Student Advisory Boards Can Inform Bullying Policies and Prevention

Posted by Sameer Hinduja on December 11, 2014

prevent bullying with students at schoolWhenever I visit schools to give a cyberbullying assembly or presentation to parents in the community, I am also typically asked to sit down and chat with the administrators about the policies and programs they have in place. Here, they let me know what they have been doing to identify, address, and prevent teen technology misuse, and then detail some of the struggles that they have faced – like how to talk about sexting without sounding irrelevant, how to develop penalties for rule-breaking that can be consistently enforced and supported by all, and how to strategically encourage kindness and peer respect in a compelling way. Apart from sharing with them evolving best practices, I also encourage them to invite students to the table when determining what can and should be done.

Students should always feel that they have a voice at school. This means that their input on school activities, curriculum, teaching styles, field trips, behavioral issues on campus, and other matters is valued and taken into consideration. I strongly believe that the relevant decision makers at each school should regularly meet with student leaders or even consider convening a “Student Advisory Board” comprised of teens who want to get involved in the governance of their school. In this setting, administrators should solicit and take student perspectives into account when figuring out strategies and solutions, and to continually welcome their thoughts and input on these matters.

Students know — better than anyone else — what devices, programs, or sites are being embraced and exploited by their peer group. They can clue you in to the latest popular social media apps that have gained a lot of traction on campus, the newest interactive software being exploited, and the hottest technology tools (along with all of their capabilities). Students can then inform adults about some of the problems they have seen online among their friends – such as cyberbullying, sexting, anonymous threats, and major digital reputation issues. It is crucial to create a non-judgmental and safe environment in which you regularly invite both older and younger student leaders to candidly provide feedback on the tech-related misbehaviors they see and hear about (or even participate in).

Get their “insider” perspective.  You will then be better able to determine the comprehensiveness of your policy, its deterrent value among students (if any), how consistently it is enforced, and whether it is respected. Since the majority of students use technology safely and responsibly – and are often afforded certain device privileges on campus – they wouldn’t want that access taken away from them. Therefore, it is in their best interest to help adults in identifying problem areas and getting them resolved so that the misbehavior of one or two students doesn’t ruin it for everyone else.

As an added benefit, students who are involved in reviewing the bullying policies cannot say that they “didn’t know” that what they were doing was wrong, and using students to help define the behaviors (and even possible penalties for breaking the rules) will ensure that the policies are up to date and applicable to contemporary concerns. Plus, if students are a part of policy development, they have a stake in the policies’ successful implementation. When new or revised policies are developed, use students to help get the word out. For example, the Student Advisory Board could go into individual classes for a few minutes to talk about the purpose of new policies, share it over the morning or afternoon announcements, or write about it for the school paper, website, or yearbook. The more you educate students about potential issues and concerns, the more willing they are to take ownership of reasonable policies to prevent the misuse of technology.

It is also a good idea to give youth an opportunity to offer constructive criticism on the wording of your formal rules, the informal and formal penalties tied to various transgressions, and the curricula and related programming you have in place (or are considering). Allow them to articulate their thoughts and suggestions about what they believe will work to change prevailing mentalities across campus, and meaningfully promote a school climate that is all about appropriate and responsible behaviors (at school and online). Truly, they will let you know what they think is “lame” and what they think will actually succeed.

Listen to students. The last thing you want to do is to waste time, effort, and resources on a creative initiative the adults thought was a fantastic idea, but ends up as a complete and utter FAIL. To be honest, that will do more bad than good by reaffirming student suspicion that the school is oblivious and completely out of the loop. Since teens are fully immersed in all things technological and social, it is crucial to enlist their help in determining how best the school can equip the student body with the skills and knowledge to be great digital citizens, how best to pitch responsible online behavior as “cool” and “what we do around here,” and how best to get everyone on board.

ITO Club – Student Leaders Transforming School Climate to Prevent Bullying

Posted by Sameer Hinduja on December 4, 2014

For a few years now, I have admired the leadership and initiative of Ms. Geraldine Johnson, Bullying Prevention Coordinator for Pennsylvania’s Cumberland Valley School District. She stands out in my mind as one of the most caring youth workers I have ever known, and it is so inspiring to see the love she has for her students and the love her students have for her. Together, they have proactively sought to combat bullying and create an environment in which kindness, peer respect, and acceptance reign supreme. Central to this effort is their ITO Club, which we featured in our new cyberbullying book for teens entitled “Words Wound: Delete Cyberbullying and Make Kindness Go Viral.” ITO stands for “It Takes One” – and that message is the primary thread in the fabric of their programming to really make a difference and transform their school community for good. Here is her story:

In my role as a behavior specialist and special educator for over 30 years, I have done many social skill lessons and bullying prevention lessons that involve role-play with students of all ages. During these discussions and role-plays I found that most students do not agree with the mistreatment of their peers, but do not always know what to do about it. I discovered that – just like when teaching academics – the more we teach students how and what to do, the more likely they are to do it! I decided that in order to get students to support each and to be active bystanders, they need to be taught explicitly what to do.

Most students are able to express how uncomfortable the unkind behaviors make them feel, but do not know how to respond. That is what motivated me to start the ITO (It Takes One) Club – to teach the students that behavior –good and bad – is contagious, and if one person stands up for someone who is being treated unkindly, others will follow. I wanted it to be “popular” and “cool” to be kind. I wanted to have a place for students to learn how to support each other in fun, supportive, and creative ways. ITO has become much more than that…. It has become not only a club, but a place for students to learn to support each other, a major change agent. Students are spreading the message, “It takes one. Be one.” And “It takes one. I am one.” The emphasis of the club has become not only how to support someone who is being treated in an unkind way, but also how to be pro-active and prevent incidents from happening. Students are being reinforced for “being the change.” Our goal is to have all students at CV know that if something unkind is done to them, there will be staff and students there to support them.

Implementing ITO in our schools requires a lot of planning, cooperation, and passion from students and adults. Without the support and cooperation from school and district administration, the ITO program would not be able to thrive. Fortunately, our principals, Mr. Rob Martin (co-advisor) and Ms. Judy Baumgardner are passionate about the program and willing to devote time and energy into making it work. Additionally, Mr. Martin and Ms. Baumgardner model for parents, students, and staff what “treating others with respect” looks like on a daily basis. Being an ITO advisor requires a major time commitment in order to be available to students, to assess the effects of the program, to do research, and to attend club activities and meetings. Besides having a passion for the mission, advisors must also enjoy working with adolescents, knowing when to step back and let students take the lead. Advisors must also be able to encourage students not to be defeated by the naysayers and to keep things positive while prioritizing and assessing our efforts.

Students who lead the club must also model the respectful behaviors we are trying to spread. Our student leaders go through process which includes filling out an application, writing an essay, teacher evaluation, and formal interviews with current ITO leaders and advisors. We have learned that involving students in every level of the process is an important component to making ITO successful. The student leaders become our “eyes and ears” of the school, not about specific behaviors or incidents, but about what students are thinking and what will work to get the message across to them. We have found that both students and staff are much more receptive to information if it comes from students themselves. Our student leaders give our adult bullying prevention team feedback on class meetings and activities in order to make information relevant and student-friendly.

Because our student leaders have such an important voice in planning and intervention, it is also very important that our leaders are educated on the most up-to-date research-based information on bullying prevention and school climate. To accomplish this, we do formal training with our student leaders, using such resources as Dr. Sameer Hinduja’s work and resources, combined with the “Olweus Bullying Prevention Program.” As a certified Olweus trainer, I bring the most up-to- date information to the leaders so they can be confident in their efforts to spread the word in their presentations, club activities, and in social media. Student leaders must also learn to work as a team and compromise on projects. Our eventual goal is to add the ITO program to the already existing bullying prevention programs in all levels, from elementary to secondary, so every student can benefit from ITO.

Our student leaders meet with us bi- weekly to plan club meetings. The club meetings, also bi-weekly, include activities such as guest speakers, parties, team building activities, socials, and community events. Our leaders use social media to get the word out about meetings. All students are invited to the club activities. We put great effort into getting students from different groups, clubs, and interests to join us. An anonymous referral system that is available to all students, staff and parents is also used to find students who need extra support and possibly intervention. This has helped us to identify teens who have been marginalized for some reason or another, but are incredibly amazing people and who need to get plugged in. Finally, students who are inspired to step up and make a positive change here at our school are recognized and commended by the staff and administration.

In my thirty-plus years as an educator, being the creator and advisor for the ITO program has been one of the most rewarding experiences I have had. Although there have been challenges, I am reminded on a daily basis how these students are making a positive change and affecting the lives of so many in our school and community.

~ Geraldine Johnson, Creator and advisor of ITO, Behavior Support Specialist, Cumberland Valley School District

cyberbullying club at school

Here are some additional perspectives from students I met while working with Geraldine:

ITO (It Takes One) is an outlet for some, and a safe place for others. ITO for me was both but most importantly it was a club that I could express my passion for preventing something so awful in our school. It has given me more opportunities than ever imagined and a new appreciation for teamwork and compromise. ITO has taught me to still believe in the good hearts of high school students but always be aware that everyone isn’t as kind- hearted, but you always have a friend in this club. Personally, this club has taught me invaluable life lessons and I have met life changing people along the way. My personal mission statement is that it is by far “more cool” to be the nice kid and be the kid to stand up for someone rather than turning a shoulder or even engaging in the action. Being nice will be the trait to take you places in this world.

~ Dana Basehore

As a senior leader for ITO (It Takes One) Club, I advise our media relations within the school and throughout social media networks. My goal is to spread our mission as far as the eye can see, and beyond! We work to prevent harassment within our community, and this serves to bring people together. I have seen firsthand how great of an impact our efforts have been through the lives of our high school students, and we have so much more to achieve with our club members this year! My hope is to reach as many students as possible with our message and teach students and community members how to bring people together for a common cause. Learning to be an active bystander has really helped me in difficult situations, and I am honored to be a senior leader for one of the most important clubs that is not only making a change in our school, but also in our society.

~ Aeliana Lomax

Preventing Bullying through Kindness

Posted by Sameer Hinduja on August 8, 2014

Addressing Cyberbullying by Encouraging Teens to be KindI’ve been working with Adam Sherman of the To Be Kind movement over the last few years, as he is an award-winning educator here in my home state of Florida (and also worked in the county where I went to school while growing up!). He is passionate about creating positive climates within schools to reduce violence, harassment, and hate, and his enthusiasm is contagious and so refreshing to see.  While teaching Leadership classes at school, he spearheaded a curriculum to encourage a peer environment that helps (and not hurts) others, and it has gained significant traction around Florida.

I’ve asked him and a few of his students to share some of their thoughts below. My hope is that it inspires teachers and counselors to identify a cadre on campus that can take this idea and run with it! With the new academic year upon us, I think it is essential to enlist teens to set the right tone early on regarding bullying and cyberbullying. With effort and follow-through, it has the potential to truly transform the school community.

The educator (Adam Sherman):

Kindness is difficult for students. The hard part with kindness is that our collective society has made it easier to be mean. It is easier, and often more comfortable, to laugh at others, to judge them, to talk negatively behind their back, etc. For lack of a better description, hurting others is sometimes a socially acceptable norm. So when students, or anyone for that matter, go out of their way to do/say something with kindness, they are actually looked at in a negative light. It often means they are going against their peers and that opens them up to be hurt negatively. That means students are quick to give up. As an educator, and quite simply as an adult, I have to help show them that they must continue to persevere despite the nay-sayers.

It can be difficult to imagine teaching young people to be kind. After all, when one thinks of bullying, they automatically think of it as a “rite-of-passage” and that all students do it. But for me, it is easy to help them learn a different way through life because I try to look to my own actions first. Just as anyone else, I make mistakes and say things I don’t mean, but I have to set the example for the students. I have to live my life kindly so that they can learn the behavior. We aren’t born to be mean, we learn to be that way.

When it comes to how we divy up the responsibilities of keeping this program moving, the students are tasked with influencing their peers. They take care of the school operations as well as helping me to design the materials we will use. I handle basically everything else. I monitor paperwork, social media (Facebook and Twitter), community involvement, inquiries, expansion, etc. I want the students to focus on their peers.

That is one of the reasons the program has become so successful. While we have created a model, it can be uniquely individualized for each school that takes it on. We have standards that we like to keep up and basic principles for schools to follow, but anyone who is familiar with education knows that every school is different. What one school needs may not be needed elsewhere. So the hope is that a strong group of students, with a strong adult role model, can create a culture of kindness and make school a place that students want to be. And the students certainly do that.

Since our program has begun three years ago, much has changed in physicality. My original students have moved on (except for one who remains on the Board of Directors), I have changed school districts (where of course I have already laid the groundwork to continue TBK), and though we have grown beyond what we ever thought we would, much remains the same. The message of TBK remains so simple, and also drives its growing popularity. Our pledge, “Bullying ends where kindness begins; it begins with me,” is something that people of all ages can easily remember. We can’t change the behaviors of others, but we can certainly control the behaviors of ourselves. If we practice kindness, we will be surrounded by kindness. And when we are faced with negativity, we can either let it get to us, or we can respond to it by being kind. Sometimes that’s all it takes to turn that negative into a positive.

The students (Quinn Solomon, Joshua Sanchez, Danielle Soltren of Lake Brantley High School):

Over the past few years, social media has boomed. But as its popularity grows, so does the ability to mistreat others through the Internet. Often, there’s a feeling of hopelessness when it comes to bullying. Some people assume that it’s a problem that will always exist. We seek to destroy that mentality by showing the power of kindness, both in person and online. We’re optimistic that we can eliminate bullying step-by-step. After a terrifying experience when an online hit list threatened our students and faculty, our Leadership class knew they wanted to make a change.

After a long class discussion, someone suggested using social media as a way to help solve the bullying problem rather than make it worse. We decided to use the already trending idea of “tbh” (to be honest), where users on Facebook can like someone’s status and then receive an honest statement from him or her. Using the same format, we changed the idea to “to be kind.” Users still take part by liking a post on someone’s page. Then the original poster is supposed to give a compliment or write words of kindness on the wall of whoever liked the status. To Be Kind, or TBK, is a simple idea: Treat others as you would wish to be treated. Every one of us possesses the ability to be kind. This simplicity is the answer to preventing bullying.

The impact on our school was instantaneous. TBK turned into a buzz overnight. The very next day after we launched our idea, students were talking and trying to figure out what TBK was and where it came from. Using follow-up actions such as putting positive messages in lockers, we quickly turned it into a movement that lots of people wanted to be part of.

Like many new things, our idea hasn’t always been met with positivity. Many of the kind posts that students make on social media are rejected. Many people aren’t used to kindness anymore. We’re used to ridicule rather than compliments. So sometimes people post negativity in response. When that happens, we just thank them for expressing their feelings, or we ignore the comment. The purpose of TBK isn’t to instigate fighting or rumors, or to provide an outlet for people to criticize others. Its purpose is to show that social media and other everyday interactions can be improved with a few thoughtful words. Anyone, of any age, can spread a few extra smiles in a day. And TBK isn’t focused solely on students. We encourage parents and community members to get involved and to support our project at work and at home. We’ve also included the school faculty and staff by sharing words of kindness with them.

We take huge pride in TBK. It has grown into a symbol of anti-bullying not only at our school, but in many schools around our district, country, and beyond. For example, our school participates in a German exchange program. We’ve helped our partner school establish a TBK program, as well. The world wants kindness. People want to be treated as if they matter. That’s the ultimate purpose of the program. We know that kindness will continue to spread and bullying will continue to diminish. Remember: Bullying ends where kindness begins, and it begins with you.

Educators, Students, and Conversations about Technology Misuse

Posted by Sameer Hinduja on August 6, 2013

During the last several years, school staff have become well aware that what happens online often significantly impacts the environment at school and the ability of students to learn. It is also true that what goes on at school influences the nature and content of student interactions while away from school. That means that a lack of connectedness, belongingness, peer respect, school pride, and other climate components may very well increase the likelihood of technology misuse off-campus by teens. 

We are huge on the importance of creating and maintaining a positive school climate, and so we wanted to study this relationship through our research.  We’ve done this in part in a blog entry late last year which demonstrated that in schools where students reported a better climate, students also reported fewer cyberbullying and sexting incidents. To reiterate, schools that were rated by students to have relatively “low” school climate had more reports of cyberbullying and sexting than those rated as “medium” or “high.”

Here are some other important findings worth mentioning:

Educators’ Efforts Matter

We also found that teachers who talk about these issues with their students are making a difference. Even though almost half (46 percent) of students said their teacher never talked to them about being safe on the computer and 69 percent of students said their teacher never talked to them about using a cell phone responsibly, when these conversations happen, they seem to have a positive impact. Students who told us that a teacher had talked to them about being safe on the computer were significantly less likely to report cyberbullying others.

teacher talked to student about being safe online

Also, those who told us that a teacher had recently talked to them about using their cell phone responsibly were significantly less likely to say that they had sent a sext to another student. Of course the content of those conversations is also important. Once again, we call for more research to clarify what works in terms of teachers talking with students about safely and responsibly using computers and cell phones.

teacher talked about cell phone responsible use

Students Remain Reluctant to Report

It is also noteworthy that fewer than 10 percent of targets of cyberbullying told a teacher or other adult at school about their experience (about 19 percent of the targets of traditional bullying told an adult at school). Much of the reluctance of students to report these kinds of behaviors stems from their skepticism that the teacher will actually do anything useful to stop the behavior. In fact, most students we speak to suggest that telling a teacher (or other adult) will often make matters worse.

Interestingly, 75 percent of students in our study felt that the teachers at their school took bullying seriously, but fewer (66 percent) felt that the teachers at their school took cyberbullying seriously. So clearly, adults in school have some work to do to convince students that these problems can be resolved effectively. How can a school or classroom hope to have a positive climate if students are afraid or hesitant to talk to adults about these issues? This is just one aspect of school climate that must be corrected if school administrators hope to develop and maintain an environment where youth can freely learn and thrive.

Expectation of Discipline

In our most recent research, we asked students to tell us how likely it would be for someone at their school to be caught and punished for cyberbullying. In general, about half (51 percent) of the students said that it was likely that a student from their school would be punished for cyberbullying. To note, this number dropped to less than 40 percent among the students who had actually been victims of cyberbullying.

When we examined this question from the perspective of different school climates, we found that students from the schools with more positive climates reported a higher likelihood of a response. Specifically, 65 percent of the students at the schools that scored “high” on our scale said that cyberbullies would be punished at their school compared to only 35 percent of the students at the “low-scoring” schools. Here again, the quality of the climate at school shapes student perceptions of accountability for behaviors online.

student perceptions of school response

What is the take home point of this research?

Basically, there are fewer behavioral problems and higher academic performance in schools with a positive climate, the influence of climate extends beyond the school walls. Students who feel they are part of a welcoming environment will largely refrain from engaging in behaviors that could risk damaging the positive relationships they have at school.

You can’t separate climate from instruction. You can’t separate climate from leadership. You can’t separate climate from the purposeful things you do to build a relationship with students. If a school is doing great on one thing, it tends to all fall in line.
~ John Shindler, director of the Western Alliance for the Study of School Climate

Now that we better understand the online experiences of our students, and know that the climate at school is related to those experiences, the next step is to work to transform your classroom and school into a place where students feel safe, respected, involved, and connected. The resources on this site, and our latest book School Climate 2.0 can provide you with a road map for doing just that. Even though it is not an easy path to travel, we are confident that you will not be disappointed when your efforts materialize into happier students and staff and an overall better place to learn and teach.

There is a definite link between school climate and student online behavior. Without question, problems that occur between students in an online environment become issues at school. These issues often include a large number of students, as they can quickly share their opinions online with many of their classmates. Usually, the concern is brought to my attention by a student who reports being bullied or a parent who wants to know “What are YOU going to do about it?”

We have worked hard to educate our students and parents regarding online safety. Recently, we added a curricular unit at the seventh-grade level (soon to start in fifth grade). Each grade level participates in activities regarding cyberbullying. Additionally, we have had experts come in and talk to our students, staff, and parents about how to be more aware of online issues and how to respond appropriately. We are currently working on steps to communicate and practice online behavior expectations as part of the overall system of Positive Behavior Interventions and Supports (PBIS) at our school.

We try to assist students in resolving cyberbullying issues even if the behaviors did not occur at school. We have had our counselor or trained peer mediators meet with students who are involved in online conflicts to work toward a resolution. As the principal, I have met with several parents to inform (and often educate) them about their child’s online behavior. By confronting the issue, I believe our school climate has improved. Students (and parents) know that we care about them beyond the school walls. They know we believe a safe, bully-free environment is critical to providing the best education possible.

~ Dr. Barry Kamrath, Principal, Bloomer Middle School, Bloomer, Wisconsin

Anti-Bullying Youth Rally at Schools

Posted by Sameer Hinduja on April 22, 2013

Pep rallies for our middle and high school athletic teams have been going on for decades, and are always great ways to get fired up about the sports season, or the next big game.  They serve multiple purposes, all of which are quite important.  For one, it really heightens school spirit – and if I am a student I want to be excited about my school, and believe in its chance and ability for success and victory.  Second, it’s related to our identity, and our desire to be part of something bigger than ourselves.  In this case, if you are a student, you belong to a group – whether you are the Rams, or the Fighting Owls, or the Blugolds, or the Vikings.  You’re not alone; you are supporting something and working towards something together, with your peers – people you know and hopefully care about.  Third, pep rallies break up the monotony of the school routine, and provide a fun, energetic, and inspiring outlet for everyone.  This matters – students need this, on a regular basis.

In recent years, some schools are starting to hold pep rallies to promote academic success (instead of only athletic success), and figure out a creative way to recognize those on the Dean’s List, or Honor Roll, or otherwise doing awesome things towards their academic goals or for the betterment of the community.  Well, we are also starting to see a trend where some schools – as spearheaded by motivated and passionate teens – decide to put on an anti-bullying  pep rally.  Now, this is a bit tricky because everyone will be like, “Why are we being called into the gymnasium (or auditorium)?” “What is going on here?” “Man I hope this doesn’t suck!”  And so it will be up to interested students and faculty/staff to come up with a really enjoyable, meaningful experience where you:

1)    Talk about how bullying, drama, and other conflicts are specifically affecting your school and the students in it (be real, be honest, and speak from the heart!).

2)    Share about how in order for everyone to have a great school year, it has got to stop.

3)    Tie it into the fact that everyone is a Greyhound, or Dolphin, or Chippewa (etc.), and how being a part of this group means that we all should act in a certain way (and not be jerks towards others).  There is a responsibility to do the right thing, and that most ARE doing the right thing, and we just need everyone else to get on board.

4)    Invite a speaker who can do a great job getting everyone to truly understand the pain that bullying/cyberbullying causes, and how we have got to put a stop to it at our school.

5)    Invite a DJ who can create a party atmosphere and once again get everyone pumped up about belonging to the school, being a Yankee or Titan or Warrior, and doing the right thing (even when it’s hard).

The objective isn’t to preach, or lecture, or drone on and on with a furrowed brow about how kids shouldn’t bully each other.  They know that.  The objective is to create a formal event at your school where everyone can get together and rally around a cause and honestly, have a fun and memorable time (with some thought-provoking built in).  This requires a delicate balance to the contents, and a strategic approach to the event’s structure, but it is very doable.

Have you done this, or anything like this?  Has it been successful?  Did it fall short?  What did you learn from the experience, and what do you think about the idea and its value in your specific school environment?  We really look forward to hearing your thoughts on this.