Some signs that may point to a bullying problem are: 

• Unexplainable injuries

• Lost or destroyed clothing, books, electronics, or jewelry

• Frequent headaches or stomach aches, feeling sick or faking illness

• Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch.

• Difficulty sleeping or frequent nightmares

• Declining grades, loss of interest in schoolwork, or not wanting to go to school

• Sudden loss of friends or avoidance of social situations

• Feelings of helplessness or decreased self esteem

• Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide

• Get into physical or verbal fights

• Have friends who bully others

• Are increasingly aggressive

• Get sent to the principal’s office or to detention frequently

• Have unexplained extra money or new belongings

• Blame others for their problems

• Don’t accept responsibility for their actions

• Are competitive and worry about their reputation or popularity

https://www.stopbullying.gov/resources/external

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

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

https://www.fldoe.org/safe-schools/bullying-prevention.stml

Florida Bully Prevention

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

1. Intervisitation

• Facilitate regular intervisitation sessions where principals and teachers visit other schools to observe best practices in anti-bullying initiatives. These visits should focus on identifying effective strategies, fostering collaboration, and sharing ideas.

2. Monthly Principal Support Groups

• Establish monthly support groups for principals within the district, where they can discuss challenges, share successes, and brainstorm solutions related to bullying prevention. These meetings can be held i -person or virtually.

3. Principal Peer Coaching

• Pair principals with a peer coach to provide one-on-one support, guidance, and feedback on their efforts to lead and sustain an anti-bullying program. Coaching sessions can include discussing strategies, reflecting on leadership practices, and setting goals for improvement.

4. Supervisory Walk-Through

• Regular supervisory walk-throughs focused on monitoring the implementation of anti-bullying policies and practices in the school. During these walk-throughs, administrators should observe interactions, review documentation, and provide immediate feedback to teachers and staff.

5. District Institutes

• Organize district-wide institutes or workshops focused on anti-bullying strategies, where principals and staff from all schools can come together to learn from experts, share experiences, and develop new skills. These institutes can be annual or bi-annual events.

6. Principals’ Study Groups

• Form study groups where principals can collaboratively explore research, case studies, and evidence-based practices related to bullying prevention. These groups can meet regularly to discuss readings, share insights, and plan the application of new knowledge.

7. Individualized Coaching

• Provide individualized coaching for principals and key staff members to address specific challenges in implementing the anti-bullying program. This coaching can be tailored to the unique needs of each school, focusing on areas that require additional support.

  
  

• Implementing these strategies helps to create a robust and sustainable anti-bullying climate in schools. Intervisitation, monthly principal support groups, principal peer coaching, supervisory walk-throughs, district institutes, principals’ study groups, and individualized coaching each play a critical role in fostering continuous learning, collaboration, and accountability. Together, these practices ensure that the anti-bullying program remains effective and adaptable, contributing to a safe and supportive environment for all students.

School-Wide Expectations

Everyone in school should know what it means to be respectful. They should know what it looks like and how it feels to be respected. On the other side, they also should be able to identify if, when, and how someone else’s behavior is inappropriate. School-wide definitions help everyone stay consistent.

Signals and Routines for Unwanted Behavior

Building on the school-wide foundation of expected behavior, all students should know the signal and routine to let someone know their behavior is unacceptable and needs to stop. The signal is something anyone can use anywhere, anytime. It’s short, easy to remember, and easy to do.

Responses to the Stop Signal

When a student signals a behavior is unwanted and needs to stop, other students need to know how to respond. Students should be taught appropriate responses that are calm and responsible.

Recruiting Help

The last routine to teach is how students can recruit help from an adult when they experience bullying, harassment, or intimidation.