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Students who experience bullying often seek help from administration, teachers, friends and family before taking matters into their own hands. It is so important as teachers and administrators we recognize the importance of taking a student's report of bullying serious and follow through with investigations.

Watch the following video and listen to the mother of a deaf student who feared safety for her son who was being bullied due to his inability to hear.

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REAL News!!!!

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8-Year-Old Boy Commits Suicide After Being Bullied | NBC Nightly News

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REAL News!!!!

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Parents blame school for not preventing bullying they say led to daughter's suicide

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Bullying is a real, serious issue. If we could only take a moment to relate and feel what individuals experience when they face adversities, pain, and lack of acceptance, we would wrap our arms around the hurt and build them up. They deserve love and to know what it feels like to be part of a community that is accepting of all people.

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Mark Wills - Don't Laugh At Me (Official Video)

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Talking directly and openly about bullying not only allows students to define what it is but also creates opportunity for relationship building.

Students are more likely to report bullying to someone they trust and are comfortable to speak with.

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Talking directly and openly about bullying with children lets them know that the adults who care for them take bullying seriously and will make sure that bullying does not happen in their early childhood classroom. Talking about how adults and children can work together to stop and prevent bullying lets children know they are part of an environment that is safe, cooperative, and inclusive.

Tell children that it's okay and important to talk about bullying. Encourage children to talk with their teachers if they have any particular concerns about bullying in their classroom. Listen carefully, validate feelings, ask for details, say you can help, talk about solutions, and follow up.

Group meetings, such as morning meetings or circle time, are good times to talk with children about bullying and to ensure that everyone knows the expectations of your setting. Engage all children as active bullying preventers by involving them in setting classroom rules, identifying and solving bullying problems, becoming helpful bystanders, engaging in acts of kindness, and making sure that all children feel safe and included. Encourage all children to participate in the discussions, and make opportunities to talk about bullying throughout the year.

Activities for Talking About Bullying

Activity 1: What is Bullying?

Children who understand what bullying is and the different forms it takes are better able to recognize bullying when they see it or when they become involved in it. Children who understand that bullying hurts and why it's not permitted are more likely to respond appropriately and ask for help in bullying situations.

Use the What is Bullying? chart (Eyes on Bullying Toolkit, p. 9) to help children understand the definition of bullying and the different forms it can take. Help children understand the three characteristics of bullying:

Help children understand the different ways that bullying can happen:

Relational bullying may be a new concept for children. Talk to children about how telling a classmate that he or she can't play or telling other children not to play with you is a form of bullying when it's done intentionally and repeatedly to hurt someone.

It's important to clarify that children don't need to include everyone in their play and activities every single time. There may be instances when it's really not a good time for someone else to join them. Practice how to say no, kindly and sensitively. For example, they could say, "Sorry, we're right in the middle, but we're almost done-you can play with us as soon as we finish this."

Young children may overgeneralize the concept of bullying by applying it to all forms of aggression, conflicts, and unpleasant behaviors. Make sure they know that even if it's not bullying, hurting others by using words, actions, or relationships is not okay and needs to stop.

Children may be reluctant to talk about bullying for a number of reasons, for example:

They don't have the words and concepts to describe it.

They think it isn't important.

They are afraid, embarrassed, or ashamed.

They think that no one will care or be able to help.

Story Swap can give them some helpful language, validate their experience, reassure them, and direct them toward help.

Start by sharing a story about when you were bullied or witnessed bullying. Hearing a story about an adult's bullying experiences may move a child to reveal his or her own experiences.

Ask the children to share some stories about bullying that happened outside the classroom-something that did not involve their own classmates. Ask them not to use real names.

Acknowledge that it's okay to talk about bullying because it affects everyone, whether we were the bully, whether the bullying happened to us, or whether we watched it happen. Discuss how the stories made them feel-to tell and to hear. Tell children that bullying is always wrong and it should not happen. Using the stories as examples, help children brainstorm suggestions for what can be done to stop bullying.

Activity 3:Teasing or Taunting?

Playful teasing among friends is okay, but teasing that hurts is called taunting -and if it's repeatedly used to hurt a targeted child, it is a form of bullying. To help children understand the difference between teasing and taunting, talk with them about how nicknames can sometimes be fun and sometimes be used to hurt and bully someone. Present the following examples (or come up with your own) and have the children decide whether each nickname is playful teasing or hurtful taunting:

Scott runs very fast, so the kids call him "Rocket Scott."

Jeremy is always last in a race, so the kids call him "Snaily Jerry" or "Slow Poke."

Steve is small and cries a lot, so the kids call him "Baby Stevie."

Maria is strong, so the kids call her "Wonder Girl."

Natalia is smart, so the kids call her "Smarty Pants."

Madeline is the biggest kid in the class, so the kids call her "Big Bad Mad."

When discussing each nickname, ask the children:

Conclude the activity by asking the children for ideas about how to make sure they don't call classmates hurtful names.

This activity helps children understand the difference between making a mistake and hurting someone "on purpose." We all make mistakes-adults and children alike. We bump into someone by accident, for example, or leave our backpacks where someone could trip. But sometimes people do things that are intended to hurt others-things that are done "on purpose" and not by accident. Bullying is an example of an "on purpose" action because it involves intention: A child who bullies is intentionally trying to hurt someone.

Present the following examples (or come up with your own) and ask children to decide if it's a mistake or if it was done on purpose:

Jake steps on Ray's toe by accident and says, "I'm sorry."

Tony is mad at Robert and stomps hard on his toe.

Tanya doesn't see Eddie's tower of blocks and knocks it over.

Christine doesn't like Jane, so she scribbles all over her picture.

Marco drops his backpack in the hallway and runs out to play. When Anne runs outside to join Marco, she trips over his backpack.

When discussing each example, ask the children:

Conclude the activity by reminding children that all of our actions, whether we do them by accident or on purpose, can have an effect on others.

Activity 5: "You Can't Say You Can't Play"

Talk with the group about how every child deserves to be treated with respect and included in activities. Discuss why the saying "You can't say you can't play" (a concept developed by Vivian Gussin Paley) is important and helps everyone feel included. Explain that sometimes children engage in relational bullying-intentionally and repeatedly excluding certain children from their play groups-and this behavior is unacceptable.

Have the children brainstorm ways they might respond when someone tells them they can't play or tells others not to let them play. If the children get stuck, you might suggest the following responses:

Have the children role-play different scenarios. With an adult playing the child who says, "You can't play with us," have the children practice using the responses they brainstormed.

Then have the children brainstorm and practice things that someone watching the bullying-a bystander-could say or do to help a child who is being excluded. Do the role-playing again, this time focusing on the bystander's response.

Conclude by explaining that children don't need to include everyone in their play and activities every single time. However, they do need to be friendly and courteous to all their classmates; for the most part, the whole class should be included in play groups and activities.

Reading books out loud to children about bullying provides opportunities to talk about how other children experience and respond to bullying, and how they themselves might respond in similar situations. Here are some questions to get children started talking about a story that involves bullying:

What was the story about?

Who was doing the bullying?

Who was getting bullied?

Who was watching the bullying?

How did the bullying stop?

What else could any character have done to help?

What would you have done?

Have you ever been in a similar situation?

How did you feel? What did you do? What helped or didn't help?

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Talking directly and openly about bullying with children lets them know that the adults who care for them take bullying seriously and will make sure that bullying does not happen in their early childhood classroom. Talking about how adults and children can work together to stop and prevent bullying lets children know they are part of an environment that is safe, cooperative, and inclusive.

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Bullying doesn't have a particular place or time. Taylor Hernandez of Prescott South Elementary School talks about her experience with bullying outside of the learning environment.

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Educating students about Bullying and creating a classroom culture that says "It is okay to talk about bullying" is a true, first step. Explore the following website and implement classroom activities that make it easy to discuss real life issues.

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REAL News!!!!

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Bullying continues after teen girl hangs herself

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Living with an Invisible Disability: Advantages and Disadvantages in Society

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Living with an Invisible Disability: Advantages and Disadvantages in Society

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The following video explains the struggles and experiences this family faces while supporting a family member with an invisible disability and how this affects the family unit and how he experiences disadvantages in the "real" world.

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Living with an Invisible Disability (Fetal Alcohol Spectrum Disorder)

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Prescott South Elementary School students Jada Heard and Taylor Hernandez talk about bullying and their experiences.

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Please watch the following video to gain an understanding of autism traits and how theses traits could effect a student with autism in the classroom.

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Did you know that children with disabilities are more likely to be bullied than other children-some studies say as much as two or three times more likely? And students with so-called "invisible" or hidden disabilities-such as dyslexia, hearing loss, allergies, anxiety, ADHD, speech impairments, and autism spectrum disorder -are particularly vulnerable.

Why? When a child's differences are not surface-level, such as a wheelchair, for example, other students may not have the emotional IQ to understand them. "Generally, kids want to be friends with kids they can identify with and who are alike," says Jennifer Heithaus, fellow in developmental pediatrics at Saint Louis University School of Medicine in St. Louis, Missouri. "Anybody that doesn't really fit that mold sticks out, gets isolated," and may become bullied, she says.

Here's the good news: We can play a critical role in bullying prevention by encouraging a culture of acceptance through discussion and classroom activities. Here are some ideas from experts about how to handle these issues in the classroom.

Highlight students' uniqueness. "Sometimes you can see individuals' differences and sometimes you can't," says Anjali Forber-Pratt, assistant professor in the department of human and organizational development at Vanderbilt University in Nashville. Be explicit about this with kids, and discuss the strengths and challenges that we all have. She suggests asking kids: "What is it that helps you succeed or do well?" Then talk about how some kids have glasses to help them see, hearing aids to hear better, or some need to have their name called to focus on directions.

Explain the spectrum of disabilities. Talk about the range of disabilities-in ways that are age appropriate. For example, ask elementary-school-age children: "What is a disability?" They will often mention someone with a physical disability. Then, explain there are disabilities that we can't see that can affect our behavior or mood. Stress it's not the student's choice to act a certain way, but it's the way their mind or body responds.If kids are given basic, honest information, they are often quite understanding and helpful to their classmates, says Leanne Sargent-Suarez, a resource specialist at LOGAN Community Resources, which serves individuals with developmental disabilities in South Bend, Indiana. For instance, if a student asks why child with autism spectrum disorder puts his hands over his ears in a loud lunchroom, she suggests explaining that the child's hearing works really well and something that might not seem loud to everyone is loud to him. "Say that each person's individual body works a little different and that's just them taking care of the differences they have," says Sargent-Suarez. "Fairness is giving what each individual student needs, not exactly the same thing."

Be open and comfortable. Sometimes adults shy away from talking about disabilities because they don't want to say the wrong thing or hurt anyone's feelings, says Forber-Pratt. Plus, teachers have to balance issues of student privacy. But kids are naturally curious and teachers should create a comfortable space in which to talk and ask questions about disabilities. "Not acknowledging [the disability] is making it more taboo for the child," says Sargent-Suarez. Talk in general terms and be positive, without zeroing in on the child.

Discuss appropriate language. Emphasize the individual over the label with person-first language, such as a "person with a disability" rather than a "disabled person." Be clear that certain words are unacceptable, such as retard, spaz or lame, and explain why. "It's important to talk about how our language has changed over the years," says Sargent-Suarez. "Words can affect us and words can affect each other." Retard means delayed, but when used in a derogatory way, it can be hurtful.

Create clear ground rules. Be positive and emphasize what is expected of children-including what bystanders can do in a bullying situation. Suggest helpful phrases for kids who want to intervene to say such as, "This isn't OK" or "I can be your friend," suggests Sargent-Suarez. At regular classroom meetings, share examples of students who have been helpful to others in class. Do some role-playing to model interactions you'd like to see in class. Something as simple as encouraging students to be friendly to a child with a disability or ask him or her to play with at recess can create an inclusive atmosphere.

Address bullying directly. If you see bullying happening in your school or classroom, experts recommend facing it head-on. "Talk to students, making what's unsaid said," says Heithaus, who works with schools on programs to improve the social integration of students with disabilities. "Acknowledge the issue, without picking out specific students, and recognize there is a problem." Studies have shown that it's helpful to kids who are struggling with bullying to know a supportive adult is aware and available to speak in private about any problems.

Work on community. Take time to let students get to know one another. At the beginning of the day, invite children to share what's happening at home and with their families. Look for common ground between students who have hidden disabilities and those who do not. Understanding one another creates a caring, inclusive environment where bullying is less likely. While these class meetings begin with specific lesson plans to discuss bullying and communication, curricula like Olweus More Class Meetings That Matter recognize that they often end up building class cohesion, community, and conflict resolution skills.

Invite students and parents to share. Sometimes parents may want to visit a class to read a book about differences and answer questions about their child's disability. Other times, students may want to self-advocate and be the "expert" with a show-and-tell about their disability, says Forber-Pratt. In some instances, you may want to couple that with a chance to ask questions without the student present. The key is talking to the family in an IEP planning meeting to gauge how they would like the topic to be addressed in the classroom, if at all.

Look for opportunities for socializing. Kids who suffer from bullying are often excluded. Heithaus suggests finding ways outside the classroom for students with disabilities to get involved with others through school teams, music groups or other extracurricular activities. Forber-Pratt adds that it's important to be intentional about welcoming students with meeting locations that are accessible, videos with captions and other efforts to be open. "You want to send the message, 'Hey, we really do want you to join this club or team,'" she says.

Expose kids to adults with disabilities. When assigning a biography or hero project, be sure to include famous people that students might not know have a hidden disability-as well as those with physical disabilities, suggests Forber-Pratt. Invite people with disabilities to be guest speakers. Bring in community members or athletes with various disabilities to talk about their lives and field questions. "It's a safe zone for kids to ask absolutely anything they want to-and they will, which is awesome!" she says.
All of these tips for teaching students about invisible disabilities and bullying can be found in the Olweus Bullying Prevention Program's More Class Meetings That Matter. Register to win an entire Olweus Prevention Pack for your classroom worth $331.85!

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10 Tips for Teaching About Invisible Disabilities and Bullying

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Did you know that children with disabilities are more likely to be bullied than other children-some studies say as much as two or three times more likely? And students with so-called "invisible" or hidden disabilities-such as dyslexia, hearing loss, allergies, anxiety, ADHD, speech impairments, and autism spectrum disorder -are particularly vulnerable.

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Combat Bullying Together

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BY KAREN KABAKI-SISTO, M.S. CCC-SLP
Along with academic achievement, a goal of the educational experience is to learn how to have successful social relationships both inside and outside of the classroom that continue through adulthood.
However, physically seating a student into a classroom -mainstream or self-contained -does not automatically ensure social acceptance. Problems with learning and communication can cause a child with special needs to be misunderstood, left out, teased, and/or bullied, leading to behavioral meltdowns and depression.

Parents and teachers working together can promote friendship, values, and camaraderie among all students. The following suggestions for socialization promote positive emotions and self-concepts for all children and can be used with fellow students, friends, or family members.

TIPS FOR THE CLASSROOM

Decreasing Prejudice While Enforcing Equal Status
* Teachers can display a classroom "flower garden" where students each display their individuality by drawing a flower. On petals and leaves, children can tell about themselves, who they are, where they come from, and their unique interests.

Identifying Values and Fostering Positive Feelings
* After the instructor pulls a student's name from a hat, the other students write, "The thing I like most about you is your...", chosen from a list of qualities like honesty, friendliness, helpfulness, etcetera. Their statements, along with examples, are reviewed by the teacher and then read aloud to the honored student. This fosters a sense of belonging. Proudly, the revered student can take these letters home in a class-decorated folder in order to help with anxiety, depression, bullying, and overall negativity.
* With the idea that positivity "sticks," students can write empowering remarks and compliments onto sticky notes to boost self-esteem. After teacher review, each note can be placed on the respective students' desks to remind them of this recognition and caring between one other.
* Given teacher guidance, students can create "Want Ads" for friends. Students can "advertise" that his or her desired friendship requires emotional traits such as "being accepted" and "having patience" and interests like "enjoying reading" or "playing baseball." The student placing the "ad" would describe his or her strengths and talents such as organization, trustworthiness, love of art, and so on.

Cooperative Learning and Cooperative Discipline
* Cooperation is based on relationships, social responsibility, pride, and a strong sense of belonging. Activities like tutoring, mentoring, group studying, board games, group projects, and plays are some examples of cooperative learning. Such activities require each student to depend on the help of one another to accomplish a common goal, so teamwork rather than competition is fostered. As students create more positive interactions between one another, they can learn to better appreciate each friend's similarities and differences.
* To benefit the entire class, students can work together to develop their own 'Classroom Code of Conduct' and partake in peer-to-peer conflict mediation with teacher guidance. This way, students experience a deeper sense of community, discipline, and social consciousness.

Fostering Team-Building and Connections
* A great way for students to connect with other students, both individually and as a whole class, is by creating a 'human web'. Standing in a circle, each student takes turns throwing a single ball of yarn to any classmate while giving him or her compliments (e.g., "You are a generous person because you like to share your pencils with me."), expressing gratitude (e.g., "Thanks for helping me clean up during art class. I couldn't have done it that fast by myself."), or asking personal questions (e.g., "Have you ever traveled to another state?"). Since the yarn is interwoven between throws, everyone's contribution is important to the web, everyone is connected, and there are unlimited interesting designs for the students to create together!

Non-Threatening Expressions and Positive Responses
* Using "I" messages, teach your child to say things to family members and friends like, "Mike, when you laughed at me, I felt upset and sad. I like when you help me instead of laugh at me."; "Do not take my stuff without asking. I like to share, and I will usually let you borrow my stuff if you ask me."
* Explain to all children within the household that any behavior including misbehavior is a choice that each person has control over. Even though we have reasons to feel badly, we can choose positive behaviors. You can say something like, "Feeling grouchy does not give you the right to be disrespectful and make nasty comments."
* Have discussions about your child's daily conflicts and how she or he feels. Using role play of actual or hypothetical social situations, you can both work on scripts and suggestions for a calm resolution.
* Help your child make social relationship judgements by examining the people within her or his life. Draw a dart board with concentric circles, different colors, and possibly a point-value. On thin sticky notes, your child can write the names of people he or she knows. Have your child assess how "close to" or "far from" the center each person is, pointing out that the bullseye represents the most trusted relationships (highest point-value) while further circles depict less intimate relationships. People who aren't friendly or act as bullies are placed outside of the circle, earning no value points. If you feel your child has made inappropriate judgements about the true relationships, discuss the reasons why with your child. Then, together you can re-assign the placement of these people on the dart board.
* Sharing some personal experiences and hardships as you were growing up may allow your child to feel more comfortable and willing to share more of his or her daily encounters with you.

PROVIDE WISDOM

* Sometimes physical disabilities tend to evoke more sensitivity from others because those limitations are observable. In contrast, classmates may misunderstand the student with special needs who has social, communicative, emotional, and/or behavioral disorders. Educators along with parents can teach general awareness, kindness, and advocacy. Some general tips for parents to use with family members and friends as well as for teachers to use with the class follow:
* Some children who cannot speak or communicate effectively may feel happy just to have others play or work near them. There are lots of fun activities that don't require language such as taking turns at putting puzzles together, playing catch, or playing a memory match card game.
* Some students with special needs might not know how to make friends or they may feel uncomfortable. Encourage everyone to introduce themselves and show an interest in becoming his or her friend.
* Since children with special needs have difficulty communicating, sometimes they might misunderstand and/or miscommunicate. Being a good friend to anyone means helping others to understand and get their needs met.
* The person on the inside matters the most-not the way they talk, look, or move. Good friends accept each other's differences and respect their unique traits. Remember how important this is, and stand up for your friend if someone is teasing or bullying her or him.
FRIENDS 'TIL THE END
Developing strong social responsibility and friendships are some of the best ways for all children to build self-confidence along the journey of life. Being part of a tight-knit, respectful community leaves little room for negative behavior. The more time spent successfully learning from each other through teamwork, collaboration, and communication, the safer and happier everyone can feel.*

ABOUT THE AUTHOR:
Karen Kabaki-Sisto, M.S. CCC-SLP , has been a communication expert for over 20 years. As a certified Speech-Language Pathologist and Applied Behavior Analysis Instructor, Karen has been empowering people with autism & special needs to have more meaningful conversations than ever before. Her highly effective I CAN! For Autism Method™ - perfected for over 10 years and now incorporated within the iPad app "I Can Have Conversations With You!™" - is changing lives through improved social and language skills. It is 100% fun for both kids and adults to use! Join the conversation at www.iCanForAutism.com

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Parents & Teachers Can Combat Bullying Together

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Parents and teachers working together can promote friendship, values, and camaraderie among all students

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If you have a child with autism, it probably won't come as a shock to hear that children with special needs are more vulnerable to bullying than their neurotypical peers. An inability to recognize and understand social cues, difficulties with socialization, repetitive behaviors, and sensory sensitivities make children with ASD an easy target, and the long-term effects can be devastating.

How to Prevent Bullying of Kids with Autism

According to the 2012 IAN (Interactive Autism Network) research report, a total of 63% of 1,167 children with ASD, ages 6 to 15, had been bullied at some point in their lives, and with the prevalence of autism diagnoses on the raise each year, one can only assume that number continues to increase.

Of course, bullying happens in many different ways. From physical abuse and property destruction, to verbal threats and deliberate exclusion, bullying isn't always visible to the naked eye, which is why it is so important for parents and teachers to look for warning signs and find ways to intervene when needed.

A child who is repeatedly bullied will undoubtedly develop long-lasting insecurities and low self-esteem, and the feelings of stress and anxiety they develop in response to being tormented at school may make children avoid social situations and become withdrawn and depressed.

So, what is a parent to do?

How can we stop bullying in its tracks and prevent it from happening again?

Sadly, the answer isn't that simple.

While there are certainly ways to stop bullying, the behavior doesn't typically dissipate overnight, and you may need to try a combination of several different tactics before you see an improvement.

9 Strategies to Teach You How to Prevent Bullying of Kids with Autism

Recognize warning signs. One of the first steps to helping a child who is being bullied is to pay attention. While the warning signs may not be as obvious at first, look for changes in your child's behavior that might indicate something is wrong. Here are some things to consider:

Does your child try to find ways to get out of going to school?

Is her clothing dishelved when she gets home?

Have some of her possessions mysteriously gone missing?

Does she seem more quiet or distant?

Is she more anxious, stressed, or depressed than usual?

Has she lost an interest in the things that used to bring her joy?

Does she avoid social situations more than usual?

Talk to your child. If you suspect your child is being bullied, talk to her about it. Ask her direct questions or use creative tactics to try to get her to open up about the way she is being treated at school. A one-on-one conversation in a safe environment may work for some kids, but others may be more willing to provide details if they are distracted with a toy or activity. Do what works best for your child and try to keep reactions to a minimum. The more emotions you show in response to the things she's telling you, the less likely she'll be to open up to you in the future.

Talk to the school. Whether your child has told you directly that she's being bullied, or you sense something is amiss given some of her behavioral changes, don't be afraid to talk to your child's school. Ask her teacher if she's noticed anything and seek advice from the school guidance counsellor, but be careful not to create a situation that will make the bullying worse. While younger bullies might stop their behavior if they are reprimanded, older kids will likely torment your child even more if they catch mom and dad trying to intervene.

Educate! One of my favorite ways to prevent bullying in school is to go straight to the source - our children! There are so many fun anti-bullying activities for kids floating around the internet these days, and I feel they should be incorporated into our children's curriculum to help raise awareness about bullying and provide kids with the coping skills they need to speak up when they are being treated unfairly. Talk to your child's teachers, ask them what their education policy is with regards to bullying, and don't be afraid to get involved! Volunteer in your child's classroom and offer to organize age-appropriate anti-bullying activities. I've found 15 fabulous ideas, which I've included at the end of this post!

Put together an action plan. Bullying tends to be worse during recess and lunch, so try to come up with a plan to help make those times easier for your child. Can she help out in the library or office? Does the school have a buddy system where older kids look out for those who are being bullied? Would the school consider adding additional teacher aides on the playground so nothing is missed and a bully can be caught 'in the act'? Can your child come home for lunch? Brainstorm ideas and give them a try! The more your child sees you trying to help, the more supported she'll feel.

Write a social story. Social Stories can be helpful in getting your child to feel less alone when she is being bullied. Understanding that other children are bullied too, and knowing how to react when someone is bullying her will make her more like to open about to you about what's going on at school. It'll also give her the tools she needs to stick up for herself when it happens again. Here are 21 templates and apps to help you write social stories for your child.

Build up your child's self-esteem. If your child is being bullied at school, it is extremely important that you provide a safe environment where she can be herself, and that you find ways to build up her self-esteem. While your role is to be your child's parent first and foremost, recognize when she needs you to be her friend. Bullying can be extremely isolating, and knowing she has a supportive parent to come home to each day can go a long way in making her feel loved, safe, and secure. Remind her about her strengths, encourage her to join extracurricular activities she enjoys with like-minded kids, remove her from situations in which she isn't treated fairly, and model positive self-esteem yourself.

Seek professional help. As much as we want to solve our children's problems ourselves, sometimes it's better to seek the help of a professional. Your child might feel more comfortable opening up to a therapist about some of the struggles she's having with her peers, and she may come away feeling more validated and in control knowing someone else is in her corner.

Don't be afraid to take action. If you've tried everything in your power to get the kids in your child's school to stop bullying her without success, don't be afraid to take action. Speak to the bully's parents, escalate the issue to the school board, and consider moving your child to a new school.

15 Anti-Bullying Activities for Kids

Toothpaste Anti-Bullying Activity | Mrs. O Knows
Compliment Circles: Creating A Kind & Respectful Classroom | Our Elementary Lives
Random Acts of Kindness Board | Confessions of a School Counsellor
Behavior Craftivity | The Learning Tree
Erased Meanness Activity | 'YourKids' Teacher
The Recess Queen | Teachers Pay Teachers
Wrinkled Hearts: Bully Prevention Lesson | Squarehead Teachers
Anti-Bullying Pledge | Education World
Empathy Game: A Tool to Teach Kids to be Considerate | Moments a Day
Bullying Activities Role Plays and Poster Set | Teachers Pay Teachers
The Crumpled Paper Lesson | Babble
Bully or Buddy Worksheet | We Are Teachers
A (Paper) Chain of Kindness | Sugar Spice and Glitter
Find a Friend BINGO | Teacher Karma
Apply Anti-Bullying Activity | The Telegraph

Bullying can significantly impair a child's self-esteem, leading to life-long insecurities and struggles with anxiety and depression, and it is up to you as a parent to pay attention and intervene when necessary. Does moving to a new school seem drastic? Perhaps. But if it means protecting your child from a life riddled with feelings of worthlessness, why wouldn't you consider it?

Randi Weingarten once said, 'You can't be against bullying without actually doing something about it', and while my hope is that you can stop your child's bullies in their tracks, don't be afraid to be the change your child needs.

Listen to what she doesn't say, stick up for her, and make it your mission in life to protect her self-worth.

She deserves it.

And so do you.
If you found these tips to teach you how to prevent bullying of kids with autism helpful, please share this post on Pinterest! And if you're looking for more special needs parenting advice, please follow our Autism board where we share all kinds of fabulousness ideas!

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How to Prevent Bullying of Kids with Autism: 9 Ways to Stop Bullying

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How to prevent bullying of kids with autism! With 9 ways to stop bulling & 15 anti-bullying activities, learn how to educate, protect & empower our youth!

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The following video is the creation of a school-aged child who is being bullied by a group of older children. Here, school counselors recognize the student is acting out of norms and is avoiding class to avoid the conflict she is experiencing.

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Teachers, parents, and students have the greatest opportunity to stop bullying through awareness and collaboration.

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Stop Bullying on the Spot

When adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time.

Parents, school staff, and other adults in the community can help kids prevent bullying by talking about it, building a safe school environment, and creating a community-wide bullying prevention strategy.

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StopBullying.gov provides information from various government agencies on bullying, cyberbullying, prevention and response.

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This film exemplifies the importance of relationships and how a student who is not identified as autistic and a student who is can build an everlasting impression among each other and others who witness the relationship.

This film demonstrates how autistic individuals could easily become a target of bullying and misunderstandings.

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I Believe - Singapore Drama Short Film // Viddsee.com

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Teacher and Student Relationships to Overcome Bullying

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Teacher and Student Relationships to Overcome Bullying

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Teachers must be willing to invest in authentic, real relationships with their students and create a culture of honesty without fear. Students are more compelled to share information with teachers they value and know will not second guess information they share. Teachers must be honest with their students on the process, protocols, and procedures of reporting bullying acts.

Teachers must be willing to have conversations with students regarding students with disabilities and how the approach to certain task are different, not the student.

Teachers should:
-Be open about differences

-Talk about the uniqueness students with disabilities bring to the classroom

-Create a culture and environment of understanding so that acceptance is more likely

-Create opportunities for exposure and help students build a knowledge bank for supporting students with disabilities

-Build a community of acceptance

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-Torment
-Insulting
-Intimidation
-Dominating Others
-Physical Dominance
-Verbal Dominance
-Manipulation
-Fear-building
-Exclusion
-Physical Abuse
-Property Destruction

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-Loss of interest in school and related activities
-School avoidance
-Missing property
-Student may exemplify depressed, anxious, or stressed behaviors

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From the Perspective of a 4th Grader at Prescott South Elementary School

Jada Heard

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Parent and Teacher Relationships to Overcome Bullying

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Parent and Teacher Relationships to Overcome Bullying

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Parents and teachers must be equally and firmly invested. Teachers can not be afraid to bring attention to behaviors they witness.

Parent and Teacher relationships are extremely important. Because school-aged children spend the majority of their time in the care of these two stakeholders, the information each share must be valued.

Parents and Teachers must invest in hard-to-ask questions without fear. Each must create a culture of healthy, positive expression and foster techniques and ideas that allow students to vocalize

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"Inside Autism" Educational Dramatic Film

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From the Perspective of a 6th Grader at Prescott South Middle School

Jalen Heard

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Students with disabilities are often faced with the fear of being different, not being liked, and being excluded from the majority. Social Acceptance is the act upon others to "accept" an individual as they are without displacing their belonging due to some characteristic that makes them "different" from others.

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Bullying forms scars, pain, and feelings of rejection that are often times, hard to overcome. Watch this video and think about the outcomes that "could have been" and the feelings that form from watching this short film.