For School Personnel:
PROVIDING SUPPORT FOR STUDENTS WHO ARE BEING BULLIED:
Children and youth who are bullied need clear messages of support from
adults. Although we want
children to be strong and assertive so that they can stand up to those who
bully, adults must realize
that many children aren’t ready to do this. Adults play critical roles in
helping students who are bul-lied
and creating a healthy, safe climate in the school and community.
HOW TO INTERVENE TO STOP BULLYING: TIPS FOR ON–THE–SPOT
INTERVENTION AT SCHOOL
As adults, we may feel uncertain about how to handle bullying when we see or
hear it happening. Or
we may respond in ways that don’t make the best use of the opportunity to
teach a young person the
difference between appropriate and inappropriate behavior. We could end up
inadvertently promot-ing,
rather than reducing bullying. Here are some tips to help respond more
effectively on-the-spot
and make the best use of the “teachable moment” with all students at school.
1. WHEN YOU SEE OR HEAR BULLYING HAPPEN:
• Immediately stop the bullying.
Stand between the child(ren) who bullied and those who were bullied,
preferably blocking eye
contact between them. Don’t send any students away, especially bystander(s).
Don’t ask about or
discuss the reason for the bullying or try to sort out the facts now.
• Refer to the bullying behavior and to the relevant school rules against
bullying.
Use a matter-of-fact tone of voice to state what behaviors you saw/heard.
Let students know that
bullying is unacceptable and against school rules (e.g., “Calling someone
names is bullying and
is against our school rules” or “That was bullying. I won’t allow students
to push or hurt each
other that way.”)
• Support the bullied child in a way that allows him/her to regain self-
control, to “save face,” and
to feel supported and safe from retaliation.
Make a point to see the child later in private if she/he is upset, but don’t
ask what happened
now. It can be very uncomfortable to be questioned in front of other
students. Let his/her
teacher(s) know what happened so they can provide additional support and
protection. Increase
supervision to assure the bullying is not repeated and does not escalate.
• Include the bystanders in the conversation and give them guidance about
how they might
appropriately intervene or get help next time.
Don’t put bystanders on-the-spot to explain publicly what they observed. Use
a calm, matter-of-fact,
supportive tone of voice to let them know that you noticed their inaction or
that you are
pleased with the way they tried to help, even if they weren’t successful. If
they did not act, or
responded in aggressive ways, encourage them to take a more active or
prosocial role next time
(e.g., “Maybe you weren’t sure what to do. Next time, please tell the person
to stop or get an
adult to help if you feel you can’t work together to handle the situation.”)
• If appropriate, impose immediate consequences for students who bully
others.
Do not require students to apologize or make amends during the heat-of-the-
moment (everyone
should have time to cool off ). All consequences should be logical—that is,
connected to the
offense. As a first step, you might take away social opportunities (e.g.,
recess, lunch in the cafe-teria).
Let students who bully know you will be watching them and their friends
closely to be
sure there is no retaliation. Notify colleagues.
