How to Prevent Bullying

Aggression

Students in elementary schools exhibit high levels of aggression toward their fellow students, and bullying is becoming increasingly problematic to manage. It is critical that teachers understand the nature of bullying and how to manage the problem. This presentation uses empirical evidence to show how students, families, and teachers can identify, prevent, and respond to bullying.

Research reveals a difference between occasional aggressive behaviors and bullying. For example, Merrell & Isava (2008) define bullying as "repeated acts of aggression, intimidation, or coercion against a victim who is weaker," and a key feature of bullying is "intent to harm," (p. 26). Built into the definition of bullying is a power differential between the aggressor and the victim. Parents and teachers who recognize this feature of bullying may be able to identify the behavior in its early stages, and take necessary action. Teachers therefore need to understand how to prevent aggressive behavior as well as bullying, and also how to effectively intervene. Parents need to have the courage to recognize when their child might be exhibiting bullying behavior, and take immediate steps to make that behavior unacceptable. If necessary, the parent can work with teachers in one of the formal intervention programs described here.

Formal Intervention Programs

Bullying intervention programs can be highly effective in reducing bullying behaviors on the part of the aggressors, and empowering bullying victims at the same time. In a study of over 2500 students across multiple grade levels in Norway, Kallestad & Olweus (2003) found that in just two years, student reports of bullying and victimization reduced by 50% or more. This substantial reduction in bullying corresponded with a reduction in other antisocial behaviors including vandalism, truancy, alcohol use, and shoplifting (Kallestad & Olweus, 2003). A more positive attitude in the classroom and a perceived improvement of the social climate of the school was also associated with the success of the formal bullying intervention program, called the Olweus Bullying Prevention Program (Kallestad & Olweus, 2003). The Olweus Bullying Prevention Program is structured, and entails training teachers in methods of prevention and implementation. Parents and students can play an active role in formal bullying prevention programs.

The Bully Prevention in Positive Behavior Support program is another formal system of bullying prevention. It has been implemented in the United States with considerable success (Ross, Horner & Stiller, n.d.). This program entails a three-step response, which is "stop, walk, talk." The Bully Prevention in Positive Behavior Support includes a manual for teachers, how to use the program at different age levels, and how administrators can integrate the program into their school's operations. Programs like the Bully Prevention Program and the Olweus Bullying Prevention Program are effective because they encourage teachers to regain control of their classrooms, thereby empowering them to create a more disciplined and structured environment. The goal is to socialize students so that signs of aggression and intimidation are rendered socially unacceptable. Therefore, students are integral to participating in bullying prevention programs like these by helping to make bullying socially unacceptable instead of supporting or ignoring bullies.