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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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Make Adolescence Less of a Struggle with ParenTeenConnect.org

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When it comes to being a teen or raising one, couldn't we all use some support? ParenTeenConnect.org can help your family connect and communicate better.

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Suicide is a serious public health problem that can have lasting harmful effects on individuals, families, and communities. There are many factors that contribute to suicide. The goal of suicide prevention is to reduce factors that increase risk and increase factors that promote resilience.

48,000
Suicide is a leading cause of death in the United States. It was responsible for over 48,000 deaths in 2021.

12.3 Million
In 2021, an estimated 12.3 million adults seriously thought about suicide, 3.5 million made a plan, and 1.7 million attempted suicide.

2.6% Higher
Provisional 2022 data show that suicide deaths increased by 2.6% between 2021-2022. Click here to access provisional data.

Contact the 988 Suicide and Crisis Lifeline if you are experiencing mental health-related distress or are worried about a loved one who may need crisis support.

Connect with a trained crisis counselor. 988 is confidential, free, and available 24/7/365.

Visit the 988 Suicide and Crisis Lifeline for more information at 988lifeline.org .

Connect with the Veterans Crisis Line to reach caring, qualified responders with the Department of Veterans Affairs:

Suicide prevention is everyone's business. You can #BeThere and #BeThe1To help a friend, loved one, or coworker. Everyone can learn the warning signs and how to get help.

Everyone-adults, teens, and even children, experiences stress. Learning healthy ways to cope with stress and getting the right care and support can help reduce stressful feelings and symptoms. Find tips for parents, kids and teens, and school personnel.

To receive email updates about this topic, enter your email address:

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Suicide is a serious public health problem that has lasting harmful effects on individuals, families, and communities. Many factors contribute to suicide, but suicide is preventable.

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Yellow Ribbon Suicide Prevention - Making Suicide Prevention Accessible To Everyone!

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Get Help! - Yellow Ribbon Suicide Prevention

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For Immediate Crisis, Call and/or Text: 800-273-TALK (8255) Call: 741741 Text "Help" To: 1-888-628-9454 En Español - Nacional de Prevención del Suicidio: 800-799-4889 For Deaf & Hard of Hearing: Ask 4 Help!® 4 Survivors Suicide Survivor Support Groups Click here to access our Suicide Survivor Support Groups.

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Together We Can Save Lives!

Suicide is one of the leading causes of preventable death in our nation today. We lose an average of more than 125 young people each week to this tragedy that can be prevented.

How can it be prevented you may ask? The Jason Foundation, Inc. believes that education is the key to prevention. The Jason Foundation's programs and services are in response to this belief. Our nation should be familiar with the warning signs associated with suicide, suicide facts & statistics, and how to find help for at-risk youth. Together, we can save lives!

Remember: Never be reluctant to get involved and always take any child/adolescent's desire or intent to harm themselves seriously. If you suspect a young person of suicidal ideation, get them to professional help immediately. Suicide is Preventable.

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Youth Suicide | The Jason Foundation, Inc.

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Together We Can Save Lives! Suicide is one of the leading causes of preventable death in our nation today. We lose an average of more than 125 young people each week to this tragedy that can be prevented. How can it be prevented you may ask? The Jason Foundation, Inc.

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The Suicide Prevention Resource Center at the University of Oklahoma Health Sciences Center is supported by a grant from the U.S. Department of Health and Human Services (HHS), Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Mental Health Services (CMHS), under Grant No. 1H79SM083028-03

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Children's Home Society of Florida | We Do Good

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Online Therapy - Get Counseling Remote Now - Text Or Call | Children’s Home Society of Florida

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Are You Or Your Family Struggling? Looking For Remote Counseling? Online Therapy Is Available 24/7. 100% Confidential. Get The Help You Need Now!

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National Center for School Crisis and Bereavement

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National Center for School Crisis and Bereavement

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National Center for School Crisis and Bereavement

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The Coalition to Support
Grieving Students

We lead a collaboration of national
organizations, representing the full range of
school professionals, that has developed
free training materials to help empower
schools to support grieving students.

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National Center for School Crisis and Bereavement

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The NCSCB is dedicated to helping schools support their students through crisis and loss.

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Mindfulness - Inner Explorer at Home APP

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Mindfulness - Inner Explorer at Home APP

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Mindfulness App for Families | Inner Explorer

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Download Inner Explorer's HOME app to practice mindfulness at home.

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Support your child's development.

Social-emotional skills play an important role in the lives of parents, caregivers, and children. If you are interested in learning about social-emotional development, activities, tools, and more, check out our list of resources below.

Social-Emotional Development

Self-Esteem and Confidence

Challenging Emotions and Behaviors

Family Guides and Tip Sheets

Activities for Children

Self Care

Support Services

Developmental Concerns

Early Intervention

COVID-19

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Social-emotional skills play an important role in the lives of parents, caregivers, and children. Access resources for support.

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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What is a 504 plan? Get a definition of 504 plans and learn about Section 504 services for students in this guide.

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About Us

The primary focus of the Bureau of Student Achievement through Language Acquisition is to assist schools and districts with Florida's English Language Learners (ELLs), totaling over 265,000. Florida's diversity of ELLs surpasses most states in the country. Florida is ranked 3rd in ELL population, and although Spanish is the major native language of these students, the ELLs speak more than 300 different languages.

The Bureau is also responsible for ensuring that these students receive comprehensible instruction by monitoring schools and districts for compliance with state and federal rules, regulations, the 1990 League of United Latin American Citizens (LULAC) et al. v. the State Board of Education (SBE) Consent Decree, and the 2003 Modification of the Consent Decree.

In addition, the Bureau manages a Title III grant, currently more than $43 million, which is dispersed to eligible districts. This federal funding focuses on providing supplemental professional development to teachers of ELLs, and on providing scientifically research-based academic programs to assist ELL academic achievement and English language acquisition.

Another focus of the Bureau is the management of World Languages. It is the Bureau's responsibility to offer leadership, coordination, and technical assistance for the implementation of legislation and State Board of Education policy and rule, as well as Department initiatives pertaining to curriculum and instruction for Florida students and teachers.

Publications

To request current publications, please contact the Bureau of Student Achievement through Language Acquisition (SALA) at SALA@fldoe.org.

District Contacts

To request current district Contacts plans, please contact the Bureau of Student Achievement through Language Acquisition (SALA) at SALA@fldoe.org.

District ELL Plans

To request current district ELL plans, please contact the Bureau of Student Achievement through Language Acquisition (SALA) at SALA@fldoe.org.

Meetings and Events

For more information on Meetings and Events, please contact the Bureau of Student Achievement through Language Acquisition (SALA) at SALA@fldoe.org.

Contact:

Arlene M. Costello, Ed.D., Bureau Chief
325 West Gaines Street
Room 1324 Turlington
Tallahassee, Florida 32399-0400
Phone 850-245-0417
Fax: 850-245-0846
Parent Hot Line: 800-206-8956
SALA@fldoe.org

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Student Achievement Through Language Acquisition (SALA)

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About Us The primary focus of the Bureau of Student Achievement through Language Acquisition is to assist schools and districts with Florida s English Languag.

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When you are with your child, there is a lot that you can learn together! This section has all kinds of ideas for activities that you can do around the house, outside, in your neighborhood, and during vacations at different times of year. It also has ideas related to math and science that are easy to try at home (like sorting socks). Try some of these out, and if you find an activity that your child enjoys, look for different ways and places to try it, or share it with your child's teacher - you may find something that other kids and families will enjoy too!

Recommended Resource from Understood.org

For more great ideas, take a look at the bilingual resources on Learning Together at Home from Understood.org, a free website focused on learning and attention issues.

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When you are with your child, there is a lot that you can learn together! This section has all kinds of ideas for activities that you can do around the house, outside, in your neighborhood, and during vacations at different times of year.

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English to French, Italian, German & Spanish Dictionary - WordReference.com

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Free online dictionaries - Spanish, French, Italian, German and more. Conjugations, audio pronunciations and forums for your questions.

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Parenting Multilingual Learners

A resource page for parents. Advocating and guiding parents of language learners.

Recommendations

Supporting Parents and teachers of language learners.

Our Products

Plan, organize, and celebrate languages with these products.

Kids Activity Book
KIDS WILL...

1. Practice Uppercase Letters

2. Practice Lowercase Letters

3. Write and practice the alphabet

4. Increase their Spanish vocabulary

Recent Posts

My updates address education-related topics that we, as parents, should know about to better support our learners.

Join for Updates

Receive our updates & school related parenting tips!

How to Further your education as an adult

As parents, we sometimes pause our own education by solely dedicating our time and effort to further our children's education. Did I say pause!? Yes! We often choose not to continue our education and forget that furthering our own career and education benefits our kids.

Getting an education is too often put at-side and not a priority. I am here to tell you why getting an education can benefit everyone and serve as an example to others.

Consider your education status

Figuring out what to do to further your education can seem like a huge task. However, setting career goals is the first step to figure out how to proceed. Once you decide to return to school, you'll want to determine your education level

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Parents | Educating Bilinguals and English Language Learners

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A parent portal that provides parent resources that include education-related articles, bilingual books, and educational websites.

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If the problem continues, contact the site owner.

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Academic learning

Comprehensive video-based curriculum that covers math, science, reading, social studies and SAT prep from PreK through college in 40 languages.

Thousands of PreK through 5th grade worksheets and activities, designed by educators.

Short animated videos that explain difficult concepts in simple, kid-friendly terms. Topics include science, social studies, English, math, arts, music, health, and technology. (Also in Spanish.)

A tool that gives parents an accurate picture of their child's learning needs along with concrete actions and curated learning resources. (Also in Spanish.)

Media, activities and articles that support learning for kids ages 2-8.

Learning activities, games and lessons in social studies, geography, science, and more for kids in grades K-12.

K-5 math program with 400 hours of digital lessons with on-screen teachers and supportive remediation. Now available free.

Fee-based academic curriculum is currently offering ready-made learning plans for each grade level.

Meaningful civic learning through games, activities, a weekly planner, and tips.

Every week they offer a free new educational computer science activity, some online, some offline.

This spatial-temporal approach to math teaches K-8 math concepts visually through games and puzzles. (Note: This is free through December 30, 2020.)

Free, easy-to-use resources for families making the switch to learning from home including daily schedules, activities, and free lesson plans.

English Language Learners

Offers free resources, information, and activities for Spanish-speaking parents and educators of English Language learners (ELL).

Offering free articles and tips for parents to support their child's education and well-being.

Helping families build a daily habit of reading and support language and literacy development. Access free books in Spanish and English including narration in 43 different languages.

Essential needs

Provides emergency child care for health care workers and first responders; provides food for children without access to school meals; and does outreach to seniors who face social isolation. Ys are also providing holistic health and wellness support for people of all ages through virtual programming.

Works to ensure that kids are fed during this crisis, initiatives vary by community and align with local school food distribution solutions and/or other local programs.

Nationwide network of food banks, food pantries, and meal programs throughout the country that provide families with food and/or meals.

This government site features an interactive map of nearby food sites; each listing includes the hours of operation and contact information.

You can find government benefits related to unemployment assistance, healthcare, and food and nutrition. You can also use the Benefit Finder tool to see if you are eligible for additional benefits.

Provides funds to states and territories to provide families with financial assistance and support services. Programs may include child care assistance, job preparation, and work assistance. Note: Each state and territory decides the benefits it will provide. See if you qualify online.

Highly trained expert advocates are available 24/7 to talk confidentially with anyone in the U.S. who is experiencing domestic violence and/or seeking resources or information.

If you are a parent, student, teacher, or school leader who is struggling, you can connect with a crisis counselor by texting SCHOOL to 741741, any time of the day or night. .

Families can use this government site to update their Marketplace information if COVID-19 impacts their income or household; individuals and families may be eligible to change their plan if certain situations apply. Note: Check with your health insurance company to learn about their specific benefits and coverage policy during this crisis.

Use their State by State Resource Map to find local resources for child care, health and social services, financial assistance, support for children with special needs, and more.

(Helpful article in Forbes published March 25, 2020)

(Helpful guide by Housing Finance Policy Center, Urban Institute published on June 2020)

Stay active

Offers free movement, yoga, and mindfulness videos, downloadable curricular activities, and off-screen home activities. These resources span a variety of abilities, interests, ages, and subjects.

Foster youth & homelessness

Offering information and possible emergency assistance and devices to California foster youth and students experiencing homelessness. If you are a foster youth in need or know a young person in need, you can reach them at support@ifoster.org.

This guide, created for people working in capacities that serve foster and homeless youth, offers tips for supporting students during the COVID-19 crisis.

Forced isolation due to the COVID-19 pandemic means that kids and teens in foster care are experiencing even greater loss and disconnection. Here's a guide for how educators, social workers and other adults who serve kids in foster care can help.

Helping foster and homeless youth with housing, groceries, and utilities. (Note: Must first fill out form to identify your specifics needs)

(March 16, 2020)

(Updated on June 25,2020)

Parenting guidance

Articles, family activities, dinnertime questions, and tips designed to help working parents and caregivers navigate family life and remote learning in the era of COVID-19. Offered in English and Spanish.
Bite-sized tips and tools to help you and your kids endure and thrive in this time of uncertainty.

Tips, activities and resources to help families make the most of the days when schools are closed.

Facebook Live broadcast every weekday at 9am EST (English), 9am PST (Spanish) with practical advice and tips from experts and a community of parents from coast to coast.

Free monthly learning kits with six mini-tools that can be used together for a cohesive experience, or mixed-and-matched to complement school curriculum, offered in English and Spanish for kids in grades 4-9.

Media recommendations

Resource hub for quality media picks and at-home learning opportunities for kids of all ages.

Reading & books

Videos featuring celebrated actors reading children's books with animated illustrations.

Grade-based activities, games, printables and podcasts to support in reading and writing for K-12th grade.

Library of 35,000 illustrated and chapter books for children 12 and under, including audio books and "read to me" books highlighting text karaoke-style.

Grade-based day-by-day projects to keep kids learning PreK-9th grade.

Social emotional support

Evidence-based articles, videos, and podcasts to create a more compassionate world.

Digital media to help families navigate challenging times and support children who need specialized care.

Support for children with disabilities

Information and online tools to help kids and adults with learning and attention differences.

Online library of over 800,000 titles to support reading for students with dyslexia, blindness, cerebral palsy, and other barriers.

Resource for educators offers list of apps for students with special needs.

Digital classroom designed to support struggling readers.

Resource guide to help parents, educators, and school leaders develop learning plans for students with disabilities.

Advice for parents and caregivers of children ages 0-3 who were receiving early intervention services by a speech-language pathologist (SLP) and whose services have been interrupted.

Offers free daily lessons for students with visual impairments. Qualified teachers from around the country present a range of lessons. You can call in via Zoom or connect via the Internet.

Offers free access to their entire cloud platform of apps to support students who are blind, visually impaired, deaf, and/or have reading difficulties. They also have resources for teachers.

7 support strategies designed to meet the unique needs of individuals with autism during this time.

Free digital worksheets designed for students with autism.

Research-based math games that teach problem-solving for grades 6 and up. Designed to be accessible for students with and without learning disabilities.

Addressing the risk of COVID-19 in schools while protecting the civil rights of students from the Department of Education (March 16th, 2020).

TV, podcasts & YouTube

(March 2020 article in MommyPoppins)

A 10-week read-aloud weekly video series for kids ages 2-6 with Dolly Parton.

(March 2020 article in Thomas B. Fordham Institute)

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Free at-home learning resources for parents

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We rounded up the best learning resources from the web to help you support your child during school closures.

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How can we help?

I want help with behaviors , learning , and everyday skills

We are Understood.
We are the lifelong guide for those who learn and think differently. In the past year, we've helped more than 20 million people discover their potentials, take control of their lives, and stay on positive paths.

We support the 1 in 5 Americans who learn and think differently.

Learn more

We believe difference is our greatest strength.

Learn more

When we shape the world for difference, we all thrive.

Learn more

Discover what's possible when you're understood.

We'll email you our most helpful stories and resources.

We just launched our "Be the Reason" stigma campaign. Learn more here.

Helpful guidance from Understood

Essential resource spotlight

Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

"I have a hard time focusing, mostly in school. When I do my homework, I kind of feel stressed out because it feels like so much even though it's not too much."

Emperor Kaioyus, Grade 4

Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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Publications & Reports

Full of in-depth stories on mental illness, research, mental health legislation, surveys, personal stories and NAMI events, our publications keep you up-to-date on the state of mental health in our country.

Learn More

Video Resource Library

Browse our featured videos of inspirational stories, PSAs, education shorts and more.

Learn More

Online Discussion Groups

Welcome to NAMI's discussion groups. Here you can find support, share knowledge, ask questions and meet people who've been there.

Learn More

Find Your Local NAMI

There are nearly 1,000 NAMI State Organizations and NAMI Affiliates across the country. Contact your local NAMI to find out what programs and support are offered in your community.

Learn More

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Publications & Reports Full of in-depth stories on mental illness, research, mental health legislation, surveys, personal stories and NAMI events, our publications keep you up-to-date on the state of mental health in our country. Learn More Video Resource Library Browse our featured videos of inspirational stories, PSAs, education shorts and more.

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Mental health is essential to a person's life in the same way as physical health. Hesitation to talk about mental health adds to the notion that the topic is taboo. It is important to normalize conversations surrounding mental health so people can feel empowered to seek the help they need. The following resources can help you feel more informed to talk about mental health with the people in your life who may need your support.
For People with Mental Health Problems
If you have, or believe you may have, a mental health problem, it is helpful to talk about these issues with others. Learn more about building a strong support system and developing a recovery plan.
For Young People Looking for Help
Mental health problems don't only affect adults. Children, teenagers, and young adults can also have mental health problems.
For Parents and Caregivers
It can be hard to talk to your child, dependent, or person you are caring for about mental health problems. Get tips for starting the conversation.
For Friends and Family Members
Anyone can experience mental health problems. Friends and family members can make all the difference in a person's recovery process. Learn how to support your friends and loved ones as they look for help with their mental health problems.

Educators are often the first to notice mental health problems. Find out about mental health problems, what you can do, and how to develop effective strategies to meet the mental health needs of your students.
For Community and Faith Leaders
Before they turn to a health care professional, many people may turn to community and faith leaders when facing mental health problems or traumatic events. Learn how to support mental health in your community.

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Mental health is essential to a person's life in the same way as physical health. Hesitation to talk about mental health adds to the notion that the topic is taboo. It is important to normalize conversations surrounding mental health so people can feel empowered to seek the help they need.

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Lake and Sumter Behavioral Health Resource Guide

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Lake and Sumter Behavioral Health Resource Guide

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Florida Center for Students with Unique Abilities
provides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources.
http://www.fcsua.org

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Florida Center for Students with Unique Abilitiesprovides a wide array of resources that support the development of inclusive postsecondary education for students with intellectual disabilities, including a team planning tool and institutes, webinars, institutes, and student and family and transition planning resources. http://www.fcsua.org

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For Crisis Help

Mobile Response: 352-408-6625
The Mobile Response Team services are available 24/7 in Lake, Sumter and Citrus Counties, serving all ages.

Access Center Location:
2020 Tally Road
Leesburg, FL 34748

LifeStream Behavioral Center

Mailing Address:
P.O. Box 491000
Leesburg, FL 34749-1000

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LifeStream | LifeStream Services - Intake and Evaluation Services

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LifeStream Services Intake and Evaluation Services: If you or a loved one is experiencing a mental health or substance abuse crisis and need someone to...

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Pacer's National Bulling Prevention Center

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Pacer's National Bulling Prevention Center

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Definition of Bullying

What is bullying? At first glance, it might appear that this behavior is easy to define. A common image of bullying might be of a physically intimidating teen beating up a smaller classmate or one child shoving another inside a hallway locker. While these examples are still considered bullying, it's important to know that bullying behavior can be much more complex and varied than historical stereotypes.

For example, while some bullying is physical and easy to recognize, it can also be social-emotional, occurring quietly and covertly through face-to-face gossip, on a phone, or the internet, causing emotional harm. As a starting point, there are common elements included in most definitions of bullying. Although definitions vary from source to source, most agree that an act is defined as bullying when:

the behavior is aggressive, unwanted and

hurts or harms another person physically or emotionally,

those targeted by the behavior have difficulty stopping the action directed at them and struggle to defend themselves, and

there is a real or perceived "imbalance of power" which is used to control or harm others; and
the student demonstrating the bullying behavior can have more "power" in ways such as higher social status, is physically larger, has access to embarrassing information, or is emotionally intimidating, and

the behavior is repeated or has the potential to be repeated

It's important to note that bullying issues are complex, and there are several important factors to consider when looking at behavior. Definitions of bullying might also include or address the following:

The types of bullying: The behavior can be overt and direct, with physical behaviors such as fighting, hitting, or name calling, or it can be covert with emotional-social interactions such as gossiping or leaving someone out on purpose. Bullying can also happen in person or through technology on digital devices like phones, computers, and tablets; and in apps, texts, social media, or gaming.

Distinction about amount and duration: Many definitions indicate that bullying is repeated or chronic with the behavior directed at an individual over a period of time. However, the reality is that bullying can also be circumstantial, the result of a single situation, such as a social media post reaching thousands.

Perception of aggression: Aggressive behavior can be defined as forceful words or actions. For bullying, it is important to note not all bullying behavior will be immediately evaluated as "aggressive." Acts such as physical fighting and name calling are easy to recognize while acts that exhibit more covert and subtle behaviors are often difficult to assess but no less aggressive in their impact on the target (e.g., manipulation of how someone is perceived, damaging someone's reputation or status, or spreading false information).

Intent versus impact: Some definitions may include that behavior is considered bullying if the intent is to willfully and knowingly cause hurt or harm. However, in some instances intent can be difficult to identify and assess by those involved in the situation: the person doing the bullying, the target, the witnesses, or even adults who receive the reports of bullying. While it is important to address the intention or purpose behind the bullying behavior, it is equally important to look at the impact of the behavior on the target. Focusing on impact verses intent can be useful in situations where the person bullying indicates that, for example, "it was just a joke" or that the target "took it the wrong way."

The implications for all students: It's important to note that bullying is not just about the implications for those targeted by the behaviors, but is also about the behavior's impact on all students in the school including those who witness the behavior and those that engage in the behavior.

Additional factors: These can include the differentiation between bullying and harassment, enumeration of protected classes, statements around the use of technology, how the behavior impacts educational performance, and the physical locations that would fall under the jurisdiction of school sanctions.

Students often describe bullying as when "someone makes you feel less about who you are as a person."
Note: This is not a legal definition, but rather a way to help understand and identify bullying. For your school's definition, check the district's bullying prevention policies. For a legal definition, consult your state's law on bullying at StopBullying.gov.
For more information read responses to the Question Answered: How is bullying defined?

Help Your Child Identify Bullying

If your child tells you about a situation and you aren't sure if it's bullying, use this checklist:

Does your child feel hurt, either emotionally or physically, by the other child's behavior?

Has your child been the target of the negative behavior more than once?

Does your child want the behavior to stop?

Is your child unable to make the behavior stop on their own?

If the response to one or more of these questions is "yes," the more likely it is that the behavior would be considered bullying.

Types of Bullying

There are many different types of bullying. No matter what type your child is experiencing, it's important that you take it seriously and be aware of the impact it can have on him or her mentally, emotionally, and physically. The types of bullying include:

Verbal: Verbal bullying is the most common type of bullying and the easiest to inflict on other children. It is quick and direct. Children learn at a very early age how to bully other children verbally. It begins with unsophisticated name calling, usually using words that adults tells children are forbidden or unacceptable. As children mature, they begin to understand how words can be used in powerful ways to hurt one another. Boys generally like to name-call and use threats, while girls use slander and gossip to gain social power. Generally, verbal bullying peaks in middle school and begins to decrease as children become more socially conscious and accepting of others' differences.

Examples:

Teasing

Name calling

Making threats against the target

Intimidating

Making demeaning jokes about someone's differences

Spreading rumors

Gossiping

Slandering (spreading false, negative information)

Emotional/Social: Emotional bullying is the most sophisticated type of bullying because it is generally very calculated and is often done in groups. It can be the most difficult behavior for children to define as bullying because they may feel as if they did something to deserve it. They may not recognize the behavior as bullying because it is typically not physical, or they may not understand why it is happening to them. Emotional bullying is generally difficult for the casual observer to detect, since he or she doesn't have full knowledge of the social nuances or social structures surrounding the behavior.

Examples:

Exclusion

Social manipulation

Telling someone who they can and cannot be friends with

Spreading rumors

Humiliation

Physical: Physical bullying can be the easiest type of bullying to recognize, since it is the most visible behavior. This type of bullying includes perceived intent to harm, such as threats or "pretending" to physically harm the target (e.g., flicking fingers or extending hands close to the target's eyes or face to cause a withdrawal reaction). Physical bullying can begin in children as young as 4 or 5 years old. This behavior is not considered bullying until the child realizes his or her actions cause another person pain.

Sexual: Understandably, this may be the most difficult type of bullying for a child and parents to discuss. Even though the subject may be uncomfortable to talk about, children need to know acceptable boundaries and appropriate behavior in social relationships. Students need to be provided with the appropriate social rules and norms for dating and flirting so they can act with respect toward their peers and recognize when someone is not respecting them sexually.

Example:

Sexually charged comments

Inappropriate or lewd glances

Inappropriate physical contact

Targeted sexual jokes

Cyber: The Internet has become the "new bathroom wall," a place where children can post mean and inappropriate comments about their peers. The rise of the Internet and other technology has led to a new, very serious form of bullying: cyberbullying. Cyberbullying is when the Internet, cell phones or other devices are used to send or post text or images intended to hurt or embarrass another person.

Examples:

Sending harassing, embarrassing, or otherwise unwelcome emails or text messages

Threats

Sexual harassment

Hate speech

Ridiculing someone publically in online forums

Posting lies, rumors or gossip about the target and encouraging others to distribute that information

Bullying is Different from Conflict
Conflict is a disagreement or argument in which both sides share their views. Bullying is done with a goal to hurt, harm, or humiliate.
Bullying behavior is often about having power and control over another person. In bullying there is often a power imbalance between those involved, with power defined as elevated social status, being physically larger, or a group against an individual. Students who bully perceive their target as vulnerable in some way, and often find satisfaction in harming them.

In normal conflict, children self-monitor their behavior. They read cues to know if lines are crossed, and then modify their behavior in response. Children guided by empathy usually realize they have hurt someone and will want to stop their negative behavior. On the other hand, children intending to cause harm and whose behavior goes beyond normal conflict will continue their behavior even when they know it's hurting someone.

For more information read responses to the Question Answered: Conflict vs. Bullying: What's the Difference?

Conflict Resolution

The difference between bullying and conflict is important to note, because conflict resolution or mediation strategies are sometimes misused to solve bullying problems. These strategies can send the message that both children are "partly right and partly wrong," or that, "We need to work out the conflict between you two." These messages are not appropriate in cases of bullying (or in any situation where someone is being victimized). The appropriate message to the child who is being bullied should be, "Bullying is wrong and no one deserves to be bullied. We are going to do everything we can to stop it."

Impact of Bullying

Do you remember hearing "Sticks and stones may break my bones, but words will never hurt me"? Research has shown that this old saying simply isn't true. Words can hurt, and bullying can leave lasting emotional and physical scars. Parents and other adults need to understand the impact of bullying so they will know how important it is to prevent it.

Three Areas of Concern to Parents and Others:
1. Education - Bullying can negatively impact a child's access to education and lead to:

School avoidance and higher rates of absenteeism

Decrease in grades

Inability to concentrate

Loss of interest in academic achievement

Increase in dropout rates

2. Health - Bullying can also lead to physical and mental health problems, including:

Headaches and stomachaches

Sleeping problems

Low self-esteem

Increased fear or anxiety

Depression

Post-traumatic stress

For more information, read responses to the Question Answered: How does bullying impact students' health?
3. Safety - Bullying also impacts students' sense of well-being, and can lead to:

Self-isolation

Increased aggression

Self-harm and suicidal ideation

Feeling of alienation at school

Fear of other students

Retaliation

Bullying and Its Impact | PACERTalks About Bullying: Season 2, Episode 11

Do you remember hearing "Sticks and stones may break my bones, but words will never hurt me"? Research has shown that this old saying simply isn't true. Words can hurt, and bullying can leave a lasting impact. These middle school students share their insights about bullying and its impact.

Bullying and Mental Health | PACERTalks About Bullying: Season 2, Episode 10

Bullying impacts more than just a student's education, it can also affect their emotional health and well-being. In this video, Dr. Barry Garfinkel, a child and adolescent psychiatrist, talks about the impact of bullying, signs children may demonstrate, and tips for parents on supporting their child.

Mental and Physical Effects of Bullying

Students who experience bullying are at increased risk for depression, anxiety, sleep difficulties, and poor school adjustment. Center for Disease Control, National Center for Injury Prevention and Control (2017)

Students who bully others are at increased risk for substance use, academic problems, and violence later in adolescence and adulthood. Center for Disease Control, National Center for Injury Prevention and Control (2017)

Compared to students who only bully, or who are only victims, students who do both suffer the most serious consequences and are at greater risk for both mental health and behavior problems. Center for Disease Control, National Center for Injury Prevention and Control (2017)

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

Youth victimized by their peers were 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 and Holt, 2013).

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).

Bullying Roles
There are three basic roles in a bullying situation:

1. The person targeted by the behavior

2. The person(s) initiating the behavior

3. Those witnessing the behavior

The role that any student plays in a bullying situation often shifts and changes from day to day. Somebody who was bullied on the bus in the morning might be the one who makes fun of a younger kid that afternoon. The kid who laughed with other kids at a fight yesterday might ask the new kid with no friends to sit with him at lunch today.

Who is Targeted by Bullying?

It's important to realize that anyone can be bullied. Thousands of children and teens with multiple backgrounds and characteristics from throughout the world have written to PACER about being bullied, and each story is unique. There is no typical profile of someone who might be subjected to bullying, but there are some common characteristics among children who may be targeted by this behavior. One or more of these characteristics in a child may attract someone who bullies, but it does not mean that every child with any of these characteristics will be the target of bullying. Children who are bullied might:

Struggle with the ability to defend themselves.

Provide an emotional reaction to being bullied such as getting mad, becoming angry or scared, or crying. This type of reaction perpetuates the bullying, as it provides the bully with the desired outcome of feeling in control.

Have few or no close friends (peers). They might also be socially isolated. Children with even one friend are less likely to become a target of bullying, because peers are more likely to help one another in times of need. Children who bully recognize the vulnerability of an isolated child.

Avoid being noticed. It is easier to target someone who may seem unassertive and easily dominated.

Have less-developed social skills.

Have difficulty communicating and reading social cues, especially nonverbal cues.

Have characteristics, objects, or resources that evoke jealousy on behalf of the person who bullies.

The Student Who Bullies

Despite common portrayals of someone who bullies as big, tough boys or mean, popular girls, anyone can bully - because bullying is about behavior, not labels. When schools, teachers, parents, and other adults label a child as a "bully," that sends the message that they can't change their bullying behavior, that everyone expects them to always be a "bully." Expectations are powerful forces on children's behavior. Often, they'll choose how to act according to what the adults in their life expect them to do. Therefore, it's important for adults seeking to resolve a bullying situation to avoid labeling the child engaging in bullying behavior as a "bully." They must, of course, be held accountable for their actions, but it's equally important to find out why they are engaging in that behavior. By addressing the root causes of behavior, adults can help children make lasting, positive changes in their behavior.

The Role of the Bystander

The roles of target and initiator are relatively easy to understand. But the children who witness bullying have an incredibly powerful role in the situation. They can make it worse (by joining in the bullying, encouraging the behavior, or escalating the situation), or they can make it much, much better for the target. Some bystanders directly intervene by discouraging the person bullying, defending the target, or redirecting the situation away from bullying. Other bystanders get help by rallying support from peers to stand up against bullying or by reporting the bullying to adults.
Students are powerful in these situations because:

1. They often know about bullying long before the adults.

2. They know the culture of their school and who is vulnerable to bullying.

3. They usually don't like the bullying, but aren't sure how to help.

4. They often see this bullying as an issue they can make their own.

5. If they can act with support, they are a powerful group to engage.

By showing support for the target, or even by just not joining in on the bullying, bystanders can change the course of the situation. Nearly 60% of bullying situations will end when a peer intervenes. When your child sees bullying happen, they can make a difference!
What can your child do to support a target of bullying?

1. Spend time with the students who are bullied.

2. Try to get students who are bullied away from the situation.

3. Listen to the students who are bullied and let them talk about it.

4. Tell the student that no one deserves to be bullied.

5. If the child feels comfortable, tell a trusted adult.

6. Never encourage or contribute to the bullying.

Common Views and Misperceptions about Bullying

In spite of the significant impact that bullying can have on a target, our society often views it as acceptable behavior. There are many misperceptions that characterize bullying, all of which can lead to minimizing the behavior. Here are a few of these common misperceptions, followed by up-to-date information backed by research and experts in the field of psychology.

"Bullying is a natural part of childhood."
FACT: Bullying is often considered a natural part of childhood because it is such a common experience. Yet the fact that something is common does not mean it should remain common. Physical or emotional aggression toward others should not be considered as a normal part of childhood.

"Words will never hurt you."
FACT: Even though words don't leave bruises or broken bones, they may leave deep emotional scars that can have lifelong implications. Children learn at a very early age that words can hurt other children.

"Some people deserve to be bullied."
FACT: No child's behavior justifies being hurt or harmed in any manner. All children deserve to be treated with respect and consideration.

"Bullying will make kids tougher."
FACT: Bullying does not make someone tougher. Being subjected to bullying often has the opposite effect and lowers a child's sense of self-esteem and self-worth. Bullying often creates fear and increases anxiety for a child. For example, children who are passive and socially withdrawn are at a heightened risk of getting bullied and these children become even more withdrawn after incidents of harassment.[1]

"Telling a teacher about bullying is 'tattling.'"
FACT: Children need to know the difference between 'tattling' and 'telling.' Tattling is done to get someone in trouble; telling is done to protect someone. The secrecy of bullying only serves to protect the bully and perpetuate the behavior.

"It's only teasing."
FACT: Most children are occasionally teased. When teasing does not hurt a child, it isn't considered bullying. Teasing becomes bullying when a child does not understand that he or she is being teased, and the intent of the action is to hurt or harm.

"Boys will be boys."
FACT: The implication is that bullying is acceptable, and that it is normal for boys to be physically or verbally aggressive. However, aggression is a learned behavior, not a natural response.

"Girls don't bully."
FACT: Girls can and do bully. While they do not physically bully targets as often as boys, they will often use verbal and emotional bullying. Bullying for girls escalates during the middle school years.

"Children and youth who are bullied will almost always tell an adult."
FACT: Adults are often unaware of bullying, in part because many children and youth don't report it. Boys are less likely than girls, and older children are less likely than younger children, to tell adults about bullying. Children may be reluctant to report bullying because they fear retaliation by the children doing the bullying. They also may fear that adults won't take their concerns seriously, or will deal inappropriately with the situation.

"Bullying is easy to recognize."
FACT: Physical bullying, such as hitting, kicking, and fighting, is easy to recognize since this type of behavior is overt. It is the covert bullying - such as shunning, alienating, and leaving children out on purpose - that is much harder to detect.

"Ignoring bullying will make it go away."
FACT: This solution sounds easy, but ignoring the problem will not make bullying go away. In fact, it often makes the situation worse, because it sends a message that the target is unable to do anything about the behavior and gives emotional satisfaction to the person doing the bullying.

"Children and youth who bully are mostly loners with few social skills."
FACT: Children who bully usually do not lack friends. In fact, often these children have larger friendship networks than other children. Importantly, they usually have at least a small group of friends who support and encourage their bullying behavior. Children who bully generally have more leadership skills than targets of bullying or children not involved in bullying.

"Bullied kids need to learn how to deal with bullying on their own."
FACT: Some children have the confidence and skills to stop bullying when it happens, but many do not. Moreover, children shouldn't be expected to deal with bullying on their own. Bullying is a form of victimization and peer abuse. Just as society does not expect victims of other types of abuse (e.g., child maltreatment or domestic abuse) to deal with the situation on their own, it should not expect this from targets of bullying. Adults have critical roles to play in helping to stop bullying, as do other children who witness or observe bullying.

"Most children and youth who observe bullying don't want to get involved."
FACT: The good news is that most children and youth think that bullying is "not cool" and feel that they should do something if they see it happen. In a recent study of tweens (children ages 9 to 12), 56 percent said that they usually say or do something to try to stop bullying or tell someone who can help.[2] These children and youth play a critical role in helping to stop bullying.

"If my child is being bullied, it's okay for them to fight back."
FACT: If your child is being bullied, you should discourage them from fighting back. Trying to get even with someone who bullies is never a good idea. If your child fights back, the bullying will likely become much worse. And the school may see your child as part of the problem.

"Bullying is the same as arguing."
FACT: People argue about lots of things. Let's say your child and their classmate get into an argument about who's the best hip-hop performer. That isn't bullying, it's conflict. Conflict is a disagreement, or argument, in which both sides express their views. It would be bullying, though, if your classmate told everyone to not hang with you because of the disagreement and got them to gossip about you. This would be considered bullying, as the intention is to hurt someone else. A power imbalance (like being outnumbered) is also a trademark of bullying.

"Cyberbullying starts in middle school."
FACT: Cyberbullying can begin as soon as kids have access to a cell phone, tablet device, or computer through texting or gaming. Cyberbullying can start for many kids long before they are able to use social networking sites, such as Facebook or Instagram, which require users to be at least 13 years of age. There is potential for cyberbullying whenever kids are using technology to interact, especially when they do so unsupervised.

"Cyberbullying is less harmful because it doesn't happen face-to-face."
FACT: Imagine posting a photo of yourself online. Someone else makes a mean, mocking comment about it. Soon, that photo has been shared, liked, reposted - even made into a meme. Thousands of people have seen it, even people you don't know. Cyberbullying can be hurtful because it's public, it spreads quickly, and it's 24/7.

Download the handout, Common Views and Myths About Bullying.

[1] D. Schwartz, K.A. Dodge, & J.D. Coie, "The emergence of chronic peer victimization in boys' play groups," Child Development, 64, (1993): 1755.

[2] S.L. Brown, D.A. Birch,& V. Kancherla. "Bullying perspectives: Experiences, attitudes, and recommendations of 9- to 13-year-olds attending health education centers in the United States." Journal of School Health, 10,( December 2005): 384.

Check Your Knowledge

1. True or False: The definition of bullying can vary by state, district, and school.

Check Answer

True. The definition of bullying will vary as your state will have a bullying prevention law that includes a legal definition of bullying. Schools often also have their own unique bullying policy and definition. You can find your state's bullying prevention law or policy at StopBullying.gov.

2. True or False: Physical bullying is more harmful than verbal bullying.

Check Answer

False. Words can hurt. Verbal bullying is the most common type of bullying and the easiest to inflict on other children. Bullying can impact children mentally, emotionally, and physically, regardless of what type.

3. True or False: Conflict is the same as bullying.

Check Answer

False. Bullying differs from conflict in that it is more than a disagreement or argument and those involved are not evenly matched opponents. Bullying is about power and control. Students who bully perceive their target as vulnerable in some way, and usually find satisfaction in harming their targets.

4. How can bullying affect a student's mental and physical health?

1. Increased risk for depression

2. Increased risk for substance abuse

3. Increased risk for suicide ideation

4. All of the above.

Check Answer

D. All of the above. Bullying has three areas of concern to parents and others: education, health and safety. Students who experience bullying are at increased risk for depression and substance abuse. These students are also 2.4 times more likely to report suicidal ideation than youth who reported not being bullied.

5. How can a student best support another student who is being bullied?

1. Show support for the target of bullying.

2. Confront the student bullying.

3. Laugh at the bullying.

Check Answer

A. Show support. By showing support or the target, bystanders can change the course of the situation! Your child can support a target of bullying by spending time with the student and telling them that no one deserves to be bullied.

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Definition, Impact and Roles - What Parents Should Know About Bullying

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What is bullying? At first glance, many people might think this behavior is easy to define. Their first image of bullying might be of a physically intimidating boy beating up a smaller classmate. While that would still be considered bullying today, parents need to know that bullying behavior can be much more complex and varied than the stereotype.

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effective solutions on STOMP Out Bullying® is the leading national nonprofit dedicated to changing the culture for all students. It works to reduce and prevent bullying, cyberbullying and other digital abuse, educates against homophobia, LGBTQ+ discrimination, racism and hatred, and deters violence in schools, online and in communities across the country. STOMP Out Bullying promotes civility, diversity, inclusion, equity and equality. It teaches how to respond to all forms of bullying, as well as educating kids and teens in school and online. It provides help for those in need and at risk of suicide, and raises awareness through peer mentoring programs in schools, public service announcements by noted celebrities, and social media campaigns.

A pioneer on the issue, STOMP Out Bullying® is recognized as
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In 2005, STOMP Out Bullying was born with the passion and commitment to help all youths in need. Our founder and CEO, Ross Ellis, never wants to see another child in pain, and she never again wants to hear the words, "I want to die."

15 year-old David, was severely depressed due to being bullied. He had been called every possible name one could imagine. He didn't want to go to school, he quit extra-curricular sports. On the days that he did go to school he stayed in his room when he got home and shut his family and friends out. David was surfing the Web and found STOMP Out Bullying. He started reading our "Are You Being Bullied?" page and read about the comebacks. He learned to successfully use the comebacks which helped to make the bully stop victimizing him. Today, David is empowered and enjoys going to school. This is just one of millions of ways we have made an impact on the lives of America's students.

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* Working with over 45,000 school partners to raise awareness and educate students

* Over 20 Youth Leaders working to change the culture in schools across the country

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We have always been an organization for kindness. The types of problems we tackle may have changed over the past decade,
But our passion has never wavered.
Ours is a higher purpose.
We work so that youth may stand tall and be respected. With our help, youth are kinder.
Schools are more inclusive.
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So we devote ourselves to breaking down barriers, we give voice to the voiceless.
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We empower the fearful to be fearless in this pursuit. And together we will find the answers, to change the culture, for good.

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