Bullying in Schools
Despite ongoing efforts to reduce bullying, approximately 1/3 of students report being bullied in school with most incidents going unreported. Bullying is considered an adverse childhood experience (ACE) for both the child being bullied and the perpetrator of bullying. As school-based clinicians, we play an important role in both preventing and intervening to end bullying. Here you will find strategies for universal prevention and individual intervention for the victims of bullying and perpetrators of bullying.
4 Key Components of
Bullying Prevention
School-based clinicians can provide valuable knowledge and leadership when implementing the 4 key components of successful bullying prevention.
School Climate
Create a positive school climate where students feel seen & heard. Support connections between students &school staff. Recognize students for positive behaviors.
Social Emotional Learning (SEL)
School-based clinicians can enhance school-wide social-emotional learning (SEL) by offering teacher training & organizing support groups for students dealing with social and emotional challenges.
Set Clear Policies
Establish, address, & share explicit guidelines on bullying, covering its definition, appropriate actions to take when bullying occurs, & the repercussions of bullying, with both students and parents.
Collaborate
The support of school staff, students, parents, & community members is essential for success. Conducting listening sessions can provide valuable insights for shaping strategies & fostering stronger partnerships.
Adapted from schoolsafety.gov
A Relational Approach to Bullying Intervention
Punitive interventions are not enough to support children who have engaged in bullying, & safety measures are insufficient to help children who are victims of bullying. Below you will find a clinical approach that focuses on relationship building as an intervention for bullying.
Framing the Problem
View bullying as a relationship problem.
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Perpetrators of bullying are learning how to use power & aggression to control others.
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Victims are being isolated and struggling to get away from abuse.
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Both perpetrators and victims are learning maladaptive relationship skills.
Relationship Skill Buildling
Both perpetrators & victims of bullying should be taught skills to improve the quality of their relationships including:​
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empathy building
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assertiveness skills
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emotion regulation
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problem-solving skills
Scaffolding for Success
Children cannot accomplish this on their own. They need in-the-moment support and coaching to change.
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Parents & teachers should be coached on how to intervene when the child acts in a bullying manner.
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Children should be prompted to use new skills they are learning.
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It is an adult's responsibility to ensure child safety therefore children should be closely monitored.
Adapted from (Pepler, 2006)
Support Connection
Children need healthy social connections to thrive.
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Explore activities the child can participate in to support self-esteem & build friendships
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Identify the child’s strengths and incorporate them into daily routine
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Look for ways to create corrective emotional experiences for children impacted by bullying.
The 3 components of bullying are:
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power imbalance
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intent to cause harm
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happens repeatedly