2. |
Meet with parents to develop a family agreement to ensure the parent and the student understands |
school rules and expectations; | |
3. |
Explain the long-term negative consequences of harassment, intimidation, and bullying on all involved; |
4. |
Ensure understanding of consequences, if harassment, intimidation, and bullying behavior continues; |
5. |
Meet with school counselor, school social worker, or school psychologist to decipher mental health issues |
( e. g., what is happening and why?); | |
6. |
Develop a learning plan that includes consequences and skill building; |
7. |
Consider wrap-around support services or after-school programs or services; |
8. |
Provide social skill training, such as impulse control, anger management, developing empathy, and problem |
solving; | |
9. |
Arrange for an apology, preferably written; |
10. |
Require a reflective essay to ensure the student understands the impact of his or her actions on others; |
11. |
Have the student research and teach a lesson to the class about bullying, empathy, or a similar topic; |
12. |
Arrange for restitution( i. e., compensation, reimbursement, amends, repayment), particularly when |
personal items were damaged or stolen; | |
13. |
Explore age-appropriate restorative( i. e., healing, curative, recuperative) practices; and |
14. |
Schedule a follow-up conference with the student. |
Personal – Target / Victim | |
1. |
Meet with a trusted staff member to explore the student’ s feelings about the incident; |
2. |
Develop a plan to ensure the student’ s emotional and physical safety at school; |
3. |
Have the student meet with the school counselor or school social worker to ensure he or she does not |
feel responsible for the bullying behavior; | |
4. |
Ask students to log behaviors in the future; |
5. |
Help the student develop skills and strategies for resisting bullying; and |
6. |
Schedule a follow-up conference with the student. |
Parents, Family, and Community | |
1. |
Develop a family agreement; |
2. |
Refer the family for family counseling; and |
3. |
Offer parent education workshops related to bullying and social-emotional learning. |
Examples of Remedial Measures – Environmental( Classroom, School Building, or School District) | |
1. |
Analysis of existing data to identify bullying issues and concerns; |
2. |
Use of findings from school surveys( e. g., school climate surveys); |
3. |
Focus groups; |
4. |
Mailings – postal and email; |
5. |
Cable access television; |
6. |
School culture change; |
7. |
School climate improvement; |
8. |
Increased supervision in“ hot spots”( e. g. locker rooms, hallways, playgrounds, cafeterias, school |
perimeters, buses); | |
9. |
Adoption of evidence-based systemic bullying prevention practices and programs; |
10. |
Training for all certificated and non-certificated staff to teach effective prevention and intervention |
skills and strategies; | |
11. |
Professional development plans for involved staff; |
12. |
Participation of parents and other community members and organizations( e. g., Parent Teacher |
Associations, Parent Teacher Organizations) in the educational program and in problem-solving bullying | |
issues; | |
13. |
Formation of professional learning communities to address bullying problems; |
14. |
Small or large group presentations for fully addressing the actions and the school’ s response to the |
actions, in the context of the acceptable student and staff member behavior and the consequences of | |
such actions; | |
15. |
School policy and procedure revisions; |
16. |
Modifications of schedules; |
17. |
Adjustments in hallway traffic; |
18. |
Examination and adoption of educational practices for actively engaging students in the learning process |
and in bonding students to pro-social institutions and people; | |
19. |
Modifications in student routes or patterns traveling to and from school; |
20. |
Supervision of student victims before and after school, including school transportation; |
21. |
Targeted use of monitors( e. g., hallway, cafeteria, locker room, playground, school perimeter, bus); |
22. |
Targeted use of teacher aides; |