Say Good-Bye to Bullying: A Reform Solution to the Problem ...€¦ · physical bullying in the...

1 SAY GOOD-BYE TO BULLYING: A REFORM SOLUTION TO THE PROBLEM OF BULLYING IN THE ELEMENTARY GRADES

Say Good-Bye to Bullying: A Reform Solution to the Problem of Bullying In the

Elementary Grades

Tori Zimmerman

Winona State University


Introduction to the problem

Bullying is a reality! One hundred percent of children are affected by bullying,

whether as a victim, perpetrator, or a bystander. Unfortunately, bullying research has

shown that bullying is prevalent not only in the United States, but throughout the world

as well (Kevorkian, & D’Antona, 2008). It can have negative consequences for the

overall school climate as well as prohibit the right of students to learn in a safe

environment free from fear (Banks, 1997). Research indicates that many children skip

school for fear of being bullied or teased, which indicates the severity of the problem of

bullying. As Kevorkian and D’Antona (2008) state in their book, 100 Facts About

Bullying, “Every child has the right to attend school, have a sense of belonging, and feel

safe. When children miss school for fear of being bullied, they miss opportunities to

learn. Additionally, when students are unable to focus on their academics out of fear for

their safety and the risk of being bullied, they are also robbed of their opportunity to

learn” (p.13). Bullying can take many forms, and these acts of hostile aggression may be

carried out in a number of ways; however, this paper is going to focus primarily on

physical bullying in the elementary grades.

There have been countless definitions given to the word bullying. Dan Olweus, an

internationally known expert on bullying says, “A student is being bullied when he or she

is exposed repeatedly and over time, to negative actions on the part of one or more

students” (as quoted in Green, 2007). In the book, The Anti-Bullying Handbook, Keith

Sullivan (2000) says physical bullying can include, “Biting, hair-pulling, hitting, kicking,


locking in a room, pinching, punching, pushing, scratching, spitting, or any other form of

physical attack. It also includes damaging a person’s property (p. 80). This act of

repeated intentional harm towards others is a serious problem seen in schools today; a

problem that may have lifelong effects on those who are victims of it at an early age.

Being bullied can lead to depression, low self-esteem, shyness, and feelings of

isolation; problems that are likely to carry into adulthood (Banks, 1997). Not only does

bullying create an unsafe environment for students, but it also creates an image of school

as being a fearful and unhappy place to be; a place that is dreadful. Victims of bullying

may experience an increase in fear and anxiety every day they go to school because their

main concern is avoiding the bullies and the places they may be. Students who are bullied

have no sense of security (Aluede, Adeleke, Omoike, & Afen-Akpaida, 2008). In the

average elementary classroom, two to three children spend their day afraid (Garrity, Jens,

Porter, Sager, & Short-Camilli, 2000). Bullying behavior violates a child’s right to

human dignity, privacy, freedom and security. It also has an influence on the victims

physical, emotional, social, and educational well being (Aluede et al, 2008). Among

many other problems, a major concern is that bullying can dramatically affect the ability

of students to progress academically and socially (Banks, 1997).

Historical context

Bullying is not a new occurrence, in fact, it has existed for decades. It used to be

viewed as a rite of passage. For centuries, countries such as Ancient Greece, England,

and Australia have encountered problems with bullying (Green, 2007). Bullying started

to become heavily researched in the 1980’s when Olweus, a Norwegian researcher, began


to look into this type of behavior. At the same time, a strong interest in bullying arose in

Scandinavia where it was known as “mobbing.” In 1982, a newspaper report came out in

Scandinavia revealing that three young adolescent boys from Norway had committed

suicide because of brutal bullying. This unfortunate event triggered national interest in

the study of bullying and victims; therefore, a study was conducted in which data was

taken from 140,000 students in 715 different schools. Following this groundbreaking

research in Scandinavia, numerous researchers studied the frequency of bullying in other

parts of the world. At this time, the rate of bullying in the United States was observed to

be occurring at a rate of 10% (Beaty, & Alexeyev, 2008).

It is the goal of educational professionals to create an institution of learners. This

goal can be problematic when issues such as bullying are prevalent and interfere with

academic instruction. Educational professionals are expected to educate students; our

future generation. When teachers are focused on educating the students, it may be easy

to overlook those serious problems that occur outside of the classroom, problems such as

bullying. Bullying can significantly affect student’s academics, so professionals in the

field of education should have a firm grasp on how to handle such situations when they

arise. If not stopped, unrestrained bullying can create an unsafe school and may lead to

more serious violence. Because bullying in schools is such a serious problem, teachers

need to step up and become active problem-solvers (Green, 2007). Teachers should know

the students they are working with in order that they can be proactive educators, stopping

problems before they even occur. As Green (2007) states, “When we listen to our

students, we can bring our perceptions of bullying closer to reality” (p. 3)


In schools, the learners are the center of focus and are of greatest importance.

Adequate information about students is necessary if any meaningful learning is to take

place. To ensure that a teacher’s effort is not wasted, factors that affect learning and

teaching need to be addressed (Aluede et al, 2008). Looking at the Minneapolis

Standards of Effective Instruction, Standard ten focuses on collaboration, ethics, and

relationships. Under teacher knowledge, this standard makes educators aware that they

should understand how outside factors in a student’s environment (family circumstances,

community environment, health and economic conditions) may influence both student

life and learning. This is an important standard to address when looking at the

characteristics of perpetrators and trying to rationalize why they behave the way they do.

Teachers must not only deal with the academic needs of the children, but they must

also possess an understanding of what goes on inside and outside of their classroom in

order for a safe environment to be available to all students. A teacher is considered a

reflective practitioner, meaning when faced with problems (large or small), they call on

their problem-solving skills, reflect on their teaching experiences, and use current

educational research that focuses on their problem area (Sullivan, 2000). As Keith

Sullivan (2000) states in his handbook, “By using reflective practice, teachers can

construct their classrooms in such a way that they anticipate and prevent bullying, or deal

with it effectively when it does occur” (p. 88).

Bullying illustrates an imbalance of power, resulting in the victim having trouble

defending himself or herself (Garrity et al, 2000). A conflict theorist would see this as a

problem, because there is a struggle for power between that of the dominant group (the


bullies) and the non-dominant group (the victims) with school being an important

instrument in this struggle. Looking at this issue from another perspective, a Functionalist

would argue that educators should care about the problem of bullying and work to fix it

through socialization. As part of the schooling process, students are taught expectations

of how to act in a society, for example, norms, mannerisms, values, and proper

communication, which are all taught through a hidden curriculum. Schools strive to train

students how to act properly in society so order can be established. If proper expectations

are set by educators, students should learn how to properly act in a modern, industrial,

and democratic society.

Reform Solution

Schools have been identified as the ideal setting for organizing efforts against the

increasing problems of children who display inappropriate behaviors, such as bullying. A

possible solution proposed to end the problem of bullying in schools includes a

multifaceted, comprehensive approach. This system-wide comprehensive approach

should be ongoing, supported at district and school administrative levels, research based,

financially viable, and accepted by all stakeholders involved (Sprague, & Walker, 2005).

An important component of a schoolwide plan is to reward prosocial behaviors. Instead

of constantly telling children what not to do, give them direction on expectations for

appropriate behavior (Kevorkian, & D;Antona, 2008).

When developing a comprehensive approach, the first thing individuals involved

should consider are the sources of vulnerability to school violence: (1) the physical layout

of the school building and use of school space/supervision; (2) the administrative,


teaching, and management practices of the school; (3) the characteristics of the

surrounding neighborhoods served by the school; and (4) the characteristics of the

students enrolled in the school. Because educators are likely to focus on a student’s

background, attitude, and behavioral characteristics when bullying occurs, the student is

often viewed as the problem; however, all four areas need to be considered with this

solution (Sprague, & Walker, 2005).

The physical environment of a school building affects human behaviors. The use

of physical space in the school, along with how these spaces are utilized, affects the rate

at which bullying may occur. Schools should make sure there is a staff member or

trained volunteer monitoring areas where bullying can be expected, for example, the

bathroom (Sprague, & Walker, 2005). The students who practice bullying behaviors

could be assigned to a specific location or assigned particular chores to do during release

times. Teachers may want to give bullies tasks to complete that will occupy them during

particular times throughout the day. This method separates the bullies from their victims.

Staggering recess, lunch, and class-release times are also components to consider in this

comprehension approach to bully reform. This tactic will minimize the number of bullies

and their victims present at one time, making supervision easier and bullying more

noticeable (Sampson, 2009).

The administrative, teaching, and management practices of the school are huge

factors when considering bullying reform. A committed and involved school principal is

a key component in a comprehensive approach. Research has shown that a principal’s

investment in preventing and controlling bullying contributes to lower bullying rates


(Sampson, 2009). Along with the school’s principal, teachers, other staff members,

parents, students, and witnesses should all be aware of specific actions to take if bullying

occurs. A school should develop a comprehensive reporting system to track bullying and

the interventions used with specific bullies and victims.

A posting of schoolwide classroom signs that prohibit bullying and a list of the

consequences for doing it may be an effective strategy to use as part of this reform

solution. Age appropriate rules and consequences need to be considered when posting

these signs and teachers need to consistently enforce the rules and be consistent with

consequences in order for them to have meaning. School personnel should encourage

students to report known bullying, as well as encourage them to be helpful to those peers

who may be bullied. High-level school administrators should inform new students about

the school’s bullying policies so they are aware of the importance the school places on

such behavior. Administration should also educate and involve parents in the bullying

reform so they understand the problem, its signs, and are therefore able to intervene

appropriately (Sampson, 2009). Lastly, all teachers in the school should be provided

effective classroom management training. Training should cover how to spot and handle

bullying behaviors, as well as how to work with those students with behavioral,

emotional, or learning problems who may be susceptible to bullying or be a victim of it

(Sampson, 2009).

Outside factors in a child’s life may directly correlate with his/her behavior patterns.

Family, neighborhood, community, and the larger society may all be school-influencing

risk factors that exist for students. Risk factors such as poverty, dysfunctional family life,


drug and alcohol abuse, neglect, negative attitudes towards schools, the modeling of

physical intimidation and aggression, etc. may all play roles in the behaviors witnessed

by students at school (Sprague, & Walker, 2005). As part of a comprehensive reform

solution, administrators and school personnel should assess these particular risk factors in

order to be proactive educators and plan instructional, intervention, and management

strategies accordingly.

As Sprague (2005), the Coordinator of the Institute on Violence and Destructive

Behavior at the University of Oregon states, “Our schools are made unsafe by the

attitudes, beliefs, and dangerous behavior patterns of rebellious children who attend

them” (p. 42). Looking at the characteristics of the students enrolled in a particular

school is the last of the four vulnerability concepts to be addressed. The task of schools,

families, and communities in a comprehensive approach to bullying reform is to promote

resilience, teach skills for school success, and develop positive alternatives to replace the

negative behavioral patterns (Sprague, & Walker, 2005). Professionals in the field of

education have an important, yet challenging, job as they try to assess and identify

particular characteristics in children that may potentially lead to harmful behaviors.

A comprehensive approach to bullying reform in schools takes much planning and

collaboration with everybody involved. To assess the strategies used to help solve the

problem of bullying, post-intervention surveys should be conducted in schools. These

surveys will hopefully provide meaningful feedback that can help altar solutions used in

the future. When working with a comprehensive solution, it is important to remember

that addressing the perpetrator’s behavior is only half of the task. As Sprague (2005)


states, “Ongoing victim intervention and support must be part of any effective and lasting

solution” ( p.99).

Bully-Proofing Your School is an example of a comprehensive approach that has

proven to be an effective reform solution. The Bully-Proofing Your School approach

includes the following components: (1) intervention guidelines; (2) a schoolwide

intervention program; (3) staff training; (4) student instruction; (5) victim support

components; (6) perpetrator support curriculum; (7) a parent/family component; (8) a

resource guide with reproducible presentation and teaching material (Sprague, & Walker,

2005).

School districts and school staff face complex challenges when attempting to

intervene effectively with bullying (Sprague, & Walker, 2005). A comprehensive,

multifaceted approach to bullying reform focuses on more than just one or two aspects of

school bullying, making it complete and advantageous over other solutions. Among the

many advantages the Bully-Proofing Your School solution provides, this comprehensive

approach assists all individuals involved and is consumer-friendly, with a flexible

curriculum. The Bully-Proofing Your School program differs from other anti-bullying

programs by providing perpetrator support curriculum, including a resource guide with

reproducible teaching material for educators to use in their curriculum. It also includes

lessons that teach strategies to students who are bystanders of bullying. Bully-Proofing

Your School places much emphasis on community development, relying on the

involvement of the entire peer community (Plog).


A functionalist perspective can be considered when using a comprehensive, system-

wide solution to bullying, for example, the Bully-Proofing Your School program.

Throughout the process of the comprehensive solution, members of the school personnel

are being trained in many ways that will not only benefit the students, but the school

system as a whole. The administrator in the school plays the role of facilitator, making

sure the teachers are trained effectively in classroom management to lessen the chances

of behavioral problems. Everybody involved in the comprehensive solution to bullying is

working towards socialization of the students by shaping expectations for them as

learners.

Outside factors, such as family or community dysfunctions that may affect the

behaviors of the students at school, are looked at by functionalist as opportunities for

change. School is a solution to the problem. It is where the students are shaped to learn

in a specific way that decreases the likelihood of negative behaviors and increases the

likelihood of academic achievement for all.

Implementation of the Solution

School bullies accumulate a large amount of power through the fear they exert,

forcing schools to respond with an administrative “power program.” A “power program”

can take a great deal of energy and time, and it does little to change the behavior of

bullies; in addition, the focus on the student body is lost in this program. Fortunately,

Bully-Proofing Your School was designed in order that the imbalance of power that is

often seen in schools is alleviated, and the power balance is shifted within the entire

school system. The Bully-Proofing Your School approach can solve the many anxieties


of an unsafe environment victims feel as they enter the school building. This approach is

preventative rather than reactive with a positive rather than disciplinary focus. Bullying

behaviors are directly dealt with, and the bullies are held accountable for their actions,

increasing the likelihood that their behaviors will change (Garrity et al, 2000).

If schools implement Bully-Proofing Your School into their system, problems can be

solved across the spectrum. For example, in bullies, victims, the school environment,

teachers and other staff, students enrolled in the school, and in parents/community

members. This solution can solve the fear of an unsafe school environment because the

school will demonstrate the following attributes: an overall sense of caring, safety and

protection, respect for diversity, and a shared responsibility, meaning everybody

contributes to maintain a no-bullying attitude (Grattity et al, 2000). A student walking

into a school environment in which everybody is friendly and cares about his/her needs

has a greater chance of feeling comfortable and safe, rather than threatened.

Bully-Proofing Your School can solve the behavior problems of bullies both in the

present and in the future. Through this solution, bullies lose their power position and

exhibit fewer behavioral problems. This school-wide approach also has positive

outcomes for bullies later on in life by helping them stay out of criminal justice system

and encouraging them to become positive leaders in a peer group (Grattiy et al, 2000).

Victims of bullying have less to worry about when it comes to isolation, fear, and low

self-esteem when Bully-Proofing Your School in implemented. This solution puts

victims at a decreased vulnerability, showing a decrease in self-blame, in addition to, a

decrease in repeated victimization. Victims are likely to have more friends, along with a


sense of security because they are protected by teachers, staff members, and peers.

Teachers and other staff members have less classroom management issues to worry about

and more time to focus on academics in the classroom. Because they are extensively

trained through this program, teachers and staff members experience fewer behavioral

management problems, an increased awareness of peer conflict versus bully-victim

incidents, and a stronger grasp on conflict resolution skills (Grattiy et al, 2000).

When Bully-Proofing Your School is implemented in a school system, parents have

less to worry about when their child goes off to school each day. The big relief parents

can feel is a sense of security concerning their child at school. They also witness

responsiveness from the school, along with a feeling of community and unity with the

entire school system (Grattity et al, 2000).

Lastly, the students enrolled in the school are a part of this reform solution; therefore,

they benefit from the solution along with everybody else. These students will hopefully

experience more empathy and compassion for others along with increased moral

development and reasoning. An important asset the students are likely to gain is an

empowerment to change things that need it. This is a life skill that will not only benefit

these students in the here and now, but in the future as well (Garrity et al, 2000).

Implementing the Bully-Proofing Your School reform solution has proven to confirm

positive results in schools. Vreeman and Carroll conducted a literature review of studies

of school-based bullying interventions, looking at the direct outcomes of victimization,

the act of bullying itself, aggressive behavior, and school response to violence. The

review showed that school-based interventions that focused on changing the school


climate did in fact have a direct impact on both the frequency and severity of bullying

(Kevorkian, & D;Antona, 2008).

In their article Bully-Proofing: What one district learned about improving school

climate, Keyes, Berkey, and Longhurst took a closer look at the effectiveness of the

Bully-Proofing Your School program. They interviewed over 200 students and school

staff in schools where this program has been implemented. Their results showed that

Bully-Proofing Your School had a positive impact on both discipline and behavior at the

elementary level (Berkey, Keyes, & Longhurst, 2001). Epstein and his colleagues

conducted a four-year study of the impact Bully-Proofing Your School has in a suburban

elementary school. The results were in favor of the program, showing a decrease in both

physical and verbal bullying behaviors, along with an improved awareness of schoolwide

safety (Epstein, Plog, & Porter, 2002).

There are many positive outcomes that can be seen with the implementation of Bully-

Proofing Your School. As Jeffrey Sprague (2005) states in his book, Safe and Healthy

Schools, “The intended outcomes of Bully-Proofing include increases in school

attachment by students, student and staff perceptions of school safety, positive school

culture and climate, and student skills relating to positive character development and

personal and community responsibility” (p.110-111). These outcomes have been seen in

research and studies conducted on schools where this program is implemented. Where

implemented, this program has shown to have a positive impact on the attitudes of the

students, these attitudes showing negative feelings towards bullying behavior. Amy Plog


of Creating Caring Communities addresses the positive results of Bully-Proofing Your

School used at the elementary level. Her results indicate how this program has led to an

increased recognition by students that bullying is discouraged; therefore, reduction in

bullying behavior is seen (Plog).

Collaborative Action/Conclusion

In order for the schoolwide comprehensive approach of Bully-Proofing Your School

to be effective and alleviate the problem of bullying in schools, many individuals must be

involved in the implementation of the solution. A collaborative effort is necessary and all

stakeholders involved need to work together in order that the most beneficial results can

be seen. Many schools tend to solely focus on the victim and bully issues when

implementing this solution; however, the solution to the problem rests within all

individuals within the school community (Garrity, Jens, Porter, Sager, & Short-Camilli,

1997).

The first stakeholder that needs to be defined in the Bully-Proofing Your School

reform solution is a school staff member who will take on the role of the facilitator. The

facilitator can be that of a school administrator, school counselor, school psychologist,

behavior support specialist, teacher, or social worker. The assigned facilitator takes the

initiative to organize and implement the following key components of the program: staff

training, student instruction, victim support, perpetrator interventions, and collaboration

with parents and families (Sprague, & Walker, 2005).


Teachers and other staff members are the next individuals involved in the

implementation of Bully-Proofing Your School. When defining staff, everybody should

be involved in the training, including librarians, kitchen staff, hallway monitors, bus

drivers, and playground aides. Because bullying often takes place outside the classroom,

these staff members are critical in the reform solution. Teachers and staff members

should be trained in conflict resolution discipline strategies while being able to

differentiate between a typical conflict and an act of bullying. Teachers and staff

members should feel confident enough to redirect the power and attention needs of the

bully when a situation arises. The staff training component of this reform solution is

organized so that the facilitator can conduct training sessions for the entire school staff

(Garrity et al, 1997).

Bullies are an important aspect when implementing the Bully-Proofing Your School

reform solution. Bullies can exert a great deal of power and feel a need to hold it;

therefore, intervention must occur. Bullies must have their need for attention and power

redirected into more positive, prosocial routes. Unfortunately, punishment is often times

the most common intervention used by teachers and staff members when bullying occurs.

Through the staff training that is integrated into Bully-Proofing Your School, trained

teachers and staff members can learn to intervene in the most effective way; by utilizing

no-nonsense behavioral corrections. Teachers and staff members need to work together to

encourage behaviors that can replace the need for power that the bully feels is necessary

and help to rechannel those power needs in positive directions (Garrity et al, 1997).


Victims are also individuals who are involved in the process of implementing the

Bully-Proofing Your School solution. Victims of bullying need both support and

protection from other individuals, along with an increase in their social skills. Everybody

involved in the reform solution should work together to help the victims stop putting

blame on themselves for what happened. If everybody works together to create a safe

school environment, victims may feel a sense of protection and security as they learn to

develop social skills and make the most of any adult assistance they receive (Garrity et al,

1997).

It is vital that the caring majority of students who are neither victims nor bullies must

be involved in the Bully-Proofing Your School reform solution. These are the on-lookers

who usually know who the bullies and victims are; however, they are too frightened to

intervene. Together, these children create the climate of the school and are the

foundation and backbone of the program. When these silent, caring students possess the

knowledge and skills needed to intervene and help victims, the power balance shifts away

from the bullies and onto the caring students. It is expected that these students set the

tone of the school environment; a tone which demonstrates kindness and compassion

towards others (Garrity et al, 1997).

The last group of individuals who need to be involved in Bully-Proofing Your School

in order that bullying reform can be brought to fruition is the parental community. This

specific bully proofing program is supported by parents; therefore, parents are active

supporters in the process of bullying reform. Parents have a big responsibility when it


comes to completing the puzzle of this reform solution. A parent has the responsibility of

knowing the difference between normal conflict in their child’s relationships and that of

bully/victim relations. Great support can be brought to the victims of bullying when

parents exert the ability to assess the situation and intervene successfully. School

becomes more of a productive environment when anxiety and fear are at lower levels.

Parents can help lower these levels when they successfully intervene in relationships

when the need arises. Bully-Proofing Your School is not only supported, but also

initiated by the parental community (Garrity et al, 1997).

This comprehensive approach to solve the problem of bullying in elementary schools

is continually striving to create an environment in which all children can feel safe. Adult

members of the school network show support for one another. When support is present

from all adult members, each individual can see his/her own value in the implementation

of the program (Garrity et al, 2000). When looking to implement the Bully-Proofing

Your School solution, it is important to remember the African proverb that states: “It

takes a whole village to raise a child (Garrity et al, 1997. No one person can bring

bullying to an end. It takes the collaborative effort of all the stakeholders involved to

bring this problem of bullying to an end.

Bullying may be a reality, but it is not unstoppable. No child deserves to be deprived

of their sense of safety. No child deserves to live in fear and be robbed of meaningful

educational opportunities. School should be fun; a place to socialize, to learn, to laugh,

and to dream. Whether a teacher, staff member, parent, or peer, everybody can step up


and complete their piece of the puzzle to solve the problem of bullying. By alleviating

bullying behaviors present in elementary schools, education can become more

meaningful; a land of wonderful learning experiences for children.


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