What to Do When You See Bullying: A Practical GuidePosted: November 5, 2013 | Author: Judy Sklar Rasminsky | Filed under: Uncategorized | Tags: bullying, bullying interventions, bystanders, resilience, teachers |6 Comments
Note: This is the fourth in a series on bullying.
Bullying is extremely complex, but one thing about it is crystal clear: it is essential to stop it when you see it.
Your response—or lack of response—sends a message to every child in your class: that you will not allow bullying, or that you will. Your message may reach the whole school if you’re on the playground or in the cafeteria.
Teachers who know what to do are much more likely to intervene, so we decided to offer you a how-to guide. Although it’s drawn from evidence-based research and practice,* please don’t think it’s a bible. Not everything works every time or in every situation. The field is moving at lightning speed, much is controversial, and notions about what to do change frequently.
This intervention works best when you feel comfortable using it, so it might be a good idea to get together with your colleagues to role play and practice it.
What to do when you see bullying
Step in at once, even if you’re not sure it’s bullying. Stand at an angle between the child who’s been targeted and the child who’s bullying, not turning your back or facing either child directly but blocking eye contact between them. Leave some space between you and the child who’s bullying, and keep your face neutral and your body posture relaxed with your arms at your sides. Until everyone has calmed down, avoid eye contact, which can aggravate the situation.
Stay calm and speak firmly in a low, moderate tone. Don’t smile, argue, or yell. Be respectful at all times.
What do you say?
First address the child who bullied. Describe what you saw or heard and identify it as bullying, whether it is physical or relational: “That was bullying. It is not okay. We take care of each other here. It’s my job to keep everyone safe, and I won’t allow children to hurt each other.” Don’t lecture, try to sort out the facts, demand an apology, or impose consequences.
Next speak to the child who was targeted. Say, “No one should be treated that way,” or “You’re not to blame. This shouldn’t have happened to you.” Do not say, “I’m sorry,” or “Are you okay?” These words may reinjure the child who was bullied.
Don’t send away the bystanders who joined in the bullying, laughed, or just watched. Asking them to leave gives the message that the bullying had nothing to do with them, when in fact they play an important role and can actually help to increase or decrease it. Let them hear you say that bullying is not acceptable and you support the targeted child. Refrain from asking what they saw or trying to gather information—they’ll probably be too afraid they’ll lose their friends or become the next target to tell the truth.
If they defended the targeted child, thank them for trying to help. If they didn’t try, encourage them to take a more prosocial role next time by finding an adult, for example. If you don’t know them, get their names, then send them back to class.
What comes next?
If the child who was targeted seems all right, he or she can return to class, too. But when the child isn’t ready, you need backup. If your school doesn’t have a communication system, you can send one of the bystanders for help—a teacher, the school nurse or counselor, a friend of the child—who can lend support. Alternately, if you have a good relationship and your schedule allows it, the child can stay with you.
As for the child who was bullying, what you do depends on the policies, procedures, and legal requirements of your school, district, and state. Find out exactly what’s mandatory. More than likely you’ll have to escort or refer the child to the office and/or make arrangements for a meeting with you, the principal or director, or another designated person. If necessary, you can accompany both children to the office, walking silently between them.
Inform your colleagues about what happened so that they can provide support and protection and supervise more closely.
You’ll also want to tell both families, who should be aware of the situation and participate in the solution.
Complete a detailed incident report as soon as possible. The data you collect now may be very useful later. Include ideas for improving supervision and monitoring.
Bear in mind that these are immediate measures, not long-term solutions. It takes much more time, planning, follow-up, and action on many fronts to prevent and reduce bullying. In our next post in this series, we’ll guide you through the steps that follow a bullying incident, including the question of consequences and talking with the children involved.
In the meantime, let us know what you think about this intervention. Would it help you to address bullying in your classroom? What other strategies and ideas do you use?
* Sources for the information in this guide include the state of New Jersey, the federal government’s anti-bullying websites (www.stopbullying.gov and www.StopBullyingNow.hrsa.gov), and work by Dan Olweus, Michael Carpenter, Stan Davis and Charisse Nixon, and Nancy Willard.
This article is excellent! If adults would follow these steps our schools would be safe places for all children.
There are several related, complimentary articles that may be of interest: Aggressive Girls, Educator’s Guide to Bullying, Assertiveness Training for Children, Cliques and Put-Downs in Elementary School. To view the articles, click below and on the title of your choice:
Thank you, Leah
Reblogged this on Time to Talk About It.
Hi, We have just posted a follow-up blog that you might want to take a look at.
Excellent article- especially the line”remain neutral.” Teachers are well meaning, but when they begin to show emotion (even feigned anger) they escalate the situation and hinder more than help. Thanks for sharing!
Once any problems have been identified, remedial action will need to be taken. Some problems may be easy to resolve: others may require a longer-term strategy. Priorities for action should be agreed jointly and it should be clear who has responsibility for implementing them. Organisational and management problems must be taken equally seriously as problems with, for example, the work environment. If what is needed is a change of organisational culture, a review of management practices, the development of management training or the improvement of internal communications, then these changes must be implemented according to an agreed timetable. There may be doubt in the worker s mind about reporting bullying and harassment because there may be a workplace culture, or an individual view, that complaining and reporting implies some professional failing or inability to cope with the work.