1 SAFE AND SUPPORTIVE SCHOOLS ACT MNs AntiBullying

1 SAFE AND SUPPORTIVE SCHOOLS ACT MN’s Anti-Bullying Legislation and Lakeview’s Plan

2 School Board Policy #514 • Can be found on website, approved this summer based on legislation and recommendation from state agency, MSBA • Purpose: to conduct a safe and civil environment. • General Statements: bullying is expressly prohibited at school at any time, including those who condone bullying through indirect behavior. Apparent permission does not negate this prohibition. Retaliation is prohibited. False accusations are prohibited. Bullying is subject to school discipline. The school district will act to investigate all complaints.

3 Definitions • “Bullying” means intimidating, threatening, abusing or harming conduct that is objectively offensive and • An actual or perceived imbalance of power exists, and the conduct is repeated or forms a pattern; or • Materially and substantially interferes with a students’ educational opportunities or performance, or ability to participate in school functions or activities… • Cyberbullying is included. • Can occur off school grounds to the extent that it substantially and materially disrupts learning or the environment. • Immediately means within 24 hours.

4 Reporting Procedure • Report the alleged acts immediately to an appropriate school district official. Report may be anonymous, but this may affect future steps. • Reporting form is available. • Principal or designee is person responsible for receiving bullying reports, is also responsible for following this policy. • Bullying reports are private educational data. • Submissions of good faith will not be used against reporter. • Privacy will be respected as much as possible.

5 School District Action • Within three days of receiving report, district will undertake an investigation. • Immediate steps may be taken. • Alleged perpetrator shall be allowed the opportunity to present a defense during investigation or prior to imposition of discipline or other response. • Upon completion of the investigation, appropriate action will be taken. • School is not authorized to disclose to victim or parents private educational data such as specific discipline assigned to perpetrator.

6 Retaliation or Reprisal • Discipline will occur if reprisal or retaliation is committed.

7 Training and Education • Teachers will receive training in a three year cycle. New teachers shall be within first year. Information will be included in handbooks. • Students shall be educated and informed. • Positive environment is better than a negative one. • Engage all student in creating a safe and supportive school • • environment. Partner with parents and community members. Engage all in education, intervention, and remediation. Train student bystanders to intervene and report. Teach students to advocate for themselves and others.

8 Notice • Annual notice of policy to all—Handbooks. • Conspicuously posted in office. • Given to staff. • Available to all on school website. • Electronically submitted to Commissioner of Education.

9 So, enough with the Mumbo-Jumbo • Do we have bullying-like behaviors? • Yes • But not everything is bullying—pattern of behaviors, imbalance of power. • Do we have bullies? • Perhaps • Students identified them in a survey last spring, and administration will be talking with those individuals. • Do they wake up deciding to be a bully? • I can’t answer that, but I do believe we control our outlook on life on a daily basis.

10 Bullying vs. Peer Conflict • Peer conflict? • Absolutely. • What does it look like? • Looking at me funny, whispering when they look at me. • Is there something to be said about developing a thick skin? • Absolutely!

11 Tattling vs. Telling • Tattle—to report in the attempt to get another student in trouble • Tell—to report in the attempt to keep someone safe

12 Why do they do it? • There isn’t a solid answer. • Bullyingstatistics. org • Cultural Causes—violent influences, entertainment • Institutional Causes—allowed to happen • Social Issues—to get noticed, insecure without this kind of attention • Family Issues—inconsistent discipline and monitoring or highly punitive atmosphere • Personal History—pass it on • Having Power—leadership skills not developed • Provocative Victims—annoying, aggressive verbally

13 Reporting Bullying • Is all bullying-like behavior reported? • No. • Why not? • #1 answer—Administration doesn’t do anything about it anyway. • #2—Reporting it only makes it worse.

14 In response • Administration does address everything, starting with anonymous; however, it may not be to others’ levels of satisfaction, but it is within policy. • Adults don’t always agree with teenager behaviors, but growing is a part of life. • If there is retaliation or reprisal, it needs to be reported so the next steps can be taken—progressive discipline. • This is often shared with the perpetrator in the interview/investigation. • Anonymous reporting may seem to make this difficult. • We’re a small school; we all know each other.

15 Administrative pathway

16 Difficult Topic • Bullying is a very difficult area, but everything is not bullying. • What is bullying? What interferes with students wanting to come to school or get an education while they are here? • Poll everywhere with students on the first day for more information: • What is bullying? • Are you concerned about this year? • What kind of bullying? • Does it interfere with your wanting to come to school?

17 Adult vs. Student • All of this is top down, adult centered action. • This isn’t the most effective way. • Positive Peer Pressure • Doesn’t always happen. Why not? • Afraid of becoming the next victim.

18 In response • There are more ants than grasshoppers • Why? • A majority of students do not engage in bullying. • Do they let it occur by passive behavior? • More than likely. • Be an Upstander rather than a bystander.

19 What can parents do to help the issue? • Greatschools. org • Be alert and observant, since victims are often reluctant to report bullying. • As difficult as it is, try to stick to facts without becoming overly emotional. • Model attitudes and actions. • Teach safety strategies. • Nurture your child’s self-esteem • Collaborate with school personnel. • Parents of Bullies • Model attitudes and actions • Hold the bully accountable • Help them change the behavior