Beruflich Dokumente
Kultur Dokumente
(DASA)
Carol Bush
Professional Development Specialist
Center for School Improvement and Professional
Development
Orleans/Niagara BOCES
Intended Outcomes
To understand how school climate and culture
have an impact on student achievement and
behavior.
To enhance the understanding of diversity and
multi-cultural environments and examine
personal biases.
To identify prevention and intervention strategies
and ideas for interacting with families of victims
and aggressors.
Impacted by
Perception of personal safety (physical, instructional,
social environments)
Interpersonal relationships
Teaching and learning
Effects of Bullying on
School Climate and Culture
Creates a climate of fear and disrespect
Students may not feel safe or connected to their
school
Students may perceive a lack of control/caring
from adults
Interferes with student learning
Effects of Bullying on
Student Achievement
Research shows that bullying effects academic
achievement just as much as poverty
Minority students are at greater risk of decreased
academic achievement when bullied in comparison to
nonminority students
Bullying negatively impacts academic achievement in the
following ways
Decreased classroom participation
Decreased attendance rates/increased school avoidance
Lower grades on standardized tests and overall GPAs
(up to 1.5 letter grade decrease)
Increased drop-out rates
So what do we do about
this?
Create a positive learning environment
Create an environment inclusive of all students
and free from personal biases
Equip students and school personnel with
prevention and intervention strategies
Communicate and work together with families of
victims and aggressors
Characteristics of a Positive
Learning Environment
What does a positive learning environment look
like?
What does it sound like?
How does it feel when youre in that type of
environment?
Characteristics of a Positive
Learning Environment
Caring, firm but fair attitude.
Students know what to expect
from you.
Classroom procedural rules.
High expectations for students.
Students are given
responsibilities in the
classroom.
Students have potential for
success.
Classroom climate of
cooperation.
Positive group identity.
Students accept diversity.
Instructional Environment
High academic expectations with strong student
supports
Well managed classrooms
Emotional Safety
Sense of belonging
Safe to take risks and express emotions
Benefits of a Positive
Learning Environment
Creates a climate of safety, control, and a sense of
community within the classroom
Better communication exists within the school
community
Positive learning environments improve academic
achievement in the following ways
Increased classroom participation
Increased attendance rates/decreased school
avoidance
Higher standardized test scores and overall GPAs
Decreased drop-out rates
Creating an Inclusive
Environment
Understand the needs of targeted populations
Recognize the important role diversity and
multiculturalism play in education
Be aware of your own personal biases
Immigrants
What are the cultural barriers?
Similarities and differences?
LGBTQ
What kind of harassment is most common? Verbal? Cyberbullying?
Is it possible that these comments are being made unintentionally?
What is a bias?
Bias is:
Showing prejudice against (someone or
something) unfairly (verb)
Prejudice in favor or against one thing, person or
group compared with another, usually in a way to
be considered unfair. (noun)
Prevention/Educa
tion
Prevention Strategies
Assess bullying
Create policies and procedures
Build a safe environment
Educate students and staff
Honesty, tolerance, and respect (character ed.)
Educating the whole child
Sensitivity awareness and early warning signs
Safe and responsible use of the internet and
technology
Engage students
Empower students
Provide adequate supervision
Intervention Strategies
Suspicions of Bullying
On the Spot Intervention
Classroom Intervention
Individual Intervention
Suspicions of Bullying
Intervention on Classroom
Level
Post and enforce school wide rules against
bullying
Hold regular class meetings
Hold meetings with students parents
Engage students in role-playing
Intervention on the
Individual Level
Supervise students activities
Ensure that all staff intervene on-the-spot when
bullying occurs
Hold meetings with students involved in bullying
Hold meetings with parents of involved students
Develop individual intervention plans for involved
students
School
Classroom
Individual
Community
resource fairs
Pro-active
relationship
building
Mentoring
Community
liaison on the
bully task force
Clearly
disseminate
rules and
consequences
Consistent
enforcement of
rules
Develop
individual
intervention
plan
Partnering with
universities/uni
versity
organizations to
provide
mentors, social
work, etc.
Adopt
restorative
practices to
help strengthen
relationships
Anti-bullying
classroom
activities
Limit
unsupervised
time
Misdirections in Bullying
Prevention and Intervention
Simple, short-term solutions
Program du jour approaches
Group treatment for children who bully
Anger management or self-esteem
enhancement
for children who bully
Zero tolerance policies for bullying
Selecting inappropriate supplemental materials
Peer mediation/conflict resolution to resolve
bullying issues
Communication with
Families and Communities
Families and communities are the most untapped
and underutilized resources for school districts.
Families and communities are students first
teachers
Families and communities can shed light on
student behaviors
Family and community involvement supports
student growth
Communication with
Families and Communities
Communication should occur through multiple formats
District and school meetings/workshops
District website
Questionaires/surveys
DASA Coordinator email
School newsletter
Communication committees
Be available
Be informative
Be receptive
Figure out problems together
Don't assume
Hold meetings somewhere other than the school
Invite families in to share their cultures, experiences, etc.
Websites of Interest
www.stopbullying.gov
www.cyberbullying.us
www.ncpc.org/cyberbullying
www.bullyingpreventioninstitute.org
www.welcomingschools.org
www.ikeepsafe.org
www.pacerteensagainstbullying.org/#/home
www.tolerance.org
www.cdc.gov
www.olweus.org
Intended Outcomes
To understand how school climate and culture
have an impact on student achievement and
behavior.
To enhance the understanding of diversity and
multi-cultural environments and examine
personal biases.
To identify prevention and intervention strategies
and ideas for interacting with families of victims
and aggressors.
Questions?
Carol Bush
Professional Development Specialist
Center for School Improvement and Professional
Development
Orleans/Niagara BOCES
cbush@onboces.org
716-731-6800 x3755