Bullying in the Learning Environment

Bullying in school isn’t anything new, but it does seem that students today are faced with a more challenging learning environment with increased anxiety, stress, and risk. So, let’s talk about bullying and the impact it can have on learning, our schools, and our kids.

Bullying Statistics in the Learning Environment

Physical and mental health issues related to bullying in schools are significant concerns facing today’s students. In 2015, 20% of students reported being bullied.[1] As reported in Pride Surveys’ 2015-2016 national data set, nearly 21% of middle school students and 21% of high school students reported threatening to harm another student. Related points from the same data set showed that 5% of 6th through 8th-grade students “think of suicide often or a lot,” with the corresponding percentage jumping to 8% for students in 9th-12th grade. Research suggests there is a connection between suicidal thoughts and behaviors for both the bully and bullied suggesting that both perpetrator and target are at particularly high risk for psychological distress.[2] That makes for a challenging school environment for everyone.

More recent figures on bullying do reflect a downward trend from 2005 when 28% of students reported being bullied.[3] The focus on talking about, standing up to and ending bullying is having an impact, but the 34% of self-identified gay, lesbian, or bisexual students who reported in 2015 they had been bullied on school property during the previous 12 months, may question if it’s getting any better for them.[4]

Bullies often focus on children who are different in some way: LGBT youth, kids with disabilities or socially isolated children may be at an increased risk of being bullied. Children who are underweight or overweight can also be targets. Recent studies show that students on the autism spectrum can be targets.[5] Students who experience bullying are at heightened risk for “poor school adjustment, sleep difficulties, anxiety, and depression.”[6]

Safety is essential for productive learning. When children feel unsafe in school, there are implications not only for those schools but also in their neighborhoods and communities. The probability of increased involvement in risky behaviors because kids feel unsafe warrants an urgent and carefully-planned course of action.[7] In 2015, about 5% of students ages 12–18 reported that they avoided at least one school activity or class or a place in school during the previous school year because they thought someone might harass, assault or abuse them.[8]

Types of Bullying

There are four types of bullying: verbal, physical, social and cyberbullying. Social bullying deliberately excludes someone from the group or uses manipulation of higher social standing to lower someone else’s. Cyberbullying has rapidly emerged in the internet age as a means of aggression via social media, texts or chats to threaten and harass. While physical and verbal bullying are more overt, social bullying and cyberbullying can often be nearly invisible.[9]

Peer Bullying Intervention

Teachers and administrators frequently find out about bullying when it can seem too late – after the abuse has intensified to a distressing level. However, initiatives to intervene or prevent bullying behaviors can help the learning environment to be safer. In fact, school-based anti-bullying programs can decrease incidents by up to 25%.[10] Bystanders can make a difference in bullying: studies have shown that having a peer intervene on behalf of the student being bullied can stop 57% of situations.[11] Students report that support from their peers such as helping him or her get away, giving advice, or spending time talking were helpful actions.[12] This data indicates teaching students to help one another can have as much or more of an impact than educators and administrators intervening when it comes to stopping bullying behaviors and safeguarding the learning environment.

 Research has indicated that discrimination and prejudice can be countered when educational environments incorporate more understanding, critical thinking, and positive self-esteem in students. Educators that foster thoughtful conversations about respect and tolerance every day in school can create more inclusive, respectful classrooms.[13] The Anti-Defamation League offers resources for educators on creating an anti-bias school setting.

What Can You Do if You Think Bullying is Negatively Impacting Your Learning Environment?

So, if you believe bullying is impacting learning in your school, what can you do? Since 1980, Pride Surveys has been providing research-quality data that can be easily used by educators, parents, and others at the 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 bullying, mental health, and more.

The Pride Learning Environment Survey is highly-recommended as a student evaluation tool for grades 6-12 because of its effective examination of current issues facing educators and education. These surveys results give insight into the intersection of risk and academic success in the education setting. In fact, Pride Surveys’ learning environment questionnaire has been included in the School Climate Survey Compendium of the National Center on Safe Supportive Learning Environments as a valid instrument to assist educators in identifying and assessing their conditions for learning conditions. It’s also one of the National Outcomes Measurement System items required as benchmarks for many grant awards.

Our Social, Emotional and Bullying Behavior Survey collects data that assess middle school students’ bullying perceptions and problem behaviors that affect student engagement. Using SEBBS, schools can determine underlying causes for increased absenteeism, lower academic achievement, and increased substance abuse.

The benefit of choosing a survey company is that we take the guesswork out of the surveying process to ask the difficult questions. 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? Please call us today at 800-279-6361 or fill out our quick online contact form.

 

 

[1] “Student Reports of Bullying: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey.” Retrieved 21 May 2018 at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017015

[2] “Understanding the Link Between Bullying and Suicide.” Retrieved 21 May 2018 at https://theconversation.com/understanding-the-link-between-bullying-and-suicide-39037

[3] “New Data Show a Decline in School=based Bullying.” Retrieved 21 May at https://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying

[4] “Indicators of School Crime and Safety: 2016.” Retrieved 21 May 2018 at  https://nces.ed.gov/pubs2017/2017064.pdf

[5] “Are You an Easy Target for Bullies?” Retrieved 21 May 2018 at https://www.psychologytoday.com/us/blog/cutting-edge-leadership/201301/are-you-easy-target-bullies

[6] “Understanding Bullying.” Retrieved 21 May 2018 at https://www.cdc.gov/violenceprevention/pdf/bullying_factsheet.pdf

[7] “Students Feeling Unsafe in School: Fifth Graders’ Experiences.” Retrieved 21 May 2018 at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3103144/

[8] “Indicators of School Crime and Safety: 2016.” Retrieved 21 May 2018 at  https://nces.ed.gov/pubs2017/2017064.pdf

[9] “Creating Control: Managing Bullying in the Classroom.” Retrieved 21 May 2018 at https://online.concordia.edu/education/bullying-in-the-classroom/

[10] “Student Bullying: Overview of Research, Federal Initiatives, and Legal Issues.” Retrieved 21 May 2018 at  https://fas.org/sgp/crs/misc/R43254.pdf

[11] “Naturalistic Observations of Peer Interventions in Bullying.” Retrieved 21 May 2018 at http://bullylab.com/Portals/0/Naturalistic%20observations%20of%20peer%20interventions%20in%20bullying.pdf

[12] “The Youth Voice Project.” Retrieved 21 May 2018 at http://njbullying.org/documents/YVPMarch2010.pdf

[13] Creating an Anti-Bias Learning Environment.” Retrieved 21 May 2018 at https://www.adl.org/education/resources/tools-and-strategies/creating-an-anti-bias-learning-environment

Impact of Bullying and Youth Violence in High Schools

School violence isn’t easy to understand, but it is something we seem to hear about more and more. Bullying, while nothing new, is of growing concern to parents at home and educators in schools because of its impact on children, learning, and the educational environment. So, let’s talk about youth violence and bullying to see how it impacts our kids and what adults can do to help.

Bullying is “unwanted aggressive behavior” that involves a real or perceived power disparity that repeatedly occurs over time. It can include intimidation, spreading rumors, physical or verbal attacks, or purposely excluding people from a group.[1] Perhaps once seen as part of growing up, bullying in the United States is now recognized as a type of youth violence that interferes with learning. It not only creates a poor learning environment for students but also impacts the teaching and working atmosphere for educators.

Violence is the intentional use of physical force or power against oneself or another person intended to cause injury, death, or bodily harm. It may be physical, sexual, psychological or involve deprivation.[2]  A push on the playground might be an aggressive expression of frustration from elementary school students, but when it escalates to ongoing harassment and creates fear of going to school, learning and much more are impacted.

Research over the last several years has explored the overlap between bullying and other forms of youth violence as well as related behavioral health risks, such as mental health and substance use. A 2011 study showed that bullying at age 14 predicted violent convictions between ages 15 and 20, self-reported violence at age 15 to 18, low job status at age 18, and drug use at 27 to 32 years of age.[3]

Bullying doesn’t only involve violence. It can also include teasing as well as social exclusion and online taunts. Parents, counselors, and educators should also be on the lookout for circumstances where students purposely leave someone out, tell others not to be friends with someone, spread rumors, or deliberately embarrass someone in public. Intimidation and bullying behavior can be:

• Verbal
• Social
• Physical
• Cyberbullying[4]

Beginning in 1990, the Centers for Disease Control started their Youth Risk Behavior Surveillance System to collect data from more than 3.8 million high school students over 1700 surveys.[5] The national study monitors teen health risk behaviors including those that contribute to violence on school property. Over 15 years of surveying, it has started to spot some trends.

• The number of kids who carried a weapon (including guns, knives and more) to school decreased from 11.8% in 1993 to 4.1% in 2015.
• In 2015, 6% of kids surveyed said they were threatened or injured with a weapon on school property. In 1993 this number was 7.3%.
• The number of kids who were involved in a physical fight at school decreased over the study period from 16.2% to 7.8%.
• In 1993, 4.4% of kids surveyed said they did not go to school because they felt unsafe either in school or on their way to or from the property. By 2015, this number was 5.6%.
• The CDC survey began asking about bullying behaviors on school grounds in 2009 and has seen an increase since then from 19.9% to 20.2%.[6]

What we can take away from this data is that physical fights and the presence of weapons may be decreasing over time, but intimidation and terrorization appear to be impacting children to the extent that they will avoid the school learning environment to get away from the threat.

Research on youth violence has increased our understanding of factors that make some populations more vulnerable. Based on statistics beginning in 1992, LGBTQ students are two to three times more likely than their peers to be physically assaulted or threatened at school.[7] Students may feel depressed and hopeless or isolated and excluded by their peers. Sometimes, people who turn to violence are victims of bullying who feel they have hit a breaking point and would do anything to make it stop.

The federal government began collecting data on school bullying in 2005, when the prevalence of bullying was around 28%, according to the US Department of Education.[8] What may come as a surprise is that more middle schools reported daily school bullying (22%) than high schools (15%) or primary schools (8%).[9]

Anti-bullying and Violence Awareness Resources

Where can parents and educators look for tools to begin conversations with students about youth violence and bullying? Pride Surveys’ own Social, Emotional and Bullying Behavior Survey collects data and delivers reports that assess middle school students’ bullying perceptions and problem behaviors that affect student engagement. With SEBBS, schools can discover underlying causes for unwanted conditions such as increased absenteeism, lower academic achievement, and increased substance abuse.

The Johns Hopkins Bloomberg School of Public Health Center for the Prevention of Youth Violence offers several youth violence and bullying resources for educators, students, and parents including Teaching Tolerance lessons from the Southern Poverty Law Center. The renowned Children’s Hospital of Philadelphia has developed an online resource of Violence Prevention Tools.  Students who experience bullying appear to be more likely to find peer interventions helpful rather than educator or self-actions, according to the Youth Voice Project.[10] So anti-bullying programs focused on peer education and school climate may find more success.

Violence and social and emotional intimidation have an impact on student success and academic achievement. That’s why Pride Surveys created our learning environment survey to measure students’ perceptions and behaviors that affect student engagement. Some of the questions we ask as part of this survey are:

• While at school have you carried a handgun?
• While at school have you threatened to hurt a student by hitting, slapping or kicking?
• While at school have you had a student threaten to hit, slap or kick you?
• While at school have you been afraid a student may hurt you?
• While at school have you hurt a student who hit, slapped or kicked you?

The benefit of choosing a survey company is that we take the guesswork out of the surveying process to ask the difficult questions. Browse the different types of scalable student surveys 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] “What is Bullying?” Retrieved 12 March, 2018 at https://www.stopbullying.gov/what-is-bullying/index.html

[2] “Definition and typology of Violence.” Retrieved 12 March, 2018 at http://www.who.int/violenceprevention/approach/definition/en/

[3] “Bullying as a predictor of offending, violence and later life outcomes.” Retrieved 12 March, 2018 at https://www.ncbi.nlm.nih.gov/pubmed/21370294

[4] “What is Bullying?” Retrieved 12 March, 2018 at https://www.stopbullying.gov/what-is-bullying/index.html

[5]  “Youth Risk Behavior Surveillance Systems (YRBSS) Overview.” Retrieved 12 March, 2018 at https://www.cdc.gov/healthyyouth/data/yrbs/overview.htm

[6] “Trends in the Prevalence of Behaviors that Contribute to Violence on School Property National YRBS: 1991—2015.” Retrieved 13 March, 2018 at https://www.cdc.gov/healthyyouth/data/yrbs/pdf/trends/2015_us_violenceschool_trend_yrbs.pdf

[7] “Violence and LGBTQ+ Communities What Do We Know, and What Do We Need to Know?” Retrieved 13 March, 2018 at http://www.rti.org/sites/default/files/rti_violence_and_lgbtq_communities.pdf

[8] “New Data Show a Decline in School-based Bullying” Retrieved 13 March, 2018 at https://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying

[9] “Crime, Violence, Discipline, and Safety in U.S. Public Schools Findings from the School Survey on Crime and Safety: 2015–16” Retrieved 12 March, 2018 at https://nces.ed.gov/pubs2017/2017122.pdf

[10] “Youth Voice Research Project: Victimization & Strategies.” Retrieved 12 March, 2018 at http://njbullying.org/documents/YVPMarch2010.pdf

 

Adolescent Body Angst: Middle School Kids & Self Esteem

It’s a shared human experience: adolescence and puberty, and all the challenges that go with them as our bodies develop and change. Body image not only affects how we see ourselves, but it also affects how we interact with others and how we behave. Under ideal circumstances, kids develop realistic body images, but not all circumstances are ideal in today’s youth climate. It’s even more perplexing being a tween in a selfie society where peer pressure is no longer limited to friends and classmates but also now includes social media with idealized, often air-brushed images.

Adolescence most commonly refers to the time we transition from children to adults between the ages of 13 and 19.[1]  Puberty, on the other hand, can hit as early as eight or 10 for girls and 10 or 11 for boys. Girls often experience their growth spurt and changes in body shape in the early teen years. Boys typically begin their development around 10 or 11, peaking at around age 14.[2]

Adolescence can be a time of confusion, embarrassment, and discovery, and can bring up issues of individuality and self-identity.[3] A rapidly changing body can cause worry as physical development often occurs before mental, social, and emotional maturity.[4] This disconnect can lead to discomfort in their own skin compounded by the social need to fit in and not be too tall, too short, too thin, or too fat.

Why Is Body Image and Self-Esteem Important?
Body image is how you see yourself when you look in the mirror or when you picture yourself. Having a positive one means you have a clear, true perception of your body, while a negative one gives you a distorted view.[5] Self-esteem is about how much you value yourself and how you feel others value you. It’s important because how a child feels about themselves can affect their behavior and mental health.

People with high self-esteem usually feel more in control of their lives and understand their strengths and weaknesses. Low self-esteem can lead to depression. A 2014 national student behavior survey from the Abuse and Mental Health Service Administration reported that as many as 2.8 million adolescents in the United States between the ages of 12 and 17 experienced at least one depressive episode during that year alone.[6] As depression manifests, it can negatively impact students’ social development and their success in school.[7]

Anxieties over body issues are not limited to what we see on the scale and in the mirror. In the 2015-16 Pride National Summary of Questionnaires for grade 6 – 12 student surveys, 25.9% of respondents reported being overweight. Of these, 35% reported using alcohol, 18.8% reported using marijuana, and 2.7% said they’d used meth.[8]

Girls and Boys Struggle with Body Image
Boys don’t typically talk about body image issues as much as girls might, but that doesn’t mean they don’t have them. A study of adolescent boys, published in JAMA Pediatrics, reveals that nearly 18% of boys are highly concerned about their weight and physique.[9] Boys can struggle with eating disorders, too. But parents and doctors may overlook them, even if they are watchful of such problems in girls.

Research from the American Psychological Association reports that girls become aware of the role physical appearance plays in how they’re perceived, and received, by others as early as age nine, when their self-esteem peaks before plummeting drastically.[10] The distorted reality of magazines and social media can exacerbate typical body image issues to the point of angst in your middle-schooler as eating disorders, low self-esteem, and depression have become the most common mental health problems in girls.[11]

Is your tween stressed about their body image? An estimated 7 million girls and 1 million boys struggle with an eating disorder.[12]

Here are some warning signs[13]:
-Reluctant to look in the mirror
-Spending more time alone in his room
-Having disordered eating habits: refusing indulgent foods, becoming very picky, eating secretively, or bingeing
-Putting herself down in a range of ways, especially about how she looks
-Preferring to wear loose clothes, to hide either a full or a fragile figure

What Parents Can Do
-If you haven’t already had curious questions, begin talking with your children at age eight or nine about how their body will be changing.
-Always encourage your children to talk with you about the physical and emotional changes they are experiencing. Keeping the dialogue going can help your child feel more comfortable discussing questions about their changing body and feelings.
-Focus on being healthy, not weight or personal appearance. Pursuit of perfection or a perfect weight is not healthy for pubescents as the body rapidly changes and often fills out haphazardly.[14]
-Listen to their concerns and take them seriously. Disregarding feelings of being “different” or that something is wrong may cause your teen to stop sharing.
-Create lifelong healthy habits by planning nutritious meals together and talking about drinking enough water. Sharing a physical activity together like hiking, climbing, boating – or even a family walk – can set up lasting activities.
-Be a role model. We all have moments where we are frustrated with our own weight or fitness but your sons and daughters will pick up on how you talk about your body and issues with it.

Pride Surveys offers opportunities for children to share their thoughts about what may be worrying or upsetting them through our student surveys. The benefit of choosing a survey company is that we take the guesswork out of the surveying process to ask the difficult questions. Browse the different types of scalable student surveys 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 fill out our quick online contact form.

 

[1] “All About Adolescence.” Retrieved 6 October, 2017 at https://www.psychologytoday.com/basics/adolescence

[2] “What’s Normal for Teen Development.” Retrieved 6 October, 2017 at https://www.extension.umn.edu/family/families-with-teens/resources-parents/whats-normal-for-teen-development/biological-and-physical-changes/

[3] “All About Adolescence.” Retrieved 6 October, 2017 at https://www.psychologytoday.com/basics/adolescence

[4]  “What’s Normal for Teen Development.” Retrieved 6 October, 2017 at https://www.extension.umn.edu/family/families-with-teens/resources-parents/whats-normal-for-teen-development/biological-and-physical-changes/

[5] “What is Body Image.” Retrieved 6 October, 2017 at  https://www.nationaleatingdisorders.org/what-body-image

[6] “Major Depression Among Adolescents.” Retrieved on 6 October, 2017 at http://www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adolescents.shtml

[7] “Recognizing Signs of Depression in Students.” Retrieved on 6 October, 2017 at http://www.pridesurveys.com/index.php/blog/signs-of-depression-in-students/#_ftn2

[8] “Student Survey for Grades 6-12.” Retrieved 6 October, 2017 at http://www.pridesurveys.com/index.php/pride-student-survey-for-grades-6-12/

[9] “Prospective Associations of Concerns About Physique and the Development of Obesity, Binge Drinking, and Drug Use Among Adolescent Boys and Young Adult Men.” Retrieved 6 October, 2017 at https://jamanetwork.com/journals/jamapediatrics/fullarticle/1766495

[10] “Developing: A Reference for Professionals.” Retrieved 6 October, 2017 at http://www.apa.org/pi/families/resources/develop.pdf

[11] “Sexualization of Girls is Linked to Common Mental Health Problems in Girls and Women–Eating Disorders, Low Self-Esteem, and Depression; An APA Task Force Reports.” Retrieved 6 October, 2017 at http://www.apa.org/news/press/releases/2007/02/sexualization.aspx

[12] “Developing Healthy Eating Habits.” Retrieved 6 October, 2017 at https://med.nyu.edu/child-adolescent-psychiatry/news/csc-news/2015/developing-healthy-eating-habits

[13] “What Your Tween Sees in the Mirror.” Retrieved 6 October, 2017 at http://www.scholastic.com/parents/resources/article/health-nutrition/what-your-tween-sees-mirror

[14] “What Your Tween Sees in the Mirror.” Retrieved 6 October, 2017 at http://www.scholastic.com/parents/resources/article/health-nutrition/what-your-tween-sees-mirror

Should Students Have a Reasonable Right to Online Privacy?

Because they grew up in a digital age, it would seem like kids today would be so-called digital natives: able to navigate the challenges of cyber living with ease but it’s not quite that simple. Young people are immature and can be impulsive. Caught in a digital paradox of wanting to share their private lives publicly while keeping themselves safe and secure is tricky. Parents need to embrace their use of technology while also schooling children in balancing privacy and discretion.

While the right to privacy itself is not spelled out in the Constitution, the Supreme Court has agreed that several amendments protect our privacy. We have rights that protect our privacy when it comes to being suspected of a crime, making decisions about our bodies and living our lives without interference from the government. This includes the public schools. Students do have fewer privacy rights inside school than outside[1]. This includes the right of the school to search students without a warrant if they have “reasonable grounds for suspecting that the search will turn up evidence that the student has violated… either the law or rules of the school.”[2] Logically, this ability also includes a student’s online presence, so the same rule applies: if you don’t want someone else to see it, don’t put it in your locker or on the Internet.

The Selfie Generation is Savvier than You Think

Most parents worry that their kids are not managing their online reputation successfully through social media or other outlets, but most teens are well-aware of the need to keep things private. 56% find it easy to set privacy controls, according to a joint study by Pew Research Center and the Berkman Center for Internet Society. Using privacy settings in social media is the primary tool that teens use to hide their personal information. 60% of teen Facebook users keep their profiles private, and girls are more likely to have a private profile than boys (70% vs. 50%).[3]

Personal Data Privacy

Schools collect a huge amount of data about their students, and they are required to share that information more often than you might expect. The Buckley Amendment also called the Family Education Rights and Privacy Act (FERPA), is the most visible federal protection for student data privacy in that it protects the confidentiality of student files while giving students the right to see their records.[4] FERPA was amended in 2002 through the US Patriot Act to require schools to turn over information about immigrant students to the INS.[5] One provision of No Child Left Behind obligates high schools to turn student contact information over to military recruiters unless parents or students explicitly opt out of the release.[6] So schools do share student information, but the goal is to do so with keeping privacy protected when possible.

What Schools Can Do

The Children’s Internet Protection Act (CIPA), signed into law by President Clinton in 2000, requires that school districts develop an Internet safety plan “incorporating the use of filtering or blocking technology on computers with Internet access.”[7] This means the schools and libraries must make a good faith effort to block images that are obscene, pornographic or are harmful to minors. FERPA also requires that personally identifiable student information cannot be disclosed without written consent except studies, audits and programs related to federal legal requirements and health and safety emergencies. So if there is a natural disaster, FERPA might allow for the disclosure of student information to find and ensure the safety of students in that town.

Ask and Get Answers

When it comes to online safety, some degree of privacy must go out the window. Arming your child with information and asking them questions is the best way to keep up with their online presence. Ask them what games apps and social platforms they use. Are these geared toward kids or can adults and children interact? If so, have a candid conversation about dealing with strangers online. Would they send pictures and share their last name or address with a stranger offline? Then they shouldn’t do that online either. Friend or follow them to keep up with what they post. Setting rules about how and when devices can be used will also help keep you aware of how they are spending their time online.

Curious about how your student understands his or her digital citizenship and online privacy rights? Want to help them be more mindful about their digital footprint? Pride Surveys takes the guesswork out of the surveying process to ask these and other questions. First, we provide your school with the scientifically reliable and valid surveys of your choice. Once the surveys are complete, we handle the input and preliminary analysis of the raw data and then provide decision-makers with an innovative electronic dashboard. Here, they have a comprehensive and easy-to-understand view of the school’s data, which enables them to begin the process of interpretation and action planning.

Browse the different types of student surveys we offer and find out why Pride is the best choice to help you survey your school. Questions? Give us a call at 800-279-6361 or fill out our quick online contact form.

[1] “Excerpts from the Supreme Court Opinions on Student Searches.” Retrieved 11 September, 2017 at http://www.nytimes.com/1985/01/16/us/excerpts-from-supreme-court-opinions-on-student-searches.html?pagewanted=all&mcubz=1

[2] “Your Fourth Amendment Rights.” Retrieved 11 September, 2017 at http://judiciallearningcenter.org/your-4th-amendment-rights/

[3] “Teens Care About Online Privacy Just Not the Same Way You Do.” Retrieved 11 September, 2017 at https://psmag.com/social-justice/teens-care-about-online-privacy-just-not-the-same-way-you-do-58289#.5tsvvf560

[4] “Family Education Rights and Privacy Act.” Retrieved 11 September, 2017 at https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

[5] “Recent Amendments to Family Educational Rights and Privacy Act Relating to Anti-Terrorism Activities.” Retrieved 11 September, 2017 at https://www2.ed.gov/policy/gen/guid/fpco/pdf/htterrorism.pdf

[6] “Policy Guidance – Access to High School Students and Information on Students by Military Recruiters.” Retrieved 11 September, 2017 at https://www2.ed.gov/policy/gen/guid/fpco/hottopics/ht-10-09-02a.html

[7] “Child’s Internet Protection Act.” Retrieved 11 September, 2017 at  https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

How to Talk to Your Students About Cyber Security and Cyber Bullying

According to one recent study, an incredible 25% of teenagers say that they have been a victim of repeated bullying on their cell phone, on the Internet or both.[1] When you open that number up to all young people from adolescence to their early 20s, it jumps to an unfortunate 52%.[2]

To make matters worse, more than half of the young people who responded to one survey said that they never talk to their parents when they become the victims of these types of incidents. This is a large part of why talking to your students about cyber bullying and cyber security in general is so important – oftentimes schools are the first line of defense when these types of events start to unfold.[3]

Knowledge is Power

When discussing cyber bullying with your students, it’s important to make them aware of a few problems that they may not even realize are going on. Cyber bullying isn’t merely limited to negative interactions or hurtful messages on social media and instant messengers.[4] It can also involve things like impersonation, where one student posts comments under the guise of another’s identity in an attempt to make them look bad.

Cyber stalking is also a very serious issue, where social media is often employed to continually follow or harass victims. Sharing secrets with large groups of people and trolling (firing immature or mean comments at a victim repeatedly) are also very common on the web.

Part of making sure that your discussion with students is as valuable as possible involves making them aware of just what types of aggression they may face. Knowing as much as you can about cyber bullying in all its forms will also help school leadership keep a more watchful eye over their student body.

Establishing a Plan for Prevention

From day one, it is essential that teachers and school administrators create a safe and supportive environment for their students.[5] This involves not only establishing a no-tolerance policy for bullying in the classroom, but also implementing a rewards system for students who show kindness and respect to their peers. Calling attention to positive behavior early on can have a profound impact on students who may not respond well to threats and other forms of punishment.

The Pride Surveys Approach

In an educational setting, cyber bullying and cyber security in general are complicated topics that will require a lot of discussion moving forward. Rest assured that this is an issue that most organizations will face at some point – learning more about it today puts you in a better position to help prevent it from happening at your school tomorrow.

To find out more about these important topics, or to purchase a school-level student survey in order to gain superior visibility into your own organization, please contact Pride Surveys today.

[1]“School Bullying Statistics Show the Severity of the Problem.” Retrieved 18 August, 2017 at https://nobullying.com/school-bullying-statistics-show-the-severity-of-the-problem/

[2]“Cyber Bullying Statistics 2014.” Retrieved 18 August, 2017 at https://nobullying.com/cyber-bullying-statistics-2014/

[3]“Students are Smarter than Their School Cybersecurity.” Retrieved 18 August, 2017 at http://www.itbusiness.ca/news/students-are-smarter-than-their-schools-cybersecurity/93278

[4]“The 8 Types of Cyberbullying.” Retrieved 18 August, 2017 at https://sites.google.com/site/jointheupstanders/the-8-types-of-cyberbullying

[5]“Create a Safe and Supportive Environment.” Retrieved 30 May, 2017 at https://www.stopbullying.gov/prevention/at-school/build-safe-environment/index.html#Create a Safe and Supportive Environment

All About School Bus Bullying

What You Should Know About School Bus Bullying: Statistics, Prevention, and More

Students need to feel safe on the bus. After all, it’s how they start and end their school day. We’ve talked about bullying in schools before, but what about bullying on school buses? Unfortunately, about ten percent of all reported middle and high school bullying happens on the school bus (as of 2012, as school bus bullying data since is usually bundled with bullying in school data).[1] Most students who are bullied, however, do not inform adults about the bullying.[2] Worse, it’s hard for bus drivers to address this type of bullying; drivers need to be paying attention to the road, and looking away for even a second could lead to an accident.

Signs of School Bus Bullying

For the most part, the signs of bullying on the bus do not differ very much from the signs of bullying in school. However, unique signs of “bus bullying include:

  • Fear of going to school or of riding the bus.
  • Habitually delaying or otherwise deliberately trying to miss the bus.
  • Continually asking for rides to school or finding excuses to ride with friends instead of on the bus.”[3]

This is, of course, in addition to the common signs of bullying in schools such as missing possessions, mysterious bruises, etc.[4] Parents should watch out for these signs and talk to their child if they suspect that bullying is occurring on the school bus.

What Can Be Done to Address School Bus Bullying?

Parents and Children

Addressing existing bullying situations falls upon a parent and child, in many cases, due to the fact that the bus driver is often unable to address the situation as it happens since their focus is on the road. If you have a child who is being bullied on the school bus, you have options on how to address the situation. First, you should immediately report the incident to the principal of your child’s school and follow up as often as necessary in order to speak directly with the principal.[5] You should also report the instance of bullying to the school district transportation department that manages your child’s school bus.[6] You can also help your child with self-esteem and conflict-resolution skills in order to help them get out of the cycle of bullying.[7]

Bus Drivers, Administrators, and Teachers

There are a number of tools and training sessions available to help bus drivers learn how to handle bullying effectively while still keeping their main focus on the road. These resources often include methods for bus drivers to make sure their voices are heard when they report incidences of bullying and to ensure that these reports are addressed.

Administrators and teachers can teach students about the self-esteem and conflict-resolution skills necessary to help students break the cycle of bullying, too. They also can hold classes or assemblies to instruct students on how to be “upstanders,” as “peer pressure is a huge deterrent when it comes to bullying . . . If enough kids tell a person that what they’re doing isn’t right, the bullying can be stopped.”[8]

How to Prevent Bullying on School Buses?

Once you know why bullying takes place on school buses, it’s a bit easier to handle. The lack of supervision is one of the biggest factors in bus bullying, so that is the first step to address it.[9] Many school buses now have surveillance cameras installed facing the students to deter and address such misbehavior, but this doesn’t solve everything. “Schools can also hire more bus aides . . . The presence of bus aides can eliminate bullying dramatically. Bullies are less likely to attack their victims if they know a responsible adult is nearby.”[10] Of course, not all school districts can afford to hire additional bus supervisors, but adult volunteers may be a viable alternative.

Another issue is that the anti-bullying policies on the bus may not be clear or well-communicated to students and parents. PromotePrevent.org recommends establishing clear policies against bullying, reviewing them with students, posting them on the bus, and sending letters to parents reviewing these policies as well.[11] By setting those ground rules from the beginning, bus drivers begin their routes with a sense of authority, potentially deterring students from engaging in inappropriate behavior.

While bus drivers’ main focus is on getting students to school and home safely, there are a number of resources available to train and empower bus drivers to help prevent bullying on their watch. It’s important to establish that the bus driver is not only an authority figure but also a person that students can trust. Bus drivers should establish a rapport and a “positive atmosphere on the bus.”[12] They should get to know their students, including their names, and introduce themselves while also making sure to “use positive, non-verbal interactions” such as “a smile, a nod,” or a thumbs up.[13] By creating an environment where a positive atmosphere is encouraged, where students view drivers as trustworthy adults, and where bullying is not tolerated, bullies are less likely to attack their targets and victims are more likely to report issues.

Addressing and Preventing School Bus Bullying in Your Community

School bus bullying is just as much of a concern as in-school bullying because it causes the same mental, academic, and emotional trauma to students, but it also tends to be harder to spot and address and it increases the risk of a vehicular collision with the school bus.[14] However, there are resources available for students, parents, bus drivers, teachers, and administrators to inform them on how to handle existing bullying situations and even prevent them in the first place. You can look for and run training seminars for bus drivers, school assemblies for students, and so much more. Sometimes, the simple changes in policy, the straightforward methods of establishing positive environments, and the smallest gestures in standing up for others can reduce bullying and help improve the school bus climate.

[1]U.S. Department of Education. “U.S. Department of Education Provides Guidance to Help School Bus Drivers Combat Bullying.” Retrieved from https://www.ed.gov/news/press-releases/us-department-education-provides-guidance-help-school-bus-drivers-combat-bullying on February 22, 2017.

[2]Stopbullying.gov. “Facts about Bullying.” Retrieved from https://www.stopbullying.gov/media/facts/index.html#listing on February 22, 2017.

[3]Mayntz, Melissa. “School Bus Bullying.” Lovetoknow.com. Retrieved from http://safety.lovetoknow.com/School_Bus_Bullying on February 23, 2017.

[4]Ibid.

[5]“Bullying on the School Bus.” Colorado Springs School District 11. Retrieved from http://www.d11.org/pip/parents/busbullying.pdf on February 23, 2017.

[6]Ibid.

[7]“Tackling School Bus Bullying.” Campus Safety Magazine. Retrieved from http://www.campussafetymagazine.com/article/Tackling-School-Bus-Bullying on February 23, 2017.

[8]Ibid.

[9]Towvim, Laura. “How to Prevent Bullying on the Bus.” PromotePrevent.org. Retrieved from http://www.promoteprevent.org/blog/how-prevent-bullying-bus on February 27, 2017.

[10]“Bullying on Buses.” NoBullying.com. Retrieved from https://nobullying.com/bullying-on-buses/ on February 23, 2017.

[11]Towvim, Laura. “How to Prevent Bullying on the Bus.” PromotePrevent.org. Retrieved from http://www.promoteprevent.org/blog/how-prevent-bullying-bus on February 23, 2017.

[12]“Bus Drivers and Bullying Prevention.” National Education Association. Retrieved from http://www.nea.org/assets/docs/ESP-Bus-Bullying-final.pdf on February 23, 2017.

[13]Ibid.

[14]Ibid.

All About School Bullying Surveys for Students: Purpose, Importance, and More

The topic of bullying is not a new development in the school environment; bullying in various forms has been a significant problem affecting students of all ages for decades. According to an article in the School Psychology Review, 70.6% of young people say they have seen bullying in their schools.[1] Similarly, a large-scale study found that about 49% of children in grades 4-12 reported being bullied by other students at school at least once during the past month.[2]
The clear prevalence of bullying as a pervasive issue in schools across the country necessitates that educators take action to stop and prevent bullying within their educational spheres. The first step to ending bullying is identifying the presence of it in an environment and students’ attitudes towards it. One popular method by which decision-makers can evaluate rates of and perceptions about bullying is through school bullying surveys for students.

The Purpose & Goals of Student Bullying Surveys

The primary purpose of a student bullying survey is to identify and quantify a number of factors–rates of bullying, student and staff attitudes towards bullying, different types of bullying occurring, and more—in order to address them. They “help schools determine the frequency and locations of bullying behavior. They can also gauge the effectiveness of current prevention and intervention efforts, which can help school staff select appropriate prevention and response strategies.”[3] By collecting this valuable information, schools can then create an accurate picture of bullying in their specific environments. Bullying surveys help administrators and decision-makers:

  • • “Know what’s going on. Adults underestimate the rates of bullying because kids rarely report it and it often happens when adults aren’t around. Assessing bullying through anonymous surveys can provide a clear picture of what is going on.
  • • Target efforts. Understanding trends and types of bullying in your school can help you plan bullying prevention and intervention efforts.
  • • Measure results. The only way to know if your prevention and intervention efforts are working is to measure them over time.”[4]

 

What Student Bullying Questionnaires Measure

While different types of bullying surveys may cover a variety of specific and non-specific topics, examples of bullying-related topics that these questionnaires can explore include:

  • • Frequency and types of bullying
  • • Adult and peer responses to bullying
  • • Locations, including “hot spots” for bullying activity
  • • Staff perceptions and attitudes about bullying
  • • Aspects of the school or community that may support or help stop bullying activities
  • • Student perception of safety in the school
  • • Overall school climate5]

Similarly, the types of questions asked in a student survey about bullying have the potential to vary dramatically. Sample questions that might be posed include:

  • • How many times in the last 30 days has another student shoved or hit you?
  • • How many times in the last 30 days have other students used the Internet or cell phones to tell lies about you, embarrass you, or threaten you?
  • • Do you feel that your school has a problem with students spreading rumors or lies about students they are mad at or don’t like?
  • • How true is this statement for you: I can go to a teacher to get help solving problems at home or school.
  • • In your school, how safe do you feel in the halls?[6]

As mentioned above, each school environment is unique, and there are many different types of bullying surveys that can be used. Some are fairly general, covering everything from rates of many different forms of bullying to overall school climate, while others are highly specific, such as one measuring the effectiveness of an in-place cyberbullying prevention program for specific grade levels.

The Importance of Bullying Surveys

School bullying surveys for students are important because bullying in all forms can have a seriously detrimental, long-term impact on not only the victim, but also on other students exposed to the activities.[7]

  • • Students who are bullied can experience a range of effects lasting long past grade-school days, including depression, low self-esteem, health problems, poor grades, and suicidal thoughts.[8]
  • • Students who bully others are more likely than their peers to feel disconnected from and dislike school, get into fights, steal and vandalize property, exhibit violent behavior, drink alcohol, and smoke.[9]
  • • Students who observe bullying in the school environment experience negative effects such as reluctance to attend school, feelings of fearfulness, increased mental health problems such as depression and anxiety, and increased use of tobacco, alcohol, or other drugs.[10]

Bullying can have a far-reaching impact on the overall climate of the school and community as well.[11] Schools where bullying is allowed to occur unchecked often face:

  • • An educational environment filled with fear and disrespect.
  • • Students who experience significant learning difficulties.
  • • Students who feel insecure and/or who dislike school.
  • • A widespread student perception that administrators and teachers have little control over bullying and the environment at large and/or that authority figures do not care about them.[12]

Because studies report that only an estimated 36% of bullying is reported to a teacher or parent[13], schools may have a bullying problem that the adults in the environment are not even aware of.
That’s a primary reason why student bullying surveys are so critical—they offer invaluable, actionable information to help decision-makers identify any problems present and take steps to address them.

Choosing a Student Bullying Survey for Your School

When it’s time to choose a bullying survey for your students, it’s important to know what your goals are and what you hope to achieve with your results. It’s equally important to find a survey that is valid, reliable, and real-world tested.
Partnering with an experienced school survey company can make the entire surveying process easier and more affordable from start to finish. At Pride Surveys, we have been helping schools survey their students on bullying, substance abuse, school climate, mental health, and more for over thirty years.
Ready to learn more? Find out about the many benefits of choosing Pride for your surveying needs and how to choose the best school survey for your students. Questions? Give us a call at 800-279-6361 or contact us online.

[1] Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382.

[2]Ibid.

[3]“Assess Bullying: What an Assessment Can Do.” StopBullying.gov. Retrieved from https://www.stopbullying.gov/prevention/at-school/assess-bullying/ on November 2, 2016.

[4]Ibid.

[5]Ibid.

[6]Social, Emotional and Bullying Behavior Study: Grades 6-9.” Pride Surveys. Retrieved from http://www.sebbsurvey.com/assets/Bully-130822final_watermark.pdf on November 2, 2016.

[7] 1 C. Salmivalli, K. Lagerspetz, K. Björkqvist, K. Osterman, and A. Kaukiainen, “Bullying as a Group Process: Participant Roles and Their Relations to Social Status within the Group,” Aggressive Behavior 22 (1996): 1-15.

[8]“How Bullying Affects Children.” Violence Prevention Works! Retrieved from http://www.violencepreventionworks.org/public/bullying_effects.page on November 2, 2016.

[9]“The Impact of Bullying.” Bully Stoppers. Victoria State Government. Retrieved from http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/impact.aspx on November 3, 2016.

[10]Ibid.

[11]“How Bullying Affects Children.” Violence Prevention Works! Retrieved from http://www.violencepreventionworks.org/public/bullying_effects.page on November 2, 2016.

[12]Ibid.

[13]Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. Institute of Education Sciences, (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials? Washington, D.C.: National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010092_sum.pdf

Student Survey Types & Samples | School Climate, Bullying & More

Student Survey Types & Samples: An Overview

It’s no secret that student surveys are a powerful way for schools to evaluate their programs, environments, and students’ perceptions and behaviors. Thus, they are often an attractive option for administrators and educational decision-makers who are interested in assessing their schools.
But before you begin the process of selecting the best student survey for your school , it’s important to know the differences between the myriad types of student surveys, including variations of what they are and what they measure.

School Climate Surveys

School climate surveys are scientific measures that evaluate several significant aspects of the educational environment in order to evaluate a variety of specific and general factors. The primary goal of this type of survey is to attain a comprehensive picture of the school and identify particular strengths and weaknesses of its different areas.[1]
Student surveys to measure the climate of a school typically measure several different aspects, but some of the most frequently addressed topics include:

  • • Student-teacher relationships at school
  • • Students and learning
  • • Teacher involvement
  • • Students at home and in the community
  • • Student alcohol, tobacco, and other drug use
  • • Student mental health
  • • School climate
  • • Other student behaviors such as:
    • o Violence
    • o Bullying
    • o Absenteeism and suspension[2]

In order to measure these facets of the school environment, these types of surveys will likely ask a variety of questions related to students’ perceptions and beliefs. Samples of questions that a school climate survey might ask include:

  • • Instructions: Please indicate the degree to which you believe the following statements are true or not true. Answer options include: not true at all, somewhat not true, somewhat true, or very true.
    • o We don’t learn much when a substitute teacher is in the classroom.
    • o Students have lots of chances to help decide things like class activities and rules.
    • o Parents treat teachers in my school with respect.
    • o Teachers help students cope with stress.[3]

 

Bullying & Mental Health Surveys

Bullying and mental health surveys are questionnaires that measure the prevalence of, perceptions of, and attitudes towards these specific issues by students within the learning environment. The goal of these measures is to “determine the frequency and locations of bullying behavior… [and] gauge the effectiveness of current prevention and intervention efforts. Knowing what’s going on can help school staff select appropriate prevention and response strategies.”[4]
Bullying and mental health surveys measure a range of factors and different surveys often measure different things. However, most of these measures include questions referencing:

  • • Social and Emotional Skills
  • • Peer Relationships
  • • Bullying Behaviors
  • • School Climate
  • • Substance Abuse[5]

The questions used on these types of student surveys will likely differ based on the target age range and the goals, however, sample questions may include:

  • • Instructions: Please indicate the degree to which you believe the following statements are true or not true. Answer options include: not true, somewhat not true, somewhat true, or very true.
    • o I am able to solve problems with people without using violence or aggression.
    • o Coming up with lots of different ideas of what to do helps me solve problems.
    • o I stood by and watched other students getting teased, pushed, or shoved.
    • o Other students used the Internet or cell phone to tell lies about you, embarrass you, or threaten you.[6]

 

Substance Abuse Surveys

Substance abuse surveys are scientific evaluations designed to assess and quantify attitudes and incidence of alcohol and drug use and abuse by students inside and outside of school. The primary goal of these measures is to “to quantify the use of alcohol, tobacco and other substances among middle and high school students…and to identify the risk and protective factors that influence a student’s choice of whether or not to engage in these and related harmful behaviors.”[7]
Depending on the age of the students and the community in which the questionnaire is being administered, substance abuse surveys may be highly specific (focusing on alcohol use among sixth-grade students) or very broad (measuring all instances of substance use and abuse for all middle and high school students in a system). Many of these types of surveys include questions covering topics such as:

  • • Incidence of alcohol, tobacco, and drug use
  • • Age of onset of drug use
  • • Perceived risk of drugs
  • • Parents’/friends’ approval of student use of drugs or threatening behavior
  • • Risk and protective factors
  • • Discipline problems at school and outside school
  • • Feeling of safety at school and in neighborhood
  • • Time of day/week for using drugs
  • • Ease of obtaining drugs
  • • Location of drug use
  • • Effect of using drugs
  • • Personal and family information
  • • Academic achievement
  • • Activities at school and in community
  • • Family life[8]

Clearly, the questions employed on a substance abuse survey will be dependent on the scale and type of measure used. Some sample questions include:

  • • Do your parents talk with you about the problems of tobacco, alcohol, and drug use? (Answer Options: Never, Seldom, Sometimes, Often, A Lot)
  • • Have you bought or sold drugs AT school? (Answer Options: Yes, No)
  • • How easy is it to get tobacco (cigarettes, cigars, dip, etc.)? (Answer Options: Don’t Know/Can’t Get, Very Difficult, Fairly Difficult, Fairly Easy, Very Easy)
  • • How wrong do your parents feel it would be for you to use prescription drugs not prescribed to you? (Answer Options: Not At All Wrong, A Little Bit Wrong, Wrong, Very Wrong)[9]

 

Additional Types of Student Surveys

While a majority of student surveys generally fall into the categories outlined above, that list is certainly not exhaustive. Additional questionnaires that schools may want to investigate for use include surveys that measure:

  • • Family and community engagement
  • • Social and emotional learning beliefs and skills
  • • Teacher and administrator performance evaluations
  • • Grade or educational level preparation
  • • Healthy and unhealthy behavioral habits
  • • LGBT youth awareness and bullying

 

Choosing the Right Student Survey Type for Your School

Once you’ve identified the specific type of student survey your school will conduct, based on your specific needs and goals, the next step is to choose the actual survey itself. Just as there are many different types of surveys, there are dozens of unique survey measures included within each category. As a result, selecting the right one can be a daunting task.
For help, check out our article on choosing the best student survey for your school. Or get in touch with Pride Surveys, a proven survey company with over three decades of experience in the industry. We can help you select a proven and reliable survey that will help your school achieve its goals. To find out more, fill out this short online contact form or give us a call at 800-279-6361.

[1]Cornell, Dewey. “School Climate Data Collection Reporting and Use.” National Leadership Summit on School Discipline and Climate. Curry School of Education: University of Virginia. Retrieved from https://safesupportivelearning.ed.gov/sites/default/files/1_Dewey%20Cornell_Summit_Data.pdf on October 11, 2016.

[2]The Pride Learning Environment Survey. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-pride-learning-environment-survey/ on October 12, 2016.

[3]Pride Teaching Environment Survey: Sample Questionnaire. Pride Surveys. Retrieved from http://www.pridesurveys.com/wp-content/uploads/2014/06/2013-14-TES-Questionnaire.pdf?24559c on October 12, 2016.

[4]“Assess Bullying.” StopBullying.gov. U.S. Department of Health & Human Services. Retrieved from https://www.stopbullying.gov/prevention/at-school/assess-bullying/ on October 13, 2016.

[5]Middle School Survey for Social, Emotional, and Bullying Behavior. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/the-social-emotional-and-bullying-behavior-middle-school-survey/ on October 12, 2016.

[6]Social, Emotional and Bullying Behavior Survey Grades 6-9. Pride Surveys. Retrieved from http://www.sebbsurvey.com/assets/Bully-130822final_watermark.pdf on October 12, 2016.

[7]Maine Youth Drug and Alcohol Use Survey (MYDAUS). Substance Abuse and Mental Health Services: An Office of the Department of Health and Human Services. Retrieved from http://www.maine.gov/dhhs/samhs/osa/data/mydaus/ on October 13, 2016.

[8]Student Survey for Grades 6-12. Pride Surveys. Retrieved from http://www.pridesurveys.com/index.php/pride-student-survey-for-grades-6-12/ on October 11, 2016.

[9]The Pride Questionnaire for Grades 6-12: Sample Questionnaire. Pride Surveys. Retrieved from http://www.pridesurveys.com/supportfiles/2014-15USQuestionnaire.pdf?24559c on October 12, 2016.

Bullying of LGBT Youth in Schools

The Bullying of LGBT Youth in Schools

LGBT (Lesbian, Gay, Bisexual, and Transgender) youth are significantly more likely to experience bullying than non-LGBT students; in fact, the GSLEN National School Climate Survey revealed that around 85% of LGBT students reported experiencing at least some form of harassment within the last year.[1] The bullying of LGBT youth also results in this subsection of the population being four to eight times more likely to attempt suicide. They also face higher levels of depression and are twice as likely to use drugs or alcohol.[2]

These students are also less likely to graduate high school and go on to college due to the extent of the harassment they face in high school.[3] Furthermore, LGBT youth are more likely than their heterosexual peers to become homeless, causing them to face further stigmas associated with foster care and homelessness, in addition to higher risks of abuse, mental health issues, and suicide.[4]

With such staggering LGBT youth bullying statistics, it is vital that administrators, teachers, and communities take steps to stop the bullying of LGBT youth in schools. While these steps partially include those that we discussed in our previous posts about preventing bullying in schools and outside of schools, addressing the issues surrounding the bullying of LGBT youth takes additional initiatives that focus on this particular problem.

Create Unambiguous Policies Specifically Targeting the Bullying of LGBT Students

When schools add policies that specifically state that the bullying of LGBT students will not be tolerated, it not only sends this message to all students in the school, but it also makes LGBT students feel safer at school.[5] They then know that they are included and deserve the same respect as all others protected by the schools’ anti-bullying policies, and schools with such policies are less likely to report a serious harassment problem.[6]

Educate All Teachers, Staff, and Volunteers about the Bullying of LGBT Students

Part of creating a safe environment for LGBT youth is ensuring that those with authority – staff, teachers, administrators, volunteers, and other adults – are open-minded and educated on the issues facing LGBT youth.[7] By teaching these authority figures about LGBT bullying in schools and related issues, and by having open discussion about these issues, LGBT youth are much more likely to trust and confide in adults. LGBT students are then more likely to believe that not only do they have the school authority figures on their side, but they are also more equipped to handle any kind of harassment. By creating a support system, not entirely different from a support system for other types of bullying, schools can create a safer environment for LGBT students. This is shown by the OUT for Schools Campaign, a campaign asking teachers to wear badges that signify themselves as LGBT allies, willing to help LGBT students regardless of their own gender identity.[8]

Establish a Gay-Straight Alliance in Your School

A Gay-Straight Alliance – or GSA – is a club-like organization that offers a safe space and support network for LGBT students. According to one study, “[s]tudents who attended schools with GSAs reported fewer homophobic remarks, more intervention from school personnel and a greater sense of connectedness.” [9] A GSA benefits all students, as it fosters understanding, equality, and a shared connection between LGBT students and non-LGBT students. Because there is more understanding, there tend to be fewer instances of LGBT youth bullying in schools with Gay-Straight Alliances.[10]

Understand the Environment in Your School

To create a safe environment for both LGBT youth and non-LGBT students, an ideal first step is to assess the situation to get an idea of the attitudes and opinions of the students in a school. Administrators need to understand how common the bullying of LGBT students is and what attitudes cause this behavior. By surveying students, staff, and faculty, administrators can evaluate the situation and address the issues so that LGBT bullying in the school diminishes over time.

Pride Surveys offers a variety of student surveys that are customizable up to 10 questions to help schools evaluate and address LGBT bullying in schools. Our school climate and bullying surveys focus on grades 4-6 or grades 6-12. Contact us today at (877) 957-6870 or online.

[1] 1 “LGBT Students Experience Pervasive Harassment and Discrimination, But School-Based Resources and Supports Are Making a Difference.” Gay, Lesbian, and Straight Education Network. Retrieved from here on August 2, 2016.
[2] “Anti-Gay Bullying.” StompOutBullying.org. Retrieved from here on July 26, 2016.
[3] Ibid.
[4] LGBTQ Homeless Youth Fact Sheet.” The National Alliance to End Homelessness. Retrieved from here on August 2, 2016.
[5] “Bullying of LGBT Youth and Those Perceived to Have Different Sexual Orientations.” StopBullying.gov. Retrieved from here on July 26, 2016.
[6] Ibid
[7] “Bullying and LGBT Youth.” StopBullying.gov. Retrieved from here on July 26, 2016.
[8] “Coming OUT for Safe Schools.” StopBullying.gov. Retrieved from here on July 27, 2016.
[9] “Bullying and LGBT Youth.” Mental Health America. Retrieved from here on July 26, 2016.
[10] Plante, Kelly. “The Impact of a Gay Straight Alliance on Middle and High School Age Students.” The Graduate School of the University of Wisconsin-Stout. Retrieved from here on July 27, 2016.