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Education

I am currently an Elementary 4th-grade math teacher. I have been in education for 25 years. Only 15 of it has been in teaching.

My degree is in Curriculum and Instruction and Instructional Coach Advance. I look forward to completing my degree in May and hopefully starting a new position within my school district.

My Perspective Over Bullying

Bullying is generally considered a serious social issue with significant negative consequences for both the victims and the perpetrators. It involves repeated aggressive behavior intended to cause harm, distress, or discomfort to another person. This behavior can take various forms, including physical, verbal, social, or online bullying.

Audience

The audience would include teachers, administrators, counselors, and other school personnel. They are directly responsible for creating a safe and inclusive learning environment while students are at school.

The parents are concerned about the well-being of their children in educational settings.

Students - primary targets of bullying within the school environment.

Topic

My Topic is bullying at school: A Guide to Understanding and Combating Bullying in Education. The reason I chose bullying is, unfortunately, it is a common issue in educational environments, affecting students of all ages. Addressing this topic acknowledges the reality that many individuals, including students, educators, and parents, may encounter or be impacted by bullying.

Bullying can have significant consequences on the academic performance and overall well-being of students. Understanding and addressing bullying creates an environment conducive to learning and personal development. Schools play a critical role in shaping the culture and social dynamics experienced by students. Discussing bullying in education allows for promoting positive values, inclusivity, and respect within the school community.

Education is subject to various laws and policies, and addressing bullying involves understanding and implementing legal frameworks related to school safety. This includes anti-bullying policies, reporting procedures, and legislative measures to protect students.

By addressing bullying in educational settings, there is a potential to contribute to the creation of a society that values empathy, respect, and inclusion. The lessons learned in school can have a lasting impact on how individuals interact with others throughout their lives.

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In Texas, the governing agency at the state level responsible for education policies and overseeing issues related to bullying is the Texas Education Agency (TEA). The TEA is the state agency that manages public education in Texas and works to ensure that all students have access to a high-quality education. This is what I have learned about the governing bodies and the accountability.

Texas Education Agency (TEA):

Role: The TEA establishes educational policies, guidelines, and standards for public schools in Texas.

Bullying Prevention: The TEA provides guidance and resources to schools on implementing anti-bullying programs and complying with state laws related to bullying prevention.

Compliance: The TEA monitors compliance with state laws and regulations, including those pertaining to the prevention and intervention of bullying in educational settings.

Relevant Texas State Laws:

In Texas, there are state laws and policies that address bullying in schools. For example, the Texas Education Code includes provisions related to bullying prevention and intervention.

Local School Districts:

While the TEA sets statewide guidelines, local school districts in Texas also play a crucial role in implementing and enforcing anti-bullying policies.

Each school district is required to have its own policies and procedures for addressing bullying, aligned with state laws and regulations.

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Slide #3 Federal and State Constitutional Laws

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Slide #3 Federal and State Constitutional Laws

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Federal Laws:

1. Title IX of the Education Amendments of 1972:

Prohibits discrimination on the basis of sex in federally funded education programs and activities, including protection against gender-based bullying and harassment.

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State Laws in Texas:

1. Texas Education Code, Chapter 37: Discipline; Law and Order:

Section 37.001: Bullying Prevention Policies and Procedures:

Mandates school districts to adopt and implement policies addressing bullying, including cyberbullying, with procedures for reporting and investigating incidents.

Section 37.002: Harassment, Bullying, and Cyberbullying Prevention Policies and Procedures:

Requires school districts to adopt policies addressing harassment, bullying, and cyberbullying.

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2. Texas Education Code, Chapter 25: Subchapter C: Educators:

Section 25.0342: Training for Educators:

Requires school districts to provide training to educators on the prevention, identification, and intervention of bullying.

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3. Texas Education Agency (TEA) Guidelines:

Provides guidelines and resources for schools to implement anti-bullying policies and comply with state laws.

Legal Requirements:

Adoption of Policies:

School districts must adopt and implement policies addressing bullying, including cyberbullying and harassment.

Training for Educators:

School districts are required to provide training to educators on recognizing, preventing, and responding to bullying incidents.

Reporting and Investigation:

Policies should include procedures for reporting and investigating incidents of bullying.

Inclusion of Harassment, Bullying, and Cyberbullying:

School districts must have policies specifically addressing harassment, bullying, and cyberbullying.

State Reporting Requirements:

Certain bullying incidents must be reported to the board of trustees.

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In the state of Texas, an example of a statute and an administrative law related to bullying are as follows:

1. Statute:

Texas Education Code, Chapter 37, Section 37.0832: Reporting to the Board:

Source of Law: This statute is part of the Texas Education Code, which is the statutory law governing education in the state.

Legal Requirement: This statute mandates that certain incidents of bullying must be reported to the board of trustees. School districts are required to comply with this reporting requirement as outlined in the law.

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2. Administrative Law:

Texas Administrative Code, Title 19, Chapter 61, Subchapter BB, Rule 61.1033: Safe and Supportive School Program:

Source of Law: The Texas Administrative Code is a compilation of rules adopted by state agencies, and in this case, it addresses the Safe and Supportive School Program.

Legal Requirement: Rule 61.1033 outlines the administrative requirements related to creating safe and supportive school programs, which may include components aimed at preventing and addressing bullying. School districts are expected to adhere to these administrative rules to enhance the safety of the school https://www.bing.com/ck/a?!&&p=0f7c9aa34cd2076eJmltdHM9MTcwMjMzOTIwMCZpZ3VpZD0zZjdjZWQxMS1mNzVkLTY1M2QtMjI5MS1mZTMzZjYyODY0NTgmaW5zaWQ9NTE5MA&ptn=3&ver=2&hsh=3&fclid=3f7ced11-f75d-653d-2291-fe33f6286458&psq=Texas+Administrative+Code%2c+Title+19%2c+Chapter+61%2c+Subchapter+BB%2c+Rule+61.1033%3a+Safe+and+Supportive+School+Program%3a&u=a1aHR0cHM6Ly90ZWEudGV4YXMuZ292L2Fib3V0LXRlYS9sYXdzLWFuZC1ydWxlcy90ZXhhcy1hZG1pbmlzdHJhdGl2ZS1jb2RlLzE5LXRhYy1jaGFwdGVyLTYx&ntb=1environment.

These legal provisions highlight the comprehensive approach taken by Texas to address bullying in schools, incorporating both statutory laws (enacted by the legislature) and administrative rules (established by state agencies). The legal requirements outlined in these laws contribute to the development and implementation of policies and procedures aimed at preventing and responding to bullying incidents in educational settings.

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Common law typically refers to legal principles and precedents established through court decisions rather than statutes or administrative regulations. Common law may be limited in the context of bullying in Texas education, as specific statutes and administrative rules often address these issues more comprehensively. Common law tends to evolve over time through judicial decisions.

However, it's crucial to note that common law principles such as negligence, intentional infliction of emotional distress, or invasion of privacy could potentially be relevant in cases related to bullying, depending on the circumstances. Courts may consider common law principles when determining liability or remedies in bullying-related legal actions.

Here's a general overview of some common law principles that could be applicable:

1. Negligence:

Legal Principle: Schools may be liable for negligence if they fail to take reasonable steps to prevent or address bullying, resulting in harm to a student.

Legal Requirement: Schools have a duty of care to provide a safe learning environment, and negligence claims may arise if this duty is breached.

2. Intentional Infliction of Emotional Distress:

Legal Principle: If bullying includes extreme and outrageous conduct intentionally causing severe emotional distress, a legal claim for intentional infliction of emotional distress may be considered.

Legal Requirement: The conduct must go beyond ordinary bullying and meet the criteria for intentional infliction of emotional distress.

3. Invasion of Privacy:

Legal Principle: Invasion of privacy claims may arise if bullying involves unwarranted intrusion into a student's private affairs.

Legal Requirement: Students have a reasonable expectation of privacy, and the intrusion must be considered highly offensive.

Texas Schools, Bullying, and the Law | Texas School Safety Center (txstate.edu)

It's essential to understand that common law principles can vary based on court decisions and may be subject to interpretation and change. In bullying cases, statutory laws like those within the Texas Education Code tend to provide more specific and detailed guidance for schools and stakeholders.

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Slide #6 Federal Regulation with Bullying

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Slide #6 Federal Regulation with Bullying

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Federal laws provide protection against discrimination, including bullying, in educational settings. One such law is Title IX of the Education Amendments of 1972.

Federal Law: Title IX of the Education Amendments of 1972

Source of Law: Title IX is a federal law that prohibits discrimination on the basis of sex in federally funded education programs and activities.

In-text Citation: (Title IX of the Education Amendments of 1972)

Full Text of Law: Title IX of the Education Amendments of 1972 Bullying and Harassment (ed.gov)

Brief Bullet List about Title IX and Bullying:

1. Prohibition of Sex-Based Discrimination:

Title IX prohibits sex-based discrimination, including bullying or harassment based on gender.

2. Application to Educational Institutions:

Title IX applies to educational institutions that receive federal funding, including public schools and colleges.

3. Protection Against Gender-Based Bullying:

Schools must take steps to prevent and address gender-based bullying or harassment to comply with Title IX.

4. Reporting and Investigation Requirements:

Schools are required to have procedures for reporting and investigating complaints of sex-based bullying or harassment.

5. Retaliation Prohibition:

Title IX prohibits retaliation against individuals who report bullying or harassment or participate in investigations.

6. Promotion of Safe and Inclusive Educational Environments:

Schools must work to create safe and inclusive environments free from discrimination, which includes addressing and preventing bullying.

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Slide #7 Local Administrative Law/Policy/Rule

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Slide #7 Local Administrative Law/Policy/Rule

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Ballinger ISD Sexual Harassment and Gender-Based Harassment

Sexual harassment and gender-based harassment of a student by an employee, volunteer, or another student are prohibited. Examples of sexual harassment may include, but are not limited to:

Touching private body parts or coercing physical contact that is sexual in nature.

Sexual advances.

Jokes or conversations of a sexual nature.

Other sexually motivated conduct, communications, or contact.

Sexual harassment of a student by an employee or volunteer does not include necessary or permissible physical contact that a reasonable person would not construe as sexual in nature, such as comforting a child with a hug or taking the child’s hand. However, romantic, sexual, and other inappropriate social relationships between students and district employees are prohibited, even if consensual.

Gender-based harassment includes physical, verbal, or nonverbal conduct based on a student’s gender, the student’s expression of characteristics perceived as stereotypical for the student’s gender, or the student’s failure to conform to stereotypical notions of masculinity or femininity.

Gender-based harassment can occur regardless of the student’s or the harasser’s actual or perceived sexual orientation or gender identity.

Examples of gender-based harassment directed against a student may include, but are not limited to:

Offensive jokes, name-calling, slurs, or rumors.

Physical aggression or assault

Threatening or intimidating conduct.

Other kinds of aggressive conduct such as theft or damage to property.

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Risk Management Strategies Related to Bullying:

1. Comprehensive Anti-Bullying Policies:

Importance: Establishing and enforcing clear anti-bullying policies helps mitigate the risk of bullying incidents. These policies should define what constitutes bullying, outline reporting procedures, and specify consequences for offenders. By providing a structured framework, schools reduce the likelihood of incidents and demonstrate a commitment to creating a safe environment.

2. Training and Education Programs:

Importance: Implementing regular training and education programs for both students and staff equips them with the knowledge and skills needed to recognize, prevent, and address bullying. Education raises awareness about the consequences of bullying, fosters empathy, and empowers individuals to intervene effectively. Well-informed staff and students contribute to a safer and more respectful school culture.

3. Proactive Communication and Community Engagement:

Importance: Actively communicating with parents, students, and the community creates a collaborative approach to bullying prevention. Schools should transparently share their anti-bullying initiatives, reporting mechanisms, and intervention strategies. Engaging the community builds trust and encourages a collective effort to create a positive and supportive environment, reducing the risk of bullying incidents.

These risk management strategies are crucial components of a comprehensive approach to addressing bullying in educational settings. By implementing clear policies, providing education, and fostering community involvement, schools can minimize the occurrence of bullying, create a safer environment, and protect the well-being of students and staff.

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Bullying is a form of youth violence and an adverse childhood experience (ACE). CDC defines bullying as any unwanted aggressive behavior(s) by another youth or group of youths, who are not siblings or current dating partners, that involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm. Common types of bullying include:

Physical such as hitting, kicking, and tripping

Verbal including name-calling and teasing

Relational/social such as spreading rumors and leaving out of the group

Damage to property of the victim

Bullying can also occur through technology, which is called electronic bullying or cyberbullying. A young person can be a perpetrator, a victim, or both (also known as "bully/victim"). For more information about bullying definitions please see Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements, Version 1 [8.64 MB, 116 Pages, 508] .

Bullying is widespread in the United States. Bullying negatively impacts all youth involved including those who are bullied, those who bully others, and those who witness bullying, known as bystanders.

Bullying is common. About 1 in 5 high school students reported being bullied on school property. More than 1 in 6 high school students reported being bullied electronically in the last year.

Some youth experience bullying more than others. Nearly 40% of high school students who identify as lesbian, gay, or bisexual and about 33% of those who were not sure of their sexual identity experienced bullying at school or electronically in the last year, compared to 22% of heterosexual high school students. About 30% of female high school students experienced bullying at school or electronically in the last year, compared to about 19% of males. Nearly 29% of White high school students experienced bullying at school or electronically in the last year compared to about 19% of Hispanic and 18% of Black high school students.

Bullying is a frequent discipline problem. Nearly 14% of public schools report that bullying is a discipline problem occurring daily or at least once a week.

Reports of bullying are highest in middle schools (28%) followed by high schools (16%), combined schools (12%), and primary schools (9%).

Reports of cyberbullying are highest in middle schools (33%) followed by high schools (30%), combined schools (20%), and primary schools (5%).

Bullying can result in physical injury, social and emotional distress, self-harm, and even death. It also increases the risk for depression, anxiety, sleep difficulties, lower academic achievement, and dropping out of school. Youth who bully others are at increased risk for substance misuse, academic problems, and experiencing violence later in adolescence and adulthood. Youth who bully others and are bullied themselves suffer the most serious consequences and are at greater risk for mental health and behavioral problems.

Bullying is preventable. There are many factors that may increase or decrease the risk for perpetrating or experiencing bullying. To prevent bullying, we must understand and address the factors that put people at risk for or protect them from violence. CDC developed, Youth Violence Prevention Resource for Action [4 MB, 64 Pages] , to help communities take advantage of the best available evidence to prevent youth violence. This resource is also Cdc-pdf available in Spanish [3.89 MB, 68 Pages, 508] and can be used as a tool in efforts to impact individual behaviors as well as the relationship, family, school, community, and societal risk and protective factors for violence. The approaches in this resource, particularly universal school-based programs that strengthen youths' skills and modify the physical and social environment, have been shown to reduce violence and bullying or key risk factors.

Different types of violence are connected and often share root causes. Bullying is linked to other forms of violence through shared risk and protective factors. Addressing and preventing one form of violence may have an impact on preventing other forms of violence.

See Youth Violence Resources for articles, publications, data sources, and prevention resources for bullying.

1. Gladden RM, Vivolo-Kantor AM, Hamburger ME, Lumpkin CD. Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, Version 1.0. Atlanta, GA; National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education; 2013. Available from https://www.cdc.gov/violenceprevention/pdf/bullying-definitionsfinal-a.pdf.

2. Centers for Disease Control and Prevention. Youth risk behavior surveillance-United States, 2019. Morbidity and Mortality Weekly Report-Surveillance
Summaries 2020; 69(SS1). Available fromhttps://www.cdc.gov/healthyyouth/data/yrbs/pdf/2019/su6901-H.pdf

3. Diliberti, M., Jackson, M., Correa, S., and Padgett, Z. (2019). Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2017-18 (NCES 2019-061). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.

4. Farrington D, Baldry A. Individual risk factors for school bullying. Journal of Aggression, Conflict and Peace Research 2010; 2(1):4-16. Available from https://doi.org/10.5042/jacpr.2010.0001.

5. David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. (2016). Youth Violence Prevention Resource for Action: A Compilation of the Best Available Evidence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Note: The title of this document was changed in July 2023 to align with other Prevention Resources being developed by CDC's Injury Center. The document was previously cited as "A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors."

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Adolescents & adults often unaware teens experience dating violence

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Item in Teaching Ethics Related to Bullying: Confidentiality and Reporting

Relevant Ethical Code: The American School Counselor Association (ASCA) Code of Ethics

Citation: American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. Retrieved from ASCA Code of Ethics

Explanation:

Confidentiality: School counselors often deal with sensitive information related to students, including instances of bullying. While maintaining confidentiality is crucial, the ASCA Code of Ethics recognizes that counselors have an ethical obligation to breach confidentiality when there is a clear and imminent danger to the student or others. This includes situations where bullying poses a serious threat to the well-being of the individuals involved.

Reporting: The ethical code emphasizes the responsibility of school counselors to take appropriate action in cases of bullying, including reporting to relevant authorities or school administrators. This reflects the ethical imperative to prioritize the safety and welfare of students over maintaining absolute confidentiality.

In scenarios involving bullying, a school counselor adhering to ethical standards may face dilemmas concerning the balance between confidentiality and the duty to protect students. The ASCA Code of Ethics provides guidance on navigating such situations, ensuring that counselors act in the best interest of the students while upholding ethical standards.

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Slide # 10 Personal Connection to the Legal and Ethical Standards

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Slide # 10 Personal Connection to the Legal and Ethical Standards

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My personal connection to legal and ethical standards becomes evident when addressing bullying, as I witness the direct impact on students' well-being and educational environment. Observing the harmful consequences of bullying prompts me to apply legal frameworks, such as anti-bullying laws, to protect students and create a safe learning space. My experience reinforces the importance of adhering to ethical standards, ensuring a commitment to students' welfare, and fostering an environment free from harassment.

My feelings about bullying are when I recognize and address the legal aspects of bullying in education, which is essential for creating a conducive learning environment. Upholding anti-bullying laws not only safeguards students but also aligns with broader educational goals centered on promoting inclusivity, respect, and a positive school culture. By fostering a safe environment, I can better focus on my primary goal of facilitating effective learning and promoting students' overall well-being.

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Slide #11 Recommendations for Compliance in Bullying

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Slide #11 Recommendations for Compliance in Bullying

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1. Develop and Implement Clear Anti-Bullying Policies:

Craft comprehensive policies that define bullying outline reporting procedures and specify consequences for offenders.

2. Provide Regular Training for Staff and Students:

Conduct ongoing training sessions to educate staff and students on recognizing, preventing, and addressing bullying.

3. Establish Reporting Mechanisms:

Implement effective reporting systems that allow students and staff to report bullying incidents confidentially and without fear of retaliation.

4. Encourage Bystander Intervention:

Promote a culture of active bystander intervention, empowering students to speak up and support victims.

5. Ensure Consistent Enforcement of Policies:

Enforce anti-bullying policies consistently and fairly, demonstrating a commitment to creating a safe and inclusive learning environment.

6. Engage Parents and the Community:

Foster open communication with parents and the community, informing them about anti-bullying initiatives and encouraging collaboration.

7. Conduct Periodic Audits and Assessments:

Regularly assess the effectiveness of anti-bullying policies through audits and evaluations, making adjustments as needed.

8. Provide Counseling and Support Services:

Offer counseling services to victims and perpetrators, addressing the root causes of bullying and promoting behavioral change.

9. Collaborate with Law Enforcement:

Work collaboratively with local law enforcement agencies to address severe cases of bullying and ensure legal compliance.

10. Promote Positive School Culture:

Foster a positive and inclusive school culture emphasizing respect, empathy, and diversity, creating a foundation for preventing bullying.