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For the Right to Learn By: Rebecca Langston - George

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For the Right to Learn By: Rebecca Langston - George

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"She grew up in a world where women were supposed to be quiet. But Malala Yousafzai refused to be silent. She defied the Taliban’s rules, spoke out for education for every girl, and was almost killed for her beliefs. This powerful true story of how one brave girl named Malala changed the world proves that one person really can make a difference" (Here Wee Read, 2017).

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The Story of Ruby Bridges By: Robert Coles

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The Story of Ruby Bridges By: Robert Coles

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"This is the true story of an extraordinary 6-year-old who helped shape history when she became the first African-American sent to first grade in an all white school. This moving book captures the courage of a little girl standing alone in the face of racism" (Goodreads Inc, 2017).

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The Story of Ruby Bridges has 10,157 ratings and 515 reviews. Cheri said: The story of Ruby Bridges is a lovingly illustrated true story of Ruby Bridges....

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"The narrator and protagonist of the story is Clover, a young African-American girl. She lives beside a fence which segregates her town. Her mother instructs her never to climb over to the other side. Then one summer, she notices a white girl on the other side of the fence. The girl seems to be very lonely and is even outside when it is raining.

Clover decides to talk to the girl on the other side of the fence. Both girls are not allowed to cross the fence, so they simply decide to sit on the fence together. First, Clover's friends will not let Annie, the girl from the other side, play with them but then all of the girls realize that the fence (a symbol for segregation) should not be there" (Goodreads Inc. 2017).

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The Other Side has 5,950 ratings and 689 reviews. Ronyell said: I have been reading many children's books that deal with prejudice and racism, but out ...

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Child of the Civil Rights Movement By: Paula Shelton

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Child of the Civil Rights Movement By: Paula Shelton

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"Paula Young Shelton, daughter of Civil Rights activist Andrew Young, brings a child’s unique perspective to an important chapter in America’s history. Paula grew up in the deep south, in a world where whites had and blacks did not. With an activist father and a community of leaders surrounding her, including Uncle Martin (Martin Luther King), Paula watched and listened to the struggles, eventually joining with her family—and thousands of others—in the historic march from Selma to Montgomery" (Goodreads Inc, 2017).

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Child of the Civil Rights Movement has 226 ratings and 63 reviews. Kristine said: Talk about being in the right place at the right time! The author draws...

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"On August 28, 1963, a remarkable event took place--more than 250,000 people gathered in our nation's capital to participate in the March on Washington for Jobs and Freedom. The march began at the Washington Monument and ended with a rally at the Lincoln Memorial, where Martin Luther King Jr. delivered his historic "I Have a Dream" speech, advocating racial harmony. Many words have been written about that day, but few so delicate and powerful as those presented here by award-winning author and illustrator Shane W. Evans. When combined with his simple yet compelling illustrations, the thrill of the day is brought to life for even the youngest reader to experience" (Goodreads Inc. 2017)

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We March has 599 ratings and 155 reviews. Mariah said: This was a good story with great illustrations. The only problem was the lack of language in this ...

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"This picture book is a celebration of the 50th anniversary of the momentous Woolworth's lunch counter sit-in, when four college students staged a peaceful protest that became a defining moment in the struggle for racial equality and the growing civil rights movement" (Goodreads Inc, 2017)

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Sit-In has 1,651 ratings and 275 reviews. Lisa said: This history book is a wonderful collaboration by a wife (story) and husband (illustrator) team. It ...

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"This is a story about Martin Luther King Jr. starting at the beginning with his childhood experience of seeing "White Only" signs throughout his hometown, presenting his efforts as a civil rights crusader, and ending abruptly with his assassination" (Goodreads, Inc. 2017).

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Martin's Big Words has 9,092 ratings and 990 reviews. Ronyell said: When I was a child, I always wanted to learn more about the life and death of Dr. Mar...

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What does separate but equal mean to you?
How would you feel if someone recede better things because they had brown eyes?
How did community members start to fight back?
What key components played a role in the success of fighting back? Why do you think so? What if it was done differently?
How would you try to fight for change?

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Kid President talks about the life of Martin Luther King Jr. and some of his many accomplishments. This clip is a short biography of his life and how he helped to inspire so many people to protest spreading love rather than violence.

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The Story of Martin Luther King Jr. by Kid President

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This is a narration by Ruby Bridges about her experience being one of the first black students to attend a desegregated school. She explains her struggles and thoughts during this uneasy time in our history.

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This text adds more detail about the nonviolent protests that African American citizens participated in. This article provides details such as dates and critical information about the sit in process.

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This article give students a brief description of the key figures that participated in the movement. It discusses their role and how they helped work towards change.

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Key Figures in the Civil Rights Movement

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The civil rights movement was a collective effort that changed the world but there are some prominent activists who have become the icons of the movement.

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Students will chose their favorite influential person they have learned about during the civil rights movement and provide an event they participated in, then interesting quotes the person said, and the character traits the person demonstrated.

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Students create a trifold brochure about a Civil Rights Movement hero using these meaningful lesson plans. Texts and lesson sessions for Martin Luther King, Jr., Rosa Parks, Ruby Bridges, & Jackie Robinson. 4th-6th grade

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Students will all stand at their desk and be separated based upon color of their clothes, eye color, hair color, type of shoes etc. As the students move around the room they will learn that they are similar and different in a variety of ways. The students will then talk in small groups about how it made them feel that some of the students were able to get something brand new while the students that did not look like them were not. This will spark conversation around how black and white American's felt during the civil rights movement.

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This interactive map allows the students to learn about portions of the long freedom ride and the struggles that the riders faced as they traveled from state to state.

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Even though the Civil War marked the end of slavery, African-Americans fought for equal rights throughout the century that followed. In the post-Reconstruction era, Jim Crow laws arose and the American South became a region of two segregated societies - whites and African Americans. Attempts to tear down this system in the courts bore little to no fruit. In 1896, the Supreme Court ruled in Plessy v. Ferguson that "separate but equal" accommodations in public places were legal, enshrining a public policy that stayed on the books for decades.

The decision in Brown v. Board of Education that overturned Plessy marked one of the first major victories of the ever-growing Civil Rights Movement. That decision was followed by the Interstate Commerce Commission's (ICC) decision to ban segregation on interstate bus travel and then in 1960, the Court ruled that the terminals and waiting areas themselves, including restaurants, could not be segregated. The ICC however, neglected to truly enforce its own rules and jurisdiction.

In 1961, a group of black and white individuals decided to take their frustration with the permanence of segregation, and the federal government's disinterest in putting an end to the discrimination, to a further level. They decided to test the limits of Jim Crow laws by riding two buses together into the Deep South. Two groups, the Congress of Racial Equality (CORE) and Student Nonviolent Coordinating Committee (SNCC) sponsored the Freedom Riders on their nonviolent protests of Southern segregation.

On May 4, 13 CORE and SNCC members embarked on their Freedom Ride through the American South with plans to engage in nonviolent protest and ensure that desegregation in public locales was being enforced. Many were seasoned protesters; some had even been arrested before. The overall goal was increasing awareness and decreasing segregation.

Their story, as told in the map above is one of resilience and perseverance. Some of the names are recognizable, including Martin Luther King, Robert Kennedy, and John Lewis, while some of the Riders themselves, such as Diane Nash and Henry Thomas, are lesser-known. Facing threats from the Ku Klux Klan and Bull Connor, these protestors played a crucial part in bringing the cruelties of the Jim Crow South to a national audience.

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Follow the Path of the Freedom Riders in This Interactive Map

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Even though the Civil War marked the end of slavery, African-Americans fought for equal rights throughout the century that followed. In the post-Reconstruction era, Jim Crow laws arose and the American South became a region of two segregated societies - whites and African Americans.

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"In this book, Chelsea Clinton celebrates thirteen American women who helped shape our country through their tenacity, sometimes through speaking out, sometimes by staying seated, sometimes by captivating an audience. They all certainly persisted" (Goodreads, 2017).

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She Persisted has 1,941 ratings and 422 reviews. Julie said: I recently read and reviewed Goodnight Stories for Rebel Girls and wondered at the process (...

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"Elizabeth Leads the Way depicts the trailblazer as a "strong- spirited, rule-breaking" girl who challenged traditional ideas in her pioneering work for women's rights. Her life is seen from childhood, when she learned that women didn't have the same rights as men, to her successes as leader of the suffragette movement" (Books for kids, 2012).

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Elizabeth Leads the Way has 403 ratings and 99 reviews. Nadine said: I still read to my kids at night, even though they are both quite capable of reading...

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"Esther Morris was the first female judge, the first woman to hold political office, and was influential in getting women the right to vote in Wyoming...all while raising a family" (books for kids, 2012).

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I Could Do That! has 185 ratings and 51 reviews. Anna said: I Could Do That!: Ester Morris Gets Women the Vote / Linda White/ 2005Genre: Non-fictionFor...

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Lillian's Right to Vote By: Jonah Winter

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Lillian's Right to Vote By: Jonah Winter

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"As Lillian, a one-hundred-year-old African American woman, makes a “long haul up a steep hill” to her polling place, she sees more than trees and sky—she sees her family’s history. She sees the passage of the Fifteenth Amendment and her great-grandfather voting for the first time. She sees her parents trying to register to vote. And she sees herself marching in a protest from Selma to Montgomery" (Here Wee Read, 2017).

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Lillian's Right to Vote has 699 ratings and 191 reviews. Mariah said: This was a great story about a black women's experience trying to vote. It went bac...

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"Susan envisioned a time when women would be treated fairly and so became a voice for change. Her speeches and articles about women's suffrage made her unpopular--people threw rotten eggs at her and even threatened her life--yet she did not give up" (Goodreads, 2017).

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During Susan B. Anthony's life, women and men were not considered equal. Women could not own property or vote; nor could they receive goo...

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How were they treated different then in compassion today?
Where did women work before?
How would you feel if you saw others having rights knowing you were treated differently

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Short video clip summarizing the important people in the women's rights movement.

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If you’re looking for a lesson to teach, try using the search bar. Or, try navigating to the page you were looking for using the menus at the top or bottom of the screen.

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Although the people working for the movement were very important we have to take into account the act that other objects played a role as well.

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How bicycles boosted the women's rights movement

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This article outlines the time frame that women went through in order to gain their own rights slowly over time dating back to 1701.

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This is a breakdown and description of the variety of laws that were passed in order to protect women rights.

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women's right law - guide to women's rights law - women's rights law info

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This section covers the rights of women; from abortion to genital mutiliation.

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Students will go around the room scanning various QR codes that contain articles or codes based on important individuals that helped support Women's suffrage. They will fill out a fact sheet as they read or listen to the videos. They will complete two of these and then pick one person to write a short biography about. Students will then share their findings in small groups.

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Students will read a variety of primary sources including newspaper, propaganda posters, and cartoons. The ideas expressed in these sources vary, therefore the students will answer simple questions about the viewpoints of the articles and what it means for those that would read it.

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Students get a description of different members that played a role in the movement and then explore the gender roles of the time period and compare them to our world today.

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What if Everybody Did That By Ellen Javernick

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What if Everybody Did That By Ellen Javernick

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This story shows what the smallest actions do and how these actions effect the planet.

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What If Everybody Did That? (What If Everybody? Book 1)

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Read 319 reviews from the world's largest community for readers. If you drop just one soda can out the window, it's no big deal...right? But what if everybod...

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The Tragic Tale of the Great Auk By Jane Thornhill

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The Tragic Tale of the Great Auk By Jane Thornhill

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This is a story describing how climate change has let to the extinction of the Auk (similar to a penguin). This story demonstrates how important it is to respect the world around us.

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The Tragic Tale of the Great Auk has 144 ratings and 48 reviews. Mischenko said: I loved reading this book and learning about the great auk and it's life...

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"UNLESS someone like you...cares a whole awful lot...nothing is going to get better...It's not." Long before saving the earth became a global concern, Dr. Seuss, speaking through his character the Lorax, warned against mindless progress and the danger it posed to the earth's natural beauty (GoodReads, 2017).

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The Lorax has 232,420 ratings and 3,318 reviews. Petra Eggs said: January 2015A one-paragraph review of a children's book I didn't like has generated m...

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"Earth's climate has always varied, but it is now changing more rapidly than at any other time in recent centuries. The climate is very complex, and many factors play important roles in determining how it changes. Why is the climate changing? Could Earth be getting warmer by itself? Are people doing things that make the climate warmer?" (GoodReads, 2017).

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Global Warming has 60 ratings and 15 reviews. Lauren said: Genre: Non-FictionAwards:Grade Level:3-4,5-6Comments: I would use this book to talk to the ...

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A recent article talking about the weather patterns that are changing and how the ice caps are melting and what that is doing to our world.

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What will the weather be? By Linda Dewitt

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What will the weather be? By Linda Dewitt

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How our weather patterns have changed because of the warming temperature.

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What Will the Weather Be? has 88 ratings and 30 reviews. Jen said: The story called What Will the Weather be? is a great book about what the weather does...

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What methods can we do locally to stop it?
How would our world look in 1,000 years? Why do you think so?
How can we prevent it from getting worse?

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Bill Nye Talks basics about Climate change

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Bill Nye Talks basics about Climate change

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Bill Nye engages in conversation about what climate change is and what it is effecting.

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Climate Change is a real and serious issue. In this video Bill Nye, the Science Guy, explains what causes climate change, how it affects our planet, why we need to act promptly to mitigate its effects, and how each of us can contribute to a solution.

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Moby and Ted talk about what climate change is and how it is effecting our world.

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This article shows different parts of the world as the ocean waters begin to rise what will our world look like and what areas will be completely submerged.

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This story appears in the September 2013 issue ofNational Geographic magazine.

The maps here show the world as it is now, with only one difference: All the ice on land has melted and drained into the sea, raising it 216 feet and creating new shorelines for our continents and inland seas.

There are more than five million cubic miles of ice on Earth, and some scientists say it would take more than 5,000 years to melt it all. If we continue adding carbon to the atmosphere, we'll very likely create an ice-free planet, with an average temperature of perhaps 80 degrees Fahrenheit instead of the current 58.

North America

The entire Atlantic seaboard would vanish, along with Florida and the Gulf Coast. In California, San Francisco's hills would become a cluster of islands and the Central Valley a giant bay. The Gulf of California would stretch north past the latitude of San Diego-not that there'd be a San Diego.

South America

The Amazon Basin in the north and the Paraguay River Basin in the south would become Atlantic inlets, wiping out Buenos Aires, coastal Uruguay, and most of Paraguay. Mountainous stretches would survive along the Caribbean coast and in Central America.

Compared with other continents, Africa would lose less of its land to the ultimate sea-level catastrophe, but Earth's rising heat might make much of it uninhabitable. In Egypt, Alexandria and Cairo will be swamped by the intruding Mediterranean.

London? A memory. Venice? Reclaimed by the Adriatic Sea. Thousands of years from now, in this catastrophic scenario, the Netherlands will have long since surrendered to the sea, and most of Denmark will be gone too. Meanwhile, the Mediterranean's expanding waters will also have swelled the Black and Caspian Seas.

Land now inhabited by 600 million Chinese would flood, as would all of Bangladesh, population 160 million, and much of coastal India. The inundation of the Mekong Delta would leave Cambodia's Cardamom Mountains stranded as an island.

Predominantly desert, the continent would gain a new inland sea-but it would lose much of the narrow coastal strip where four out of five Australians now live.

Antarctica

East Antarctica: The East Antarctica ice sheet is so large-it contains four-fifths of all the ice on Earth-that it might seem unmeltable. It survived earlier warm periods intact. Lately it seems to be thickening slightly-because of global warming. The warmer atmosphere holds more water vapor, which falls as snow on East Antarctica. But even this behemoth is unlikely to survive a return to an Eocene Climate.

West Antarctica: Like the Greenland ice sheet, the West Antarctic one was apparently much smaller during earlier warm periods. It's vulnerable because most of it sits on bedrock that's below sea level.The warming ocean is melting the floating ice sheet itself from below, causing it to collapse. Since 1992 it has averaged a net loss of 65 million metric tons of ice a year.

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What the World Would Look Like if All the Ice Melted

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This story appears in the September 2013 issue ofNational Geographic magazine. The maps here show the world as it is now, with only one difference: All the ice on land has melted and drained into the sea, raising it 216 feet and creating new shorelines for our continents and inland seas.

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This article talks about some of the biggest pollution problems that we face today. Our oceans become filled with gigantic islands of trash that collects together. This garbage is a threat to so much wildlife and our society.

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Eighty percent of pollution to the marine environment comes from the land. One of the biggest sources is called nonpoint source pollution, which occurs as a result of runoff. Nonpoint source pollution includes many small sources, like septic tanks, cars, trucks, and boats, plus larger sources, such as farms, ranches, and forest areas. Millions of motor vehicle engines drop small amounts of oil each day onto roads and parking lots. Much of this, too, makes its way to the sea.

Some water pollution actually starts as air pollution, which settles into waterways and oceans. Dirt can be a pollutant. Top soil or silt from fields or construction sites can run off into waterways, harming fish and wildlife habitats.

Nonpoint source pollution can make river and ocean water unsafe for humans and wildlife. In some areas, this pollution is so bad that it causes beaches to be closed after rainstorms.

More than one-third of the shellfish-growing waters of the United States are adversely affected by coastal pollution.

Correcting the harmful effects of nonpoint source pollution is costly. Each year, millions of dollars are spent to restore and protect areas damaged or endangered by nonpoint source pollutants. NOAA works with the U.S. Environmental Protection Agency, Department of Agriculture, and other federal and state agencies to develop ways to control nonpoint source pollution. These agencies work together to monitor, assess, and limit nonpoint source pollution that may result naturally and by human actions.

NOAA's Coastal Zone Management Program is helping to create special nonpoint source pollution control plans for each coastal state participating in the program. When nonpoint source pollution does cause problems, NOAA scientists help track down the exact causes and find solutions.

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national oceanic and atmospheric administration

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What is the biggest source of pollution in the ocean?

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Eighty percent of pollution to the marine environment comes from the land. One of the biggest sources is called 'runoff' pollution.contaminants in the environment, all working towards healthy coasts and healthy economies.

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A sorting activity where students read a variety of cards and sort them based on if they think they are fact or fiction then check their answers and read about the ones the matched wrong.

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Pick an animal and research how they have changed over the last 100 and 10 years. Notice where they are living and what they need in order to survive. Then compare findings with two other students animals.

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Now that we have learned what has caused climate change and some of the way that humans effect our planet. Pick one way to spread the word on how to relieve some of the problem. Create flyers to hang around to inform our community of ways to help.

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"It was the perfect summer. That is, until Jeremy Ross moved into the house down the street and became neighborhood enemy number one. Luckily Dad had a surefire way to get rid of enemies: Enemy Pie. But part of the secret recipe is spending an entire day playing with the enemy! In this funny yet endearing story, one little boy learns an effective recipes for turning your best enemy into your best friend" (GoodReads, 2017).

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Read 903 reviews from the world's largest community for readers. It was the perfect summer. That is, until Jeremy Ross moved into the house down the street...

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"Chrysanthemum thinks her name is absolutely perfect—until her first day of school. "You're named after a flower!" teases Victoria.
"Let's smell her," says Jo.
Chrysanthemum wilts. What will it take to make her blossom again?" (GoodReads, 2017).

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I do love the name Chrysanthemum, but it is long. It's unique and you could nick name them ChrysAnn. Anyway,

This book is an interesting study of identity and how our peers can affect us. It can also be a nice book about being a little different at school and having to deal with that. It's a little longer story. I wasn't really taken by the artwork, but it told the story just fine and had plenty of fun details.

Chrysanthemum loved her special name for 5 years and then she goes to school and is tea...more

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I do love the name Chrysanthemum, but it is long. It's unique and you could nick name them ChrysAnn. Anyway, This book is an interesting study of identity and how our peers can affect us. It can also be a nice book about being a little different at school and having to deal with that.

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When a big bully starts to pick on Little Sister, Little Critter decides he better stick up for her. The bully then focuses his attention on Little Critter, but with a little help from Little Sister, Little Critter finally learns to stand up to the bully.

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Just a Bully has 7,993 ratings and 34 reviews. midnightfaerie said: Another little critters book my 5 yr old loved! He's starting to pick these up whenev...

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"Meet Brian, the invisible boy. Nobody ever seems to notice him or think to include him in their group, game, or birthday party ... until, that is, a new kid comes to class. When Justin, the new boy, arrives, Brian is the first to make him feel welcome. And when Brian and Justin team up to work on a class project together, Brian finds a way to shine" (GoodReads, 2017).

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Desmond and the Very Mean Word By Desmond Tutu

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Desmond and the Very Mean Word By Desmond Tutu

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"When Desmond takes his new bicycle out for a ride through his neighborhood, his pride and joy turn to hurt and anger when a group of boys shout a very mean word at him. He first responds by shouting an insult, but soon discovers that fighting back with mean words doesn’t make him feel any better. With the help of kindly Father Trevor, Desmond comes to understand his conflicted feelings and see that all people deserve compassion, whether or not they say they are sorry" (GoodReads, 2017).

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Desmond and the Very Mean Word has 242 ratings and 92 reviews. Jill said: This is a wonderful book! I cried at the end of course. I found it absorbing an...

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"When Stick rescues Stone from a prickly situation with a Pinecone, the pair becomes fast friends. But when Stick gets stuck, can Stone return the favor?" (GoodReads, 2017).

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A really fun book about friendship. Very happy that I was able to read several pages in Spanish without looking at the English translation. Hope to build on my growing vocabulary and start to get a better feel for very simple sentence construction. Nice book for those just starting to learn Spanish.

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A really fun book about friendship. Very happy that I was able to read several pages in Spanish without looking at the English translation. Hope to build on my growing vocabulary and start to get a better feel for very simple sentence construction. Nice book for those just starting to learn Spanish.

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What is a bully?
How can we prevent bullying?
How do we stop people from bullying?
What kinds of bullying are there?

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Powerful Anti-Bullying clip and what our words can do.

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Words Have Consequences: Anti-Bullying Video (Very Powerful!)

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Definition of cyberbullying and what effects this can have on other students. How to prevent cyberbullying.

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In this educational animated movie about Technology learn about bullying, computer messaging, chatting, and the Internet.

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Until recently, the phrase "anti-bullying" wasn't likely to appear under the radar in a search for "contemporary social justice issues." Only in the last several years has it gained initiative as a proactive movement, with related organizations slowly gaining momentum. Yet still, when discussing social activism, compared to racism, sexism, and other critical issues, bullying tends to take a backseat, which seems reasonable -except that it's not, and here's why:

Bullying is more than a petty, middle school problem. It stems from one person exercising a damaging form of power over another. More importantly, if left unaddressed, it can contribute to full-fledged societal defects like intolerance, sexual harassment, low self-image and eating disorders. So in the matter of preventing social injustices, why not start at the source?

Sometimes, a societal problem can't be resolved by only relying on a top-down approach, meaning protesting a problem by creating a set of rules to follow. Take for instance, littering. Environmentalists can legislate laws against it, and on the surface, people will stop trashing their streets. The real issue is lacking value for the natural world, which remains unresolved. Similarly, in the matter of bullying, schools can implement consequences, but without changing the moral climate of the building, the potential for bullying to become intolerance remains intact.

So what makes us so hesitant to actually mobilize against bullying? Part of the reason lies in difficulty defining the issue. Try typing "Bullying" into Google images and see what comes up. For the most part, you'll only find three types of pictures. First, a hulking preteen grabbing a scrawny boy by the collar. Second, a sad little girl with an out of focus group of her peers giggling behind her. Third, a "STOP BULLYING" stop sign. It's evident that all of these categories fail to communicate the issue's underlying complexity.

Moreover, bullying occurs when someone is devalued or dehumanized in order to justify their mistreatment. It's subtle, it's personal, it's emotional and it can occur in dozens of forms and stem from a variety of motivations. A 2003 study from Loyola University done by Suzy Fox and Lamont E. Stallworth examined a long list of multi-factored situations that can qualify as bullying.

"The umbrella concept for these various conceptualizations of ill-treatment and hostile behavior toward people at work ranges from the most subtle, even unconscious incivilities to the most blatant, intentional emotional abuse. It includes single incidents and escalating patterns of behavior," wrote Fox and Stallworth in their study.

In short, mitigating the image of bullying to a simplistic conflict illustrates an enormous failure in recognizing the issue at all.

The solution relies on a balance between two approaches. One half is prevention. This involves establishing consequences for all forms of bullying, starting a societal conversation about why it is so destructive and integrating moral direction within curricula. The other half is resilience. This involves promoting self-worth from a young age so that potential victims are armed with the confidence to stand up for themselves.

On a final note, it's equally important to turn inward and identify the bully in ourselves. As always, it's easy to become a victim, but if we're truly aspiring to change a society, we must first be ready to change as individuals.

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Until recently, the phrase "anti-bullying" wasn't likely to appear under the radar in a search for "contemporary social justice issues." Only in the last several years has it gained initiative as a proactive movement, with related organizations slowly gaining momentum.

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Astonishing statistics for bullying in 2017

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A comprehensive overview of current bullying prevention research conducted by government and higher education agencies.

Rates of Incidence

One out of every five (20.2%) students report being bullied. (National Center for Educational Statistics, 2019 )

A higher percentage of male than of female students report being physically bullied (6% vs. 4%), whereas a higher percentage of female than of male students reported being the subjects of rumors (18% vs. 9%) and being excluded from activities on purpose (7% vs. 4%). (National Center for Educational Statistics, 2019)

41% of students who reported being bullied at school indicated that they think the bullying would happen again. (National Center for Educational Statistics, 2019 )

Of those students who reported being bullied, 13% were made fun of, called names, or insulted; 13% were the subject of rumors; 5% were pushed, shoved, tripped, or spit on; and 5% were excluded from activities on purpose. (National Center for Educational Statistics, 2019)

A slightly higher portion of female than of male students report being bullied at school (24% vs. 17%). (National Center for Educational Statistics, 2019)

Bullied students reported that bullying occurred in the following places: the hallway or stairwell at school (43%), inside the classroom (42%), in the cafeteria (27%), outside on school grounds (22%), online or by text (15%), in the bathroom or locker room (12%), and on the school bus (8%). (National Center for Educational Statistics, 2019)

46% of bullied students report notifying an adult at school about the incident. (National Center for Educational Statistics, 2019)

School-based bullying prevention programs decrease bullying by up to 25%. (McCallion & Feder, 2013)

The reasons for being bullied reported most often by students include physical appearance, race/ethnicity, gender, disability, religion, sexual orientation. (National Center for Educational Statistics, 2019)

The federal government began collecting data on school bullying in 2005, when the prevalence of bullying was around 28 percent. (U.S. Department of Education, 2015 )

Rates of bullying vary across studies (from 9% to 98%). A meta-analysis of 80 studies analyzing bullying involvement rates (for both bullying others and being bullied) for 12-18 year old students reported a mean prevalence rate of 35% for traditional bullying involvement and 15% for cyberbullying involvement. (Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014 )

One in five (20.9%) tweens (9 to 12 years old) has been cyberbullied, cyberbullied others, or seen cyberbullying. (Patchin & Hinduja, 2020)

49.8% of tweens (9 to 12 years old) said they experienced bullying at school and 14.5% of tweens shared they experienced bullying online. (Patchin & Hinduja, 2020)

13% of tweens (9 to 12 years old) reported experiencing bullying at school and online, while only 1% reported being bullied solely online. (Patchin & Hinduja, 2020)

Effects of Bullying

Students who experience bullying are at increased risk for depression, anxiety, sleep difficulties, lower academic achievement, and dropping out of school. (Centers for Disease Control, 2019)

Students who are both targets of bullying and engage in bullying behavior are at greater risk for both mental health and behavior problems than students who only bully or are only bullied. (Centers for Disease Control, 2019)

Bullied students indicate that bullying has a negative effect on how they feel about themselves (27%), their relationships with friends and family (19%), their school work (19%), and physical health (14%). (National Center for Educational Statistics, 2019)

Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches. (Gini & Pozzoli, 2013 )

Youth who self-blame and conclude they deserved to be bullied are more likely to face negative outcomes, such as depression, prolonged victimization, and maladjustment. (Perren, Ettakal, & Ladd, 2013 )

Tweens who were cyberbullied shared that it negatively impacted their feelings about themselves (69.1%), their friendships (31.9%), their physical health (13.1%), and their schoolwork (6.5%). (Patchin & Hinduja, 2020).

Cyberbullying

Among students ages 12 - 18 who reported being bullied at school, 15% were bullied online or by text (National Center for Educational Statistics, 2019)

Reports of cyberbullying are highest among middle school students, followed by high school students, and then primary school students (Centers for Disease Control, 2019)

The percentages of individuals who have experienced cyberbullying at some point in their lifetimes have more than doubled (18% to 37%) from 2007-2019 (Patchin & Hinduia, 2019 )

When students were asked about the specific types of cyberbullying they had experienced, mean and hurtful comments (25%) and rumors spread online (22%) were the most commonly-cited (Patchin et al., 2019 )

The type of cyberbullying tends to differ by gender. Girls were more likely to say someone spread rumors about them online while boys were more likely to say that someone threatened to hurt them online (Patchin et al., 2019 )

Those who are cyberbullied are also likely to be bullied offline (Hamm, Newton, & Chisholm, 2015 )

Cyberbullying Among Tweens (9-12 Years Old)

One in five tweens (20.9%) has been cyberbullied, cyberbullied others, or seen cyberbullying

49.8% of tweens said they experienced bullying at school and 14.5% of tweens shared they experienced bullying online

13% of tweens reported experiencing bullying at school and online, while only 1% reported being bullied solely online

Nine out of ten tweens use social media or gaming apps (Patchin & Hinduja, 2020)

Tweens shared they were engaging on the following sites, apps, or games: YouTube, Minecraft, Roblox, Google Classroom, Fortnite, TikTok, YouTube Kids, Snapchat, Facebook Messenger Kids, Instagram, Discord, Facebook, and Twitch

Tweens who were cyberbullied shared that it negatively impacted their feelings about themselves (69.1%), their friendships (31.9%), their physical health (13.1%), and their schoolwork (6.5%)

Tweens reported using a variety of strategies to stop the bullying including blocking the person bullying them (60.2%), telling a parent (50.8%), ignoring the person (42.8%), reporting it to the website or app (29.8%), and taking a break from the device (29.6%)

Two-thirds of tweens are willing to step in to defend, support, or assist those being bullied at school and online when they see it

Barriers to helping when tweens witness bullying at school or online included being afraid of making things worse, not knowing what to do or say, not knowing how to report it online, being afraid others kids will make fun of them, being afraid to get hurt, and not knowing who to tell

SOURCE: Patchin, J.W., & Hinduja, S. (2020). Tween Cyberbullying in 2020. Cyberbullying Research Center and Cartoon Network. Retrieved from: https://i.cartoonnetwork.com/stop-bullying/pdfs/CN_Stop_Bullying_Cyber_Bullying_Report_9.30.20.pdf.

Bullying of Students with Disabilities

Students with specific learning disabilities, autism spectrum disorder, emotional and behavior disorders, other health impairments, and speech or language impairments report greater rates of victimization than their peers without disabilities longitudinally and their victimization remains consistent over time (Rose & Gage, 2016 )

When assessing specific types of disabilities, prevalence rates differ: 35.3% of students with behavioral and emotional disorders, 33.9% of students with autism, 24.3% of students with intellectual disabilities, 20.8% of students with health impairments, and 19% of students with specific learning disabilities face high levels of bullying victimization (Rose & Espelage, 2012 )

Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009 )

When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education (Davis & Nixon, 2010)

Successful strategies to prevent bullying among students with disabilities include (Rose & Monda-Amaya, 2012):

Teachers and peers engaging in meaningful and appropriate social interactions

Creating opportunities to increase social competence and positive interactions

Schools adopting appropriate intervention strategies that encourage social awareness and provide individualized interventions for targets with disabilities

Bullying of Students of Color

23% of African-American students, 23% of Caucasian students, 16% of Hispanic students, and 7% of Asian students report being bullied at school (National Center for Educational Statistics, 2019)

More than one third of adolescents reporting bullying report bias-based school bullying (Russell, Sinclair, Poteat, & Koenig, 2012 )

Bias-based bullying is more strongly associated with compromised health than general bullying (Russell et al., 2012 )

Race-related bullying is significantly associated with negative emotional and physical health effects (Rosenthal et al, 2013 )

Bullying of Students Who Identify or Are Perceived as LGBTQ

70.1% of LGBTQ students were verbally bullied (e.g., called names, threatened) in the past year because of their sexual orientation and 59.1% because of their gender expression, and 53.2% based on gender (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018)

28.9% of LGBTQ students were physically bullied (e.g., pushed, shoved) in the past year because of their sexual orientation and 24.4% because of their gender expression, and 22.8% based on gender (Kosciw et al., 2018)

48.7% of LGBTQ students experienced cyberbullying in the past year (Kosciw et al., 2018)

59.5% of LGBTQ students feel unsafe at school because of their sexual orientation, 44.6% because of their gender expression, and 35% because of their gender (Kosciw et al., 2018)

34.8% of LGBTQ students missed at least one entire day at school in the past month because they felt unsafe or uncomfortable, and 10.5% missed four or more days in the past month (Kosciw et al., 2018)

Of the LGBTQ students who reported they were considering dropping out of school, 42.2% indicated they were doing so because of the harassment they faced at school (Kosciw et al., 2018)

Compared to LGBTQ students with no supportive school staff, students with many (11 or more) supportive staff at school were less likely to miss school because they felt unsafe (20.1% to 48.8%) and felt greater belonging to their school community (Kosciw et al., 2018)

LGBTQ students experienced a safe, more positive school environment when their school had a bullying prevention / anti-harassment policy that specifically included protections on sexual orientation and gender identity / expression (Kosciw et al., 2018)

Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler & Keyes, 2013 )

Bullying and Suicide

There is a strong association between bullying and suicide-related behaviors, but this relationship is often mediated by other factors, including depression, violent behavior, and substance abuse (Reed, Nugent, & Cooper, 2015)

Students who report frequently bullying others and students who report being frequently bullied are at increased risk for suicide-related behavior (Centers for Disease Control, 2014)

A meta-analysis found that students facing peer victimization are 2.2 times more likely to have suicide ideation and 2.6 times more likely to attempt suicide than students not facing victimization (Gini & Espelage, 2014 )

Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage & Holt, 2013)

The false notion that suicide is a natural response to being bullied has the dangerous potential to normalize the response and thus create copycat behavior among youth (Centers for Disease Control, 2014).

Interventions

Bullied youth were most likely to report that actions that accessed support from others made a positive difference (Davis & Nixon, 2010)

Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse (Davis & Nixon, 2010)

Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice (Davis & Nixon, 2010)

Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn't happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis & Nixon, 2010)

As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn't bother me) are often used by youth and often recommended to youth (Davis & Nixon, 2010)

Tweens reported using a variety of strategies to stop the bullying including blocking the person bullying them (60.2%), telling a parent (50.8%), ignoring the person (42.8%), reporting it to the website or app (29.8%), and taking a break from the device (29.6%) (Patchin & Hinduja, 2020).

Bystanders

Students need not be the targets of bullying to experience negative outcomes. Observing bullying is associated with adverse mental health outcomes (Rivers, Poteat, Noret, & Ashurst, 2009 )

Bystanders' beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders - i.e. if students believe they can make a difference, they're more likely to act (Thornberg et al., 2012 )

Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis & Nixon, 2010)

Students who experience bullying are more likely to find peer actions helpful than educator or self-actions (Davis & Nixon, 2010)

The Youth Voice Research Project (2010) found that victimized students reported the following bystander strategies that made things better: spent time with me (54%), talked to me (51%), helped me get away (49%), called me (47%), gave me advice (46%), helped me tell (44%), distracted me (43%), listened to me (41%), told an adult (35%), confronted them (29%), asked them to stop

Even students who have observed but not participated in bullying behavior report significantly more feelings of helplessness and less sense of connectedness and support from responsible adults than students who have not witnessed bullying behavior (Centers for Disease Control, 2014)

Two-thirds of tweens are willing to step in to defend, support, or assist those being bullied at school and online when they see it (Patchin & Hinduja, 2020).

Barriers to helping when tweens witness bullying at school or online included being afraid of making things worse, not knowing what to do or say, not knowing how to report it online, being afraid others kids will make fun of them, being afraid to get hurt, and not knowing who to tell (Patchin & Hinduja, 2020).

References:

Centers for Disease Control, National Center for Injury Prevention and Control (2019). Preventing bullying. Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv/bullying-factsheet508.pdf.

Centers for Disease Control and Prevention, National Center for Injury Prevention and Control (2014). The Relationship Between Bullying and Suicide: What we Know and What it Means for Schools. Retrieved from https://stacks.cdc.gov/view/cdc/34163.

Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies. Retrieved from: http://njbullying.org/documents/YVPMarch2010.pdf.

Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health, 53. Retrieved from http://www.ncdsv.org/images/JAH_Suicidal-ideation-and-school-bullying_7-2013.pdf.

Hatzenbuehler, M. L., & Keyes, K. M. (2013). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health, 53, 21-26. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3696185/?tool=pmcentrez .

Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., & Truong, N. L. (2018). The 2017 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation's schools. New York: GLSEN. Retrieved from https://www.glsen.org/sites/default/files/2019-10/GLSEN-2017-National-School-Climate-Survey-NSCS-Full-Report.pdf.

McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues. Congressional Research Service. Retrieved from http://www.fas.org/sgp/crs/misc/R43254.pdf.

Patchin, J.W., & Hinduja, S. (2020). Tween Cyberbullying in 2020. Cyberbullying Research Center and Cartoon Network. Retrieved from: https://i.cartoonnetwork.com/stop-bullying/pdfs/CN_Stop_Bullying_Cyber_Bullying_Report_9.30.20.pdf.

Rose, C. A., & Espelage, D. L. (2012). Risk and protective factors associated with the bullying involvement of students with emotional and behavioral disorders. Behavioral Disorders, 37, 133-148. Retrieved from https://eric.ed.gov/?id=EJ989490

Russell, S. T., Sinclair, K., Poteat, P., & Koenig, B. (2012). Adolescent health and harassment based on discriminatory bias. American Journal of Public Health, 102(3), 493-495. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22390513 .

Thornberg, T., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine, 8(3), 247-252. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/ .

U.S. Department of Education, (2015). New data show a decline in school-based bullying. Retrieved from https://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying .

Updated: November, 2020

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Almost one out of every four students (22%) report being bullied during the school year (National Center for Educational Statistics, 2015). Rates of bullying vary across studies (from 9% to 98%).

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As a whole class discuss what it means to be a friend and how students can help foster friendships. Then talk about the effects of bullying on a person and what that means. Using resources and research to back up information. Come back together with this new information and discuss how students can stop a bully.

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Add to a padlet and comment to a friend.

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Add to a padlet and comment to a friend.

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Talk about the characteristics of a good friend and how that characteristic plays a role in another feelings. Then add another piece about whats doesn't make a good friend. Rely to a classmate about how different characteristics would make you feel.

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Pick a character from a book above and discuss the characters traits on the outside and on the inside. Talk about how these character traits are different from character to character and then compare them to a personal cultural x-ray. Are some students similar to a character we have read about?