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.