly. This is where educators can help make the difference since they are interacting with students daily and can observe the changes.

Great strides have been made in understanding ADHD and developing school-based mental health interventions. There is still, however, a need to further develop these programs and processes to provide additional resources and training for administrators, teachers, and staff. For many schools, those resources can come in the form of carefully collected information.

Since 1980, Pride Surveys has been providing research-quality data for schools and communities to study student mental health. Our Social, Emotional and Bullying Behavior Survey collects data that assess middle school problem behaviors that affect student engagement. Using SEBBS, schools can determine the underlying causes of increased absenteeism, lower academic achievement, and increased substance abuse. The Pride Learning Environment Survey is also recommended as a student evaluation tool for grades 6-12 because of its powerful reporting system and examination of current issues in education such as student mental health, teacher involvement, student learning and more.

The benefit of working with a survey company is that we can gather fact-based data and information through anonymous and effective survey tools. With this information, educators, parents, PTAs and coalitions are in a better position to fight bullying and secure future funding from a variety of sources to support their programs.

[1] “Attention-Deficit/Hyperactivity Disorder, Teen” Retrieved 26 October 2018 at https://www.psychologytoday.com/us/conditions/attention-deficithyperactivity-disorder-teen

[2] “Attention-Deficit/Hyperactivity Disorder (ADHD) Other Concerns & Conditions.” Retrieved 26 October 2018 at https://www.cdc.gov/ncbddd/adhd/conditions.html

[3] “Childhood & Teenager ADHD Symptoms.” Retrieved 26 October 2018 at https://psychcentral.com/disorders/childhood-adhd/childhood-teenager-adhd-symptoms/

[4] Ibid.

[5] Ibid.

[6] “AD/HD and Kids” Retrieved 26 October 2018 at http://www.mentalhealthamerica.net/conditions/adhd-and-kids

[7] “ADHD Inattentive Type in Tweens Part I: Diagnosis.” Retrieved 26 October 2018 at https://www.psychologytoday.com/us/blog/lets-talk-tween/201308/adhd-inattentive-type-in-tweens-part-i-diagnosis-1

[8] “How common is attention-deficit/hyperactivity disorder? Towards resolution of the controversy: results from a population-based study.” Retrieved 26 October 2018 at https://www.ncbi.nlm.nih.gov/pubmed/15176722

[9] “AD/HD and Kids” Retrieved 26 October 2018 at http://www.mentalhealthamerica.net/conditions/adhd-and-kids

[10] “AD/HD and Kids” Retrieved 26 October 2018 at http://www.mentalhealthamerica.net/conditions/adhd-and-kids

[11] “ADHD in Teenagers.” Retrieved 26 October 2018 at https://childmind.org/article/adhd-in-teenagers/

[12] “Substance-use disorders in adolescents and adults with ADHD: focus on treatment.“ Retrieved 28 October 2018 at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3480177/.

[13] “History and significance of childhood attention deficit disorder in treatment-seeking cocaine abusers.” Retrieved 26 October 2018 at https://www.ncbi.nlm.nih.gov/pubmed/8485984

[14] “AD/HD and Kids” Retrieved 26 October 2018 at http://www.mentalhealthamerica.net/conditions/adhd-and-kids

[15] “ADHD Inattentive Type in Tweens Part I: Diagnosis.” Retrieved 26 October 2018 at https://www.psychologytoday.com/us/blog/lets-talk-tween/201308/adhd-inattentive-type-in-tweens-part-i-diagnosis-1

Domestic Violence & Children: The Effect on the Learning Environment

Over the last twenty years, researchers have increased our awareness and understanding of the impact of domestic violence on children and its effect on their physical, emotional, behavioral, cognitive and social development: studies have shown it can decrease a child’s IQ and influence the emotional systems in the brain.[1] While nobody thinks domestic violence or the witnessing of it is good for kids, this information has helped to solidify the need to better understand how this violence can impact learning and the learning environment. Let’s begin with some facts:

• On average, nearly 20 people in the US are physically abused by an intimate partner per minute. This equates to more than 10 million women and men per year.[2]
• Nearly 1 in 4 women and 1 in 7 men have experienced severe physical violence by an intimate partner in their lifetime.[3]
• More than 15 million American children live in homes where domestic violence has happened at least once.[4]
• One in 15 children are exposed to domestic or intimate partner violence each year, and 90% of these children are witnesses to violence in the home.[5]

Behavioral Response of Children Who Witness Domestic Violence

More than half of women who experience domestic violence have children under the age of 12 in the home. These kids are often the silent or unseen victims of domestic violence. Children exposed to this kind of violence may also experience emotional abuse, neglect or violence in their community.[6] They may experience anxiety or withdraw from others or begin acting out in violent ways. They may have short attention spans, experience developmental delays, and may struggle to express themselves. All of these may manifest as antisocial and self-harming behavior, impulsiveness, bullying, depression, substance abuse, or low attendance as they deal with what is happening at home.[7] The effects of domestic violence on children have also been linked to poor school performance, difficulty completing school work, inability to concentrate, and trouble with social skills.[8]

How Educators Can Help Children of Domestic Violence

Some students may be resilient in the face of violence and be able to adapt in response. Some will not and may experience distress that may be obvious or completely unseen in the classroom.[9] One way for adults to help children coping with traumas to heal is to provide them support and guidance in the aftermath of domestic violence. School counselors, therapists or other mental health professionals can provide ongoing support through a variety of programs and services.

Domestic violence is destructive for both the abused and the abuser. Its tendency to be passed down generation to generation makes it crucial that we develop effective methods for helping traumatized children in abusive homes and finding ways to combating abusive behaviors. When you see troubled behaviors, educators are encouraged to ask “what happened to you?” instead of “what’s wrong with you?”

Asking these questions isn’t easy. We know; we ask tough questions of students, parents, and educators every day in schools across the United States. Through the Pride Learning Environment Survey, a student evaluation tool for grades 6-12, we can offer insights into the intersection of risk and academic success in the education setting. Its efficient examination of current issues gives hard data through student questionnaires.

Mental health issues and trauma are significant issues facing today’s youth. As reported in our 2015-2016 national data set, 20.9% of middle school students and 21.0% of high school students reported threatening to harm another student – how many of these behaviors are a result of exposure to violence at home? Related points from the same data set showed that 5.1% of 6th-8th-grade students “think of suicide often or a lot,” with the corresponding percentage jumping to 8.0% for students in 9th-12th grade. Digging deeper into these numbers can help reveal why children are struggling with these feelings, and help schools and their communities find solutions.

Since 1980, Pride Surveys has been providing research-quality data that can be used by educators, parents, and others at the local school and community level to study and monitor violent, threatening, and bullying behaviors, and student mental health. We offer four different scientifically proven student surveys that are designed to measure various aspects of student behavior and perceptions related to mental health and more. Our CTC Youth Community Survey was originally developed by the Center for Substance Abuse Prevention and uses the risk and protective factor model approach to assess youth attitudes towards substance abuse, bullying, and mental health, among other things.

The benefit of choosing a survey company is that we can help you get answers to the difficult questions. In addition to providing reliable and valid school survey tools, Pride Surveys also offers reporting, analysis, and support services to help our clients learn how to use their data to be effective change agents in their communities and schools.

Please browse the different types of scalable student surveys we offer and find out why more than 13.9 million students, parents, and faculty members have responded to Pride Surveys. Questions about our school climate surveys? Please call us today at 800-279-6361 or fill out our quick online contact form.

[1] “Exposure to Domestic Violence and its Effect on Children’s Brain Development and Functioning.” Retrieved 29 October 2018 at http://www.vawlearningnetwork.ca/exposure-domestic-violence-and-its-effect-childrens-brain-development-and-functioning

[2] “Intimate Partner Violence, Sexual Violence & Stalking.” Retrieved 29 October 2018 at https://www.cdc.gov/violenceprevention/nisvs/infographic.html

[3] “Intimate Partner Violence, Sexual Violence & Stalking.” Retrieved 29 October 2018 at https://www.cdc.gov/violenceprevention/nisvs/infographic.html

[4] “Estimating the Number of American Children Living in Partner-Violent Families.” Retrieved 29 October 2018 at https://www.ncbi.nlm.nih.gov/pubmed/16569098

[5] “National Statistics.” Retrieved 29 October 2018 at https://ncadv.org/statistics

[6] “Domestic Violence.” Retrieved 29 October 2018 at https://www.nctsn.org/what-is-child-trauma/trauma-types/domestic-violence

[7] “The Effects of Domestic Violence on Children.” Retrieved 29 October 2018 at https://www.nctsn.org/what-is-child-trauma/trauma-types/domestic-violence

[8] “What is Childhood Trauma, Trauma Types, Domestic Violence, Effects.” Retrieved 29 October 2018 at https://www.nctsn.org/what-is-child-trauma/trauma-types/domestic-violence/effects

[9] “Best practices for supporting and educating students who have experienced domestic violence or sexual victimization.” Retrieved 29 October 2018 at http://www.nea.org/home/62845.htm

Middle School Bullying: What You Need to Know

To succeed in school, it is essential to feel safe. Beyond making kids feel unsafe, bullying also impacts students’ ability to learn, their physical and mental health, and can lead to more violent behavior.[1] In this post, we will take a closer look at bullying in middle schools and how educators can lead effective anti-bullying programs.

Bullying in Schools

Bullying in middle school is all too common. Physical bullying often increases in elementary school, peaks in middle school and then declines in high school.[2] Adolescence is often a time of peer pressure coupled with a need to fit in, seek acceptance, and be part of a group.[3] This can lead to bullying as students notice others that don’t look or behave like their peers – and target them for that difference through repeated intimidation or harassment. Bullying itself has a negative impact on students, but parents, teachers, and administrators may also notice an effect on academics, physical and mental health, and more.

What is Cyberbullying?

Cyberbullying.org tells us that “cyberbullying is when someone repeatedly makes fun of another person online or repeatedly picks on another person through e-mail or text message or when someone posts something online about another person that they don’t like.” Cyberbullying can also include photos or messages on social media or apps where others can see them and participate in ongoing, harmful harassment. Although more and more states are recognizing this type of bullying, many do not take into account cyberbullying incidents that take place outside of school. Others may take note only when it begins to impact classroom performance.[4]

One study found that of those who were bullied online, 85% also had also been bullied at school. They also found the probability of getting bullied online was substantially higher for those who have been the victims of school bullying.[5]

Bullying Statistics

• 28% of U.S. students in grades 6–12 experienced bullying.[6]

• 53% of students admitted to saying mean or hurtful things to someone online.[7]

• Approximately 160,000 students skip school every day because of bullying.[8]

• 58% of kids have not told their parents or an adult about something mean or hurtful that happened to them online.[9]

• When bystanders intervene, bullying stops within 10 seconds 57% of the time.[10]

What Do Bullies Look Like?

Anyone. There is no distinct profile of a bully or a casualty of bullying. Some who are bullied may be on the outer edges of their social circles – some bullies may also be in the same situation. Some who are bullied will in-turn bully others and are called bully-victims[11]. And it is these students who have a foot in both camps who often have the most significant risk for behavioral, mental health, and academic problems.[12]

Comprehensive research from UCLA has shown that one in five 12-year-olds are bullies or victims – or both – with bullies often being seen as the “cool” kids in class.[13] As part of this study on young adolescent bullying, perpetrators often had difficulties getting along with other students. Bullies enjoyed high social status where victims were social pariahs among their classmates. Interestingly, those who were both bullies and victims struggled the most among their peers exhibiting issues with school, friends, and behavior.[14]

Anti-bullying Programs

Research published in the Journal of Youth and Adolescence suggests that “effective anti-bullying programs need to focus on the bystanders, who play a critical role and can either encourage or discourage bullying.”[15]

When parents, faculty, and staff consistently respond to bullying behavior, they make it clear that the conduct is not acceptable. By building a safe school environment, talking about bullying prevention, and creating a strategy to prevent and address bullying in the school, we can all make a difference.

Bullying solutions are not easy, but prevention research has shown that involving the entire school community can help create a “culture of respect.” This means getting everyone from students and families to administrators, faculty, and staff as well as bus drivers, nurses, cafeteria workers involved to illustrate a commitment to the cause.[16]

So, if you believe bullying is impacting your students and learning in your school, what can you do? Ask the tough questions.

Since 1980, Pride Surveys has been providing research-quality data for schools and communities to study bullying behaviors and student mental health. Our Social, Emotional and Bullying Behavior Survey collects data that assess middle school bullying perceptions and problem behaviors that affect student engagement. Using SEBBS, schools can determine the underlying causes of increased absenteeism, lower academic achievement, and increased substance abuse. The benefit of working with a survey company is that we can gather fact-based data and information through anonymous and effective survey tools. With this information, educators, parents, PTAs and coalitions are in a better position to fight bullying and secure future funding from a variety of sources to support their programs.

[1] “Bullying Among Young Adolescents: The Strong, the Weak and the Troubled.” Retrieved 28 September 2018 at http://pediatrics.aappublications.org/content/112/6/1231

[2] “Bullying in the Early Teen Years.” Retrieved 28 September 2018 at https://www.verywellfamily.com/bullying-in-early-teen-years-460485

[3] Ibid.

[4] “What is Cyberbullying?” Retrieved 28 September 2018 at https://www.stopbullying.gov/cyberbullying/what-is-it/index.html

[5] “Bullying of teenagers online is common.” Retrieved 28 September 2018 at http://newsroom.ucla.edu/releases/bullying-of-teenagers-online-is-64265

[6] “Student Reports of Bullying and Cyber-Bullying: Results from the 2011 School Crime Supplement to the National Crime Victimization Survey.” Retrieved 28 September 2018 at https://nces.ed.gov/pubs2013/2013329.pdf

[7] “Cyber Bullying Statistics and Tips.” Retrieved 28 September 2018 at https://www.isafe.org/outreach/media/media_cyber_bullying

[8] “11 Facts About Bullying.” Retrieved 28 September 2018 at https://www.dosomething.org/us/facts/11-facts-about-bullying

[9] Ibid.

[10] “Naturalistic Observations of Peer Bullying.” Retrieved 28 September 2018 at http://bullylab.com/Portals/0/Naturalistic%20observations%20of%20peer%20interventions%20in%20bullying.pdf

[11] “When bullies get bullied by others: Understanding bully-victims” Retrieved October 2^nd at https://www.parentingscience.com/bully-victims.html

[12] “Facts About Bullying.” Retrieved 28 September 2018 at https://www.stopbullying.gov/media/facts/index.html#ftn16

[13] “Bullying Experiences and Compromised Academic Performance Across Middle School Grades.” Retrieved 28 September 2018 at http://journals.sagepub.com/doi/abs/10.1177/0272431610379415

[14] Ibid.

[15] “Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects.” Retrieved 28 September 2018 at http://psycnet.apa.org/record/2016-03231-001

[16] “Facts About Bullying.” Retrieved 28 September 2018 at https://www.stopbullying.gov/media/facts/index.html#ftn16