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Date: April 30, 2024 Tue
Time: 3:33 am
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Results for school bullying
33 results foundAuthor: Carroll-Lind, Janis Title: School Safety: An Inquiry Into the Safety of Students at School Summary: This report examines the issues of school violence and bullying in New Zealand Schools. The key finding of the report is that the most effective schools worked to improve their whole school environment, culture and ethos, rather than focusing solely on the bullies and students they bullied. Details: Wellington, NZ: Office of the Children's Commissioner, 2009. 155p. Source: Year: 2009 Country: New Zealand URL: Shelf Number: 114595 Keywords: School BullyingSchool CrimeSchool Violence |
Author: Estrada, Felipe Title: Serious Violence at School Summary: In the light of the shooting outrage at Jokela School, in Finland, in 2007, in which eight people were shot to death, and following on from other serious violent offences at schools, the Swedish National Council for Crime Prevention (Brå) was instructed by the Department of Education to conduct an investigation into serious violent crime at Swedish schools. The focus of the National Council's report is therefore directed at violence that commonly results in physical injury. The Swedish Government has instructed a number of other agencies to disseminate knowledge on programmes to combat bullying and other forms of humiliating treatment. The Government instructed the National Council for Crime Prevention to address the following three areas. 1. A quantitative examination of serious school violence This section of the report begins by presenting the findings from previous Swedish studies of serious violence in schools. The principal focus is directed however at new analyses of data from a variety of sources which describe the extent of and trends over time in serious violence at school. One of the important questions addressed is that of what characterises the incidents of serious school violence that have taken place in Sweden. 2. International experiences of preventing serious school violence. The National Council's review of the research literature illuminates what the research says about the possibilities for preventing the most serious incidents of school violence in the form of school shootings. The review also describes what the research literature has to say about the links between bullying and school violence and about the possibilities for preventing serious violence at school. 3. Swedish schools’ view of serious school violence. The third area focused on by the National Council relates to the prevention work which is being carried out in Swedish schools today. On the basis of questionnaires and interviews, we look at how students and others in the school system assess the way violent incidents are dealt with, examining the obstacles, possibilities and needs for preventive measures that different groups identify on the basis of their roles within the school system. Details: Stockholm: Swedish National Council for Crime Prevention, 2009. 19p. Source: Internet Resource: English Summary of Bra Report No. 2009:6: Accessed December 13, 2010 at: http://www.bra.se/extra/measurepoint/?module_instance=4&name=Serious_violence_at_school_summary.pdf&url=/dynamaster/file_archive/090729/b92f847b40aa8fb8ae81ca4e03a79682/Serious%255fviolence%255fat%255fschool%255fsummary.pdf Year: 2009 Country: Sweden URL: http://www.bra.se/extra/measurepoint/?module_instance=4&name=Serious_violence_at_school_summary.pdf&url=/dynamaster/file_archive/090729/b92f847b40aa8fb8ae81ca4e03a79682/Serious%255fviolence%255fat%255fschool%255fsummary.pdf Shelf Number: 120489 Keywords: School BullyingSchool CrimeSchool Violence (Sweden) |
Author: Queensland Schools Alliance Against Violence Title: Working Together: Queensland Schools Alliance Against Violence Report Summary: The formation of the Queensland Schools Alliance Against Violence (QSAAV) provided an important opportunity for the school sectors to collaborate on how best to respond to the issues of bullying and violence in Queensland schools. The issues facing students, school staff and parents are complex, and the possible responses are varied given the unique characteristics of our schools and general population. There is clearly a common concern about bullying, cyber bullying and violence in schools, and a need for effective responses to support students, parents and schools at the individual school, broader community and systemic policy levels. Much effort is already occurring in schools and school sectors to address the issues, but focused ongoing attention and commitment will be required. It is also clear that working to prevent incidents and to respond effectively when incidents do occur requires constant effort and vigilance. The prevention of bullying, cyber bullying and violence in schools must engage students and become part of the broader conversation across the community. Schools cannot successfully deal with these issues in isolation. They require the cooperation of the broader community, and QSAAV has produced an evidence-based framework within which this can occur. This report provides a summary of the information and advice considered by QSAAV during its six-month term, and includes recommendations for consideration by the Minister for Education and Training. Details: Brisbane: Queensland Government, 2010. 45p., app. Source: Internet Resource: Accessed February 18, 2011 at: http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/qsaav_report.pdf Year: 2010 Country: Australia URL: http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/qsaav_report.pdf Shelf Number: 120819 Keywords: CyberbullyingCybercrimeSchool BullyingSchool Violence |
Author: AbilityPath.org Title: Walk A Mile In Their Shoes: Bullying and the Child with Special Needs Summary: This report and guide provides background information, statistics, and firsthand accounts of bullied special needs children. Details: AbilityPath.org, 2011. 58p. Source: Internet Resource: accessed May 17, 2011 at: http://www.abilitypath.org/areas-of-development/learning--schools/bullying/articles/walk-a-mile-in-their-shoes.pdf Year: 2011 Country: United States URL: http://www.abilitypath.org/areas-of-development/learning--schools/bullying/articles/walk-a-mile-in-their-shoes.pdf Shelf Number: 121656 Keywords: DisabilitySchool Bullying |
Author: DeVoe, Jill Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2007 School Crime Supplement to the National Crime Victimization Survey Summary: In school year 2006–07, some 8,166,000 U.S. students ages 12 through 18, or about 31.7 percent of all such students, reported they were bullied at school, and about 940,000, or about 3.7 percent, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2007 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) 1 to show the extent to which bullying and cyber-bullying are reported by students with different personal characteristics. Estimates are included for the following student characteristics: student sex, race/ethnicity, grade, and household income. In addition, appended data from the 2006–07 Common Core of Data (CCD) and the 2007–08 Private School Universe Survey (PSS) show the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics. School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Pacific Islander, Black/African American, and Hispanic/Latino students; and percentage of students eligible for free or reduced-price lunch. Further, the tables use the SCS data to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school. Details: Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2011. 52p. Source: Internet Resource: NCES 2011 316: Accessed May 19, 2011 at: http://nces.ed.gov/pubs2011/2011316.pdf Year: 2011 Country: United States URL: http://nces.ed.gov/pubs2011/2011316.pdf Shelf Number: 121760 Keywords: CyberbullyingInternet CrimesSchool BullyingSchool CrimeSchool ViolenceVictimization Surveys |
Author: Farrington, David P. Title: School-Based Programs to Reduce Bullying and Victimization Summary: School bullying has serious short-term and long-term effects on children’s physical and mental health. Various anti-bullying programs have been implemented world wide and, more rarely, evaluated. Previous narrative reviews, summarizing the work done on bullying prevention, as well as previous meta-analyses of anti-bullying programs, are limited. The definition of school bullying includes several key elements: physical, verbal, or psychological attack or intimidation that is intended to cause fear, distress, or harm to the victim; an imbalance of power (psychological or physical), with a more powerful child (or children) oppressing less powerful ones; and repeated incidents between the same children over a prolonged period. School bullying can occur in school or on the way to or from school. It is not bullying when two persons of the same strength (physical, psychological, or verbal) victimize each other. This report presents a systematic review and meta-analysis of the effectiveness of programs designed to reduce school bullying perpetration and victimization (i.e. being bullied). The authors indicate the pitfalls of previous reviews and explain in detail how the present systematic review and meta-analysis addresses the gaps in the existing literature on bullying prevention. Details: Oslo: Cambpell Collaboration Crime and Justice Group, 2009. 149p. Source: Internet Resource: Campbell Systematic Reviews 2009:6: Accessed February 1, 2012 at: http://www.campbellcollaboration.org/news_/reduction_bullying_schools.php Year: 2009 Country: International URL: http://www.campbellcollaboration.org/news_/reduction_bullying_schools.php Shelf Number: 117563 Keywords: School BullyingSchool CrimesStudent VictimizationStudents, Crimes Against |
Author: Office of the Special Representative of the Secretary General on Violence against Children Title: Tackling Violence in Schools: A Global Perspective. Bridging the Gap Between Standards and Practice Summary: Education has a unique potential to create a positive environment in which non-violent behaviour can be learned, to provide skills that enable people to communicate, negotiate and support peaceful solutions to conflicts. However, in reality, within and around educational settings, both girls and boys continue to be exposed to violence, including verbal abuse, intimidation and physical aggression and, in some cases, sexual abuse. A new publication entitled Tackling Violence in Schools: A Global Perspective was launched at the event. The objectives of the panel discussion were to raise awareness about the global reality, causes and consequences of violence faced by children in and around schools; to share good practices and strategies on how to prevent and address violence in and around schools and to discuss the importance of cooperation at local, national, regional and international levels. Details: New York: Office of the Special Representative of the Secretary General on Violence against Children, 2012. 57p. Source: Internet Resource: Accessed July 18, 2012 at: http://srsg.violenceagainstchildren.org/sites/default/files/publications/Tackling%20Violence%20in%20Schools%20final.pdf Year: 2012 Country: International URL: http://srsg.violenceagainstchildren.org/sites/default/files/publications/Tackling%20Violence%20in%20Schools%20final.pdf Shelf Number: 125672 Keywords: School BullyingSchool CrimeSchool SecuritySchool Violence |
Author: Guasp, April Title: The School Report: The Experiences of Gay Young People in Britain's Schools in 2012 Summary: Key findings: Homophobic bullying continues to be widespread in Britain’s schools. More than half (55 per cent) of lesbian, gay and bisexual pupils have experienced direct bullying The use of homophobic language is endemic. Almost all (99 per cent) gay young people hear the phrases ‘that’s so gay’ or ‘you’re so gay’ in school and ninety six per cent of gay pupils hear homophobic language such as ‘poof’ or ‘lezza’ Three in five gay pupils who experience homophobic bullying say that teachers who witness the bullying never intervene Only half of gay pupils report that their schools say homophobic bullying is wrong, even fewer do in faith schools (37 per cent) Homophobic bullying has a profoundly damaging impact on young people’s school experience. One in three (32 per cent) gay pupils experiencing bullying change their future educational plans because of it and three in five say it impacts directly on their school work Gay people who are bullied are at a higher risk of suicide, self-harm and depression. Two in five (41 per cent) have attempted or thought about taking their own life directly because of bullying and the same number say that they deliberately self-harm directly because of bullying Details: London: Stonewall, 2012. 30p. Source: Internet Resource: Accessed July 20, 2012 at: http://www.stonewall.org.uk/at_school/education_resources/7957.asp Year: 2012 Country: United Kingdom URL: http://www.stonewall.org.uk/at_school/education_resources/7957.asp Shelf Number: 125705 Keywords: Bias Motivated CrimeGays, Crimes AgainstGender IdentityHate CrimesHomophobiaSchool BullyingSchool CrimeSchool Safety |
Author: Kosciw, Joseph G. Title: The 2011 National School Climate Survey The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools Summary: This report examined the experiences of lesbian, gay, bisexual and transgender (LGBT) students in America's schools. The 2011 survey found for the first time both decreased levels of biased language and victimization and increased levels of student access to LGBT-related school resources and support. The 2011 survey demonstrates a continued decline in anti-LGBT language over the years, and for the first time the 2011 survey shows a significant decrease in victimization based on sexual orientation. The survey has also consistently indicated that a safer school climate directly relates to the availability of LGBT school-based resources and support, including Gay-Straight Alliances, inclusive curriculum, supportive school staff and comprehensive anti-bullying policies. The 2011 survey had 8,584 student respondents from all 50 states and the District of Columbia. "GLSEN has worked tirelessly for more than two decades to address endemic bias and violence directed at LGBT students in our schools," said GLSEN's Executive Director Dr. Eliza Byard. "With this report, we are beginning to be able to discern real impact of our efforts. Much work remains to be done to turn promising change into a concrete, sustainable reality, but those schools and districts that are taking action are beginning to make a real difference in improving the lives of students and providing better educational opportunity for all." Despite signs of progress, the survey found that the majority of LGBT students are faced with many obstacles in school affecting their academic performance and personal well-being. Results indicated that 8 out of 10 LGBT students (81.9%) experienced harassment at school in the past year because of their sexual orientation, three fifths (63.5%) felt unsafe at school because of their sexual orientation and nearly a third (29.8%) skipped a day of school in the past month because of safety concerns. Details: New York: The Gay, Lesbian & Straight Education Network (GLSEN), 2012. 160p. Source: Internet Resource: Accessed September 27, 2012 at: http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/000/002/2105-1.pdf Year: 2012 Country: United States URL: http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/000/002/2105-1.pdf Shelf Number: 126472 Keywords: DiscriminationGays, Lesbians and Bisexuals, Crime AgainstSchool BullyingSchool CrimeSchool Safety (U.S.) |
Author: Roman, John Title: Citywide Model Bullying Prevention Policy Summary: On June 22, 2012, the District of Columbia City Council passed the Youth Bullying Prevention Act of 2012 (hereafter referred to as ‘the Act’) to address bullying on a comprehensive, citywide level. The policy requires that all District agencies, grantees, and educational institutions that provide services to youth adopt a bullying prevention policy. The law includes any entity who provides services to youth on behalf of, or with funding from, the District of Columbia. The law also creates the Mayor’s Task Force on Bullying Prevention (the ‘Task Force’), whose role is to assist District agencies in their bullying prevention efforts and the creation of their prevention policies. As part of this charge, the Task Force has compiled a model policy designed around evidence-based best-practices in bullying prevention. The District’s model policy on bullying adopts a public health framework with three levels of prevention practices and strategies: primary prevention applied to all youth and staff in a given setting, secondary prevention targeting youth atrisk of being a bully or a victim as well as places where bullying is most likely to occur, and tertiary prevention which includes responses to a particular bullying incident. This three-tiered public health model has been successfully used in clinical and community psychology to promote mental health and reduce social-emotional problems. The policy differentiates between legally-required responses and prevention activities intended to prevent future incidents. To develop the model policy, the Task Force reviewed best-practices in bullying prevention (see Appendix E) and conducted focus groups with District principals and youth. From this review and feedback, the Task Force identified strategies that have been consistently shown to be most effective at reducing bullying. These strategies are included in the model policy. Together these recommendations form a comprehensive framework that creates a positive climate for all youth who come into contact with an agency. Details: Washington, DC: Urban Institute, Justice Policy Center, 2013. 71p. Source: Internet Resource: Accessed February 22, 2013 at: http://www.urban.org/UploadedPDF/412741-District-wide-Model-Bullying-Prevention-Policy.pdf Year: 2013 Country: United States URL: http://www.urban.org/UploadedPDF/412741-District-wide-Model-Bullying-Prevention-Policy.pdf Shelf Number: 127698 Keywords: Bullying (U.S.)Bullying PreventionSchool Bullying |
Author: Blaya, Catherine Title: Expel Violence! A Systematic Review of Interventions to Prevent Corporal Punishment, Sexual Violence and Bullying in Schools Summary: School violence and peer victimization have become a focus concern due to isolated single, extremely violent events (e.g. school shootings). Even in its less serious forms, the issues of violence and behaviour management in schools trigger a great deal of stress for both pupils and school staff. More broadly, school victimization is a predictor of school drop out; criminality; as well as social exclusion for both victims and perpetrators (Olweus, 1991; Farrington, 1993; Smith, 2004). It is also damaging to the general school climate and quality of education (Debarbieux, 1999). School bullying has become one of the main concerns in Northern Europe (Olweus,1978), England (Smith and Sharp, 1994), Spain (Ortega, 1992) and throughout Europe and other countries such as Australia, Japan and North America (Rigby & Slee, 1991; Twemlow et al., 1996; Smith et al., 1999; Cowie, 2000). Other types of violence such as corporal punishment and sexual abuse are common in some countries. Corporal punishment, although it contravenes the UN Convention on the Rights of the Child remains legal in many countries. Research provided evidence that it remains to be considered the best solution for misbehaviour or conflicts with children by some teachers and head-teachers. This includes developed countries such as the United States, where in the late 1980's, it was estimated that corporal punishment was administered between 1 and 2 million times in schools (American Academy of Pediatrics - Committee on School Health, 2000). It is commonly administered to maintain attention and order within the classroom; for poor timekeeping or as a result of bad academic grades (Human Rights Watch: http://www.hrw.org). Sexual abuse by teachers is frequent in some countries. This is not only traumatic for the victims, but also provides a negative male role model to witnesses. In other countries, the fear of girls being sexually abused or threatened leads some ethnic minorities to exclude them from mainstream education (Blaya, 2003). Male pupils and male teachers are usually the perpetrators, with female pupils being the victims. Sexual violence has an impact not only on mental, but also on physical health and is the focus of concern of the World Health Organization and public health sectors worldwide due to sexually transmitted diseases, mainly HIV. Details: Woking, Surrey, UK: Plan Limited, 2008. 182p. Source: Internet Resource: Accessed April 22, 2014 at: https://plan-international.org/learnwithoutfear/files/expel-violence-english Year: 2008 Country: International URL: https://plan-international.org/learnwithoutfear/files/expel-violence-english Shelf Number: 132129 Keywords: Child Sexual ViolenceCorporal PunishmentPeer VictimizationSchool BullyingSchool CrimeSchool Violence |
Author: Virginia Department of Criminal Justice Services Title: The 2013 Virginia School Safety Audit Survey Results Summary: In 2005, legislation designated the Virginia Center for School Safety (now named the Virginia Center for School and Campus Safety-VCSCS) of the Virginia Department of Criminal Justice Services (DCJS) to prescribe the safety audit content and reporting process for the School Safety Audit program. Accordingly, the VCSCS and DCJS Criminal Justice Research Center conduct an annual on-line school safety survey that allows schools and school divisions to meet the Code of Virginia mandate to report safety audit data. Annual reports can be found on the DCJS website at ww.dcjs.virginia.gov/VCSCS/audit/index.cfm. The survey for the 2012-2013 academic school year was conducted from late July through September 2013 and covered school safety-related topics such as: crisis management plans, use of threat assessments, school climate and safety-related programs, bullying and cyberbullying, and school security practices. Major Findings from the 2012-2013 School Safety Survey - The 2012-2013 school safety survey was completed by 100% of the 1,958 Virginia public schools. This total included 1,109 (57%) elementary schools, 339 (17%) middle schools, and 304 (16%) high schools. Also included in the total were 206 (11%) other types of schools, such as alternative, technical/vocational, combined, prekindergarten (pre-K), and special education. The majority of schools (74%, 1,446) had between 251 and 1,000 students. - Just over two-thirds (68%, 1,322) of the schools report that a majority of their students live in areas with low levels of crime, while 16% (306) report moderate and 2% (47) report high levels. There were 283 schools (15%) that reported students from areas with varied levels of crime. - Schools were asked which types of critical events/emergencies they practiced with students at least annually. The top three were fire (95%, 1,861), natural disasters-including severe weather (80%, 1,561), and presence of unauthorized persons/trespassers (78%, 1,517). - About one-quarter of schools (26%, 510) activated some portion of their Crisis Management Plan (CMP) or Emergency Management Plan (EMP) during the 2012-2013 school year due to an actual emergency. The most common cause of activation was incidents related to violence or crime, including weapon carrying or use, occurring off school property (6%, 116). - Nearly three-quarters of the schools (72%, 1,404) said they shared their CMP/EMP with local first responders. This rate was higher among middle (79%) and high (84%) schools. Over three-quarters of the schools (79%, 1,549) reported that their CMP/EMP includes a reunification plan. - Schools were asked if their CMP/EMP included a Family Assistance Center (FAC). One-third of all schools (33%, 651) reported that their CMP/EMP did include a FAC. Just over half of the schools (53%, 1,033) reported that their CMP/EMP did not include a FAC, and 14% of schools (274) reported they did not know if their plan included a FAC. - A large majority of schools (85%, 1,671) reported using a formal threat assessment process to respond to student threats of violence. Of these schools, 44% (728) reported using the threat assessment guidelines developed by the University of Virginia (UVA) and 44% (728) use a division-created threat assessment model. While 90% (1,506) of the schools report having an established threat assessment team, only three-quarters of schools (76%, 1,269) reported that their staff or team had been formally trained in using their threat assessment model. - Most schools (96%, 1,879) reported having an automated Electronic Notification System (ENS) to notify parents/guardians when there is an emergency at the school. However, only 20% of these schools (383) actually activated their electronic notification system during the 2012-2013 school year because of an emergency. The most frequent cause of activation was a naturally occurring hazard such as earthquake, tornado or dangerous weather conditions (7%, 133). - Over half of all schools (57%, 1,114) reported having regular meetings with law enforcement to discuss problems in and around their school. About one-third of schools (32%, 633) reported receiving crime data reports from local law enforcement regarding crimes occurring near the school and about half of schools (51%, 994) reporting having a process in place through which they received notification from local law enforcement of certain offenses committed by students. Details: Richmond, VA: Virginia Department of Criminal Justice Services, 2014. 75p. Source: Internet Resource: Accessed June 26, 2014 at: http://www.dcjs.virginia.gov/vcscs/documents/2013SchoolSafetyReport.pdf Year: 2014 Country: United States URL: http://www.dcjs.virginia.gov/vcscs/documents/2013SchoolSafetyReport.pdf Shelf Number: 132542 Keywords: School BullyingSchool CrimesSchool SecuritySchool Violence |
Author: Greene, Margaret Eleanor Title: A Girl's Right to Learn Without Fear: Working to End-Gender-Based Violence at School Summary: Education is a fundamental human right for every child but it is too often denied, especially to girls. Plan Canada's latest report, A Girl's Right to Learn Without Fear, produced in partnership with the University of Toronto's International Human Rights Program, and in collaboration with the Canadian Women's Foundation, Native Women's Association of Canada, and White Ribbon Campaign, finds that gender-based violence is a major and critical factor threatening the education of children, and particularly girls, in many countries of the world, including Canada. School-related gender-based violence School-related gender-based violence refers to acts of sexual, physical or psychological violence inflicted on children in and around schools because of stereotypes and roles or norms attributed to or expected of them because of their sex or gender identity. There are immediate and long-term consequences of school-related gender-based violence including health consequences (STDs, HIV infection, unwanted early pregnancies); psychological suffering; poor performance at school; absenteeism; and high dropout rates. - Between 500 million and 1.5 billion children experience violence every year, many in and around the institutions we trust most: our schools. - The World Health Organization ranked Canada as one of the worst countries for its bullying victimization rates. Canada was ranked 27th out of 35 comparable countries - Nearly a quarter of Canadian girls and, at least 15% of boys, have experienced sexual violence before they reach 16. - Female victims of sexual harassment report a loss of interest in school activities, increased absenteeism, lower grades, and increased tardiness and truancy. Ending the violence While violence against children is unjustifiable, it is also preventable. Therefore, the report also focuses on solutions with recommendations for all governments, including Canada's, to put an end to violence against children, with a special focus on girls. The report does not just highlight problems, but is focused on solutions drawn from the experiences of countries leading on these issues. It includes specific recommendations for the Canadian government that are consistent with recent observations on Canada made by the United Nations Committee on the Rights of the Child. Details: Toronto: Plan Canada, 2012. 94p. Source: Internet Resource: accessed October 20, 2014 at: https://plancanada.ca/document.doc?id=325 Year: 2012 Country: Canada URL: https://plancanada.ca/document.doc?id=325 Shelf Number: 133781 Keywords: Gender-Based Violence (Canada)School Based ViolenceSchool BullyingSchool CrimeSchool ViolenceSexual HarassmentSexual ViolenceViolence Against Girls |
Author: U.S. Department of Education Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2013 School Crime Supplement to the National Crime Victimization Survey Summary: This document reports data from the 2013 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS).1 The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2010-11 Common Core of Data (CCD) and the 2011-12 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics.2 School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4). Details: Washington, DC: U.S. Department of Education, 2015. 53p. Source: Internet Resource: Accessed May 13, 2015 at: http://nces.ed.gov/pubs2015/2015056.pdf Year: 2015 Country: United States URL: http://nces.ed.gov/pubs2015/2015056.pdf Shelf Number: 135553 Keywords: BullyingCyberbullyingCybercrimeSchool BullyingSchool CrimesSchool Victimization |
Author: MacKay, A. Wayne Title: Respectful and Responsible Relationships: There's No App for That. The Report of the Nova Scotia Task Force on Bullying and Summary: Schools are in many ways a microcosm of the larger society and this is also true in respect to the problems of bullying. The problems of bullying, and cyberbullying in particular, are a world-wide phenomenon and are growing in prominence. As the Task Force did its work there was barely a day that passed when there was not some mention of these issues. It is in the news, the basis of television crime dramas and it is affecting the lives of young people around the world. In a presentation to the Senate Human Rights Committee on Bullying and Cyberbullying, the President of Bullying.org indicated that there are 252,000 cases of bullying per month in Canadian high schools. A tragic series of youth suicides in Nova Scotia was the trigger that led to the creation of the Task Force, and courageous parent, Pam Murchison, mother of Jenna, whose talented young life ended in suicide, presented to the Task Force in both private and public meetings. These were important reminders of the need to reduce the problem of bullying and its sometimes tragic consequences on the lives of young people. Also the tearful news account of the father of another young Nova Scotian woman, who was tormented by bullies and whose life ended too early, added motivation and a sense of urgency to the work of this Task Force. Suicides are complex issues of mental health and there is rarely a clear cause and effect. However, the negative consequences of bullying in all its forms are extensive: loss of self-esteem, anxiety, fear and school drop-outs are a few examples. As the title of this report suggests, there is no quick fix to this problem; or to put it in modern terms, there is no app for that. The problems of bullying and cyberbullying raise some of the largest and most complex issues in society. At the core of the bullying issue is the need for respectful and responsible relationships among young people and in society generally. While there is lots of blame to go around, bullying is not just about unacceptable individual conduct but rather a complex web of relationships and attitudes that permeate all aspects of modern society. It is about values, community (or the loss of it), a breakdown in respect for other people, and the need for citizens young and old to take responsibility for their actions and inactions. As an insightful Grade 4/5 student stated, "Other people's feelings should be more important than your own. If everybody thought that way, there wouldn't be any bullying." This Task Force was born in the context of the Stanley Cup riots in Vancouver and extensive riots in the United Kingdom. In both these cases the mob mentality prevailed and acts of violence and vandalism were captured on camera for the entire world to see. The lack of respect for other people and their property, a failure to take responsibility for individual and collective actions, the loss of a sense of community and core values were all too evident in these high profile displays of violence and irresponsibility. Problems of bullying and cyberbullying are not confined to youth and in many respects the mandate of this Task Force intersects with some of the largest and most troubling issues of our time. Details: Halifax: Nova Scotia Task Force on Bullying and Cyberbullying, 2012. 105p. Source: Internet Resource: Accessed May 26, 2015 at: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf Year: 2012 Country: Canada URL: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf Shelf Number: 129790 Keywords: BullyingCyberbullyingSchool BullyingSchool CrimesSuicide |
Author: Lessne, Deborah Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2011 School Crime Supplement to the National Crime Victimization Survey Summary: This document reports data from the 2011 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2009-10 Common Core of Data (CCD) and the 2009-10 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics. School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/ Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4). Details: Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2013. 52p. Source: Internet Resource: Accessed August 24, 2015 at: http://nces.ed.gov/pubs2013/2013329.pdf Year: 2013 Country: United States URL: http://nces.ed.gov/pubs2013/2013329.pdf Shelf Number: 129732 Keywords: BullyingCyber BullyingSchool BullyingSchool CrimesSchool SecuritySchool Victimization |
Author: Cohn-Vargas, Becki Title: Not in Our School. Preventing and Addressing Bullying and Intolerance: A Guide for Law Enforcement Summary: Bullying consists of a wide range of actions from persistent teasing and unwanted physical or verbal comments-which are not in themselves considered to be criminal acts-to serious criminal behaviors such as extortion, threats, vandalism, robbery, assault, and battery. Local law enforcement officers and school resource officers (SRO) can be of great assistance to school personnel in helping to reduce or eliminate incidences of bullying by becoming involved in positive school-sponsored bullying prevention programs. Officers can play a leadership role through community policing programs that educate and help young people avoid arrest and prevent contact with the juvenile justice system. This guide is intended to be a primary resource for law enforcement officers who play a large role in helping educate children and adults about the problems resulting from bullying and ways to prevent and intervene in bullying incidents. Officers can also help targets of bullying break a cycle by being a trusted and safe adult to whom children can turn. They can help bystanders learn to speak up to stop bullying, and they can help children who bully transform their behavior and break out of patterns of behavior that lead to further harm. Details: Washington, DC: U.S. Department of Justice, Office of Community Oriented Policing Services, 2015. 40p. Source: Internet Resource: Accessed May 16, 2016 at: http://ric-zai-inc.com/Publications/cops-p334-pub.pdf Year: 2015 Country: United States URL: http://ric-zai-inc.com/Publications/cops-p334-pub.pdf Shelf Number: 139059 Keywords: BullyingSchool BullyingSchool Crimes |
Author: Human Rights Watch Title: "The Nail That Sticks Out Gets Hammered Down": LGBT Bullying and Exclusion in Japanese Schools Summary: School bullying is a notorious problem in Japan. Students target peers they perceive to be different with harassment, threats, and sometimes violence - including by singling them out based on their real or perceived sexual orientation or gender identity. The Japanese government compounds and even fuels this problem by promoting social conformity and a climate of "harmony" in schools, and by insisting that no student is more vulnerable to bullying than any other. In doing so, it fails to address the vulnerabilities of lesbian, gay, bisexual, and transgender (LGBT) students. Based on more than 100 in-depth interviews with sexual and gender minority youth and Japanese education experts, "The Nail That Sticks Out Gets Hammered Down" examines the shortcomings in Japanese policies that expose LGBT students to bullying and inhibit their access to information and self-expression. Lack of comprehensive sex education, silence on LGBT topics in the national curriculum, and inadequate teacher training on sexual orientation and gender identity all contribute to LGBT students' vulnerabilities. Policies that require transgender people to obtain a diagnosis of gender identity disorder as a first step toward gaining legal recognition are harmfully rigid and discriminatory, and can have a particularly harsh impact on youth. While Japan's education ministry has taken positive steps in recent years to recognize, understand, and protect LGBT students, further action is needed to develop specific policies to address bullying. As the public debate on LGBT rights in Japan gains momentum around same-sex marriage and employment non-discrimination, the government has an opportunity to bring its policies in line with its international human rights commitments, including the right to education free from discrimination for all children. Details: New York: HRW, 2016. 92p. Source: Internet Resource: Accessed June 8, 2016 at: https://www.hrw.org/sites/default/files/report_pdf/japan0516web.pdf Year: 2016 Country: Japan URL: https://www.hrw.org/sites/default/files/report_pdf/japan0516web.pdf Shelf Number: 139337 Keywords: Bias CrimesGays, Crimes AgainstHate CrimesLesbian, Gay, Bisexual, Transgender (LGBT)School BullyingSchool Crimes |
Author: Schwartz, Heather L. Title: The Role of Technology in Improving K-12 School Safety Summary: Violence in schools negatively affects children's future life outcomes and the culture and performance of the school. For these reasons, promoting school safety is a national priority for many federal agencies, including the National Institute of Justice. This report focuses on school safety technologies as one among many approaches to prevent and respond to school violence. In the report, the authors summarize existing research on school violence, categorize school safety technologies and describe the available research about them, present six case studies of innovative technologies as used in schools, summarize experts' views of technologies and safety problems based on interviews, and present experts' rankings of technology needs to improve school safety produced during two day-long panels. These activities revealed that some of the most pressing safety needs that technology could address relate to (1) enabling two-way communication between teachers and emergency responders; (2) "all-in-one" applications that would integrate currently fragmented and outdated school safety policies, procedures, and training for school staff and parents; (3) advances in social media monitoring; and (4) improved tip lines to make them more robust and effective. Results should be of interest to organizations and individuals involved with K-12 school technology planning, research funding, and product development. Key Findings Violence in Schools Is Not Uncommon - In the 2009-10 school year, 74 percent of public schools recorded at least one incident of violence, including serious violence, fights, physical attacks, and threats. Many Factors Affect the Likelihood of Violence Occurring in a School - School climate is one element that affects the likelihood of violence occurring in a school. Also, violence is more common in places with the least adult supervision, such as hallways, bathrooms, and stairwells. Males are more likely than females to be victims, as are Hispanic and black students. Other important factors include student behavior and activities, such as substance abuse, mental health symptoms, belief in violence, school misbehavior, and prior exposure to violence. The Authors Identify 12 Types of School Safety Technologies - The technologies identified include employing entry control equipment, ID technology, video surveillance, and school-site alarm and protection systems. Other technologies identified were metal detectors and X-ray machines, anonymous tip lines, tracking systems, mapping schools and bus routes, using violence prediction technology, and social media monitoring. Recommendations The authors identify several areas with the potential for improving safety in U.S. schools. These include investments in communication strategies, comprehensive school safety plans, improved tip lines, and improved upkeep of technology. Schools need better information on what works; technology developers should test their technology solutions in real-world settings; and schools should develop an all-hazards safety plan, examine the underlying psychological and social problems that lead to school violence, make sure that the technology being considered will integrate with the school's current system, and identify the school's needs, budget, and community values before selecting a technology. Details: Santa Monica, CA: RAND, 2016. 148p. Source: Internet Resource: Accessed August 27, 2016 at: http://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR1488/RAND_RR1488.pdf Year: 2016 Country: United States URL: http://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR1488/RAND_RR1488.pdf Shelf Number: 140059 Keywords: School BullyingSchool CrimesSchool SafetySchool SecuritySchool Violence |
Author: Palmer, Neal A. Title: Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth Summary: Over the past decade we have witnessed enormous growth in interest in the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in school. More and more attention has been paid to LGBTQ student safety, particularly regarding their disproportionate exposure to bullying and potential ways to make schools safer and more supportive. For the first time, the federal government has committed to asking about harassment and bullying based on sexual orientation via the Civil Rights Data Collection that all U.S. school districts are required to complete. In addition, the Department of Education has added LGBT-inclusive questions to other government surveys, such as the High School Longitudinal Survey , and more LGBTQ students than ever indicate that their schools have anti-bullying policies that specifically protect them based on their sexual orientation and gender identity/expression. Yet, despite these recent gains, schools still remain unsafe for many LGBTQ students and may also be unwelcoming to LGBTQ students because of discrimination and a lack of affirming resources. There also has been growing attention to harsh and exclusionary disciplinary policies that effectively push students, including LGBTQ students, out of schools. A great deal of research has documented the over-representation of certain groups of students in the school-to-prison pipeline (STPP). Specifically, Black/AfricanAmerican youth, Latino/a youth, and youth with disabilities experience disproportionately higher rates of school discipline and involvement with the criminal/juvenile justice system and lower high school graduation rates. Emerging research suggests that these harsh forms of discipline may be also applied disproportionately to LGBTQ youth, thus depriving this population of educational opportunities. This report expands on the current body of literature by examining potential pathways that push youth out of school and potentially into the criminal justice system in a national sample of LGBTQ middle and high school students. This report draws from data from GLSEN's 2013 National School Climate Survey, sharing both relevant, previously reported findings, and presenting new findings from analysis conducted specifically for this report. Details: New York: GLSEN, 2016. 80p. Source: Internet Resource: Accessed October 20, 2016 at: https://www.glsen.org/sites/default/files/Educational%20Exclusion_Report_6-28-16_v4_WEB_READY_PDF.pdf Year: 2016 Country: United States URL: https://www.glsen.org/sites/default/files/Educational%20Exclusion_Report_6-28-16_v4_WEB_READY_PDF.pdf Shelf Number: 145891 Keywords: DiscriminationLGBTQSchool BullyingSchool DisciplineSchool SecuritySchool-to-Prison Pipeline |
Author: Southern Poverty Law Center Title: The Trump Effect: The Impact of The 2016 Presidential Election on Our Nation's Schools Summary: In the first days after the 2016 presidential election, the Southern Poverty Law Center's Teaching Tolerance project administered an online survey to K-12 educators from across the country. Over 10,000 teachers, counselors, administrators and others who work in schools have responded. The survey data indicate that the results of the election are having a profoundly negative impact on schools and students. Ninety percent of educators report that school climate has been negatively affected, and most of them believe it will have a long-lasting impact. A full 80 percent describe heightened anxiety and concern on the part of students worried about the impact of the election on themselves and their families. Also on the upswing: verbal harassment, the use of slurs and derogatory language, and disturbing incidents involving swastikas, Nazi salutes and Confederate flags. Details: Montgomery, AL: SPLC, 2016. 20p. Source: Internet Resource: Accessed December 7, 2016 at: https://www.splcenter.org/sites/default/files/splc_the_trump_effect.pdf Year: 2016 Country: United States URL: https://www.splcenter.org/sites/default/files/splc_the_trump_effect.pdf Shelf Number: 140329 Keywords: Bias-related CrimesHarassmentHate CrimesSchool BullyingSchool Crimes |
Author: Human Rights Watch Title: "Like Walking Through a Hailstorm": Discrimination against LGBT Youth in US Schools Summary: In 2001, Human Rights Watch published Hatred in the Hallways, a report that documented widespread bullying and harassment of LGBT students in the United States. Fifteen years later, research in Alabama, Pennsylvania, South Dakota, Texas, and Utah demonstrates that many LGBT youth across the country remain unsafe and unwelcome in their schools. Drawing from interviews with over 500 students, teachers, administrators, parents, and service providers, "Like Walking Through a Hailstorm" documents how bullying and harassment, exclusion from school curricula and resources, restrictions on LGBT student groups, and discrimination and bigotry jeopardize the rights and well-being of LGBT youth. It urges federal, state, and local officials to take meaningful steps to curb bullying and discrimination, recognize and affirm LGBT youth, and foster environments where all students are able to participate and learn. Details: New York: HRW, 2016. 115p. Source: Internet Resource: Accessed January 27, 2017 at: https://www.hrw.org/sites/default/files/report_pdf/uslgbt1216web_2.pdf Year: 2016 Country: United States URL: https://www.hrw.org/sites/default/files/report_pdf/uslgbt1216web_2.pdf Shelf Number: 144919 Keywords: BullyingDiscriminationHarassmentHate CrimesLGBTSchool Bullying |
Author: United Nations Special Representative of the Secretary-General on Violence Against Children Title: Ending the Torment: Tackling Bullying from the Schoolyard to Cyberspace Summary: This publication seeks to bring together key elements of the rich global expertise on the issue of bullying in order to share information, ideas and examples of best practice with all those who are interested in tackling such a scourge. It offers a complement to the United Nations Secretary-General's Study on Violence against Children and will hopefully provide further impetus to the drive by countries throughout the world to understand and better prevent the bullying of children and young people in all its ugly manifestations. As on all issues that affect children, it is essential that their ideas and views are sought and heard. The perceptions, experience and recommendations of children are of fundamental importance in tackling any issue of concern to them and their ideas are an important part of this publication. Their views and perspectives feature particularly in the chapter on UNICEF's U-Report. The U-Report is an electronic platform that reaches two million children, the majority in Africa, seeking their views and offering them an opportunity to widely share their experiences. But we also hear their voices in articles from other authors. The key themes of this publication focus on the areas that need to be developed and strengthened in order to prevent bullying and to effectively mitigate its harm. Providing information on, and raising awareness of, the insidious and damaging nature of bullying, as well as providing guidance on coping with its negative impacts are an important part of addressing the issue: so too are efforts to enable children to take action themselves to combat the problem. Their empowerment must be at the heart of any holistic approach to bullying. Chapter 1 of this publication therefore looks at these issues and draws on expertise from different perspectives and regions. From Greece, George Moschos looks at respecting children's rights and promoting a participatory culture of peace and respect in schools. Maria Luisa Sotomayor brings us the responses from the U-Report and considers new approaches to participation and the use of ICTs. And finally, Anne Lindboe and Anders Cameron, from Norway, consider the role of independent human rights institutions in preventing and responding to violence and in particular bullying. In Chapter 2, the publication moves into a consideration of legislation and public policies with the first article by Brian O'Neill, from Ireland, examining a national multi-facetted approach to the prevention of bullying and cyberbullying. The second article, by Eric Debarbieux, considers the school climate in Europe, and France in particular, and looks at the ways in which changing perceptions can lead to a change in public policies. Kirrily Pells, Maria Jose, Ogando Portela and Patricia Espinoza draw on evidence from a number of countries to understand the structural drivers of bullying: these include poverty and inequity. Christophe Cornu and Yongfeng Liu look at the importance of an inclusive and equitable education for all learners in an environment free from discrimination and violence based on sexual orientation and gender identity/ expression and how this can be supported by governments. And finally, Bernard Gerbaka and Fares BouMitri introduce a new topic with a look at the role of the medical community in addressing bullying. Chapter 3 looks at the essential field of school interventions. In this section Dan Olweus, a pioneer in the field and creator of the Olweus Bullying Prevention Program, and Susan Limber, consider the building blocks for an effective bullying prevention and response model. Then Sanna Herkama and Christina Salmivalli look at the success of the KiVa anti-bullying programme in Finland, which uses a whole-school approach. Julie Swanson and Katharina Anton-Erxleben, from the USA, give an important and strong gender perspective on bullying and school-related gender-based violence. And finally in this section Ersilia Menesini and Annalaura Nocenti look at tailoring different prevention approaches to the national context in Italy. Chapter 4 examines the importance of data, without which we cannot understand or assess the extent of the problem. Dominic Richardson and Chii Fen Hiu lead off this section with a review of existing data and a look at what is needed to develop a solid response on prevention. This is followed by an article in which Sonia Livingstone, Mariya Stoilova and Anthony Kelly examine the evidence for the claim that new media bring new problems, arguing in conclusion that bullying and cyberbullying are inextricably linked in complex and challenging ways. Patrick Burton takes a look at data on bullying and cyberbullying in southern Africa, while Michael Dunne, Thu Ba Pham, Ha Hai Thi Le and Jiandong Sun, consider the impact of bullying and severe educational stress and the challenges faced in East Asian schools. Maha Almuneef presents a review of bullying in the Arab region, suggesting future policy development directions, and finally in this section, Robertas Povilaitis analyses experiences of projects in Lithuania while the International Child Helpline presents interesting case studies and data. The contributors to this publication represent all regions, their expertise ranges across a number of different fields, and their research examines different aspects of bullying and cyberbullying. Further information on the authors is included later in the publication. This publication has sought to identify issues to which we should be giving greater visibility and prominence, new facets of the problem that should be shared, concerns that should addressed, and examples of good practices that can stimulate and boost action by governments, policy makers, teachers and children themselves in the fight against bullying. Details: New York: Office of the Special Representative of the Secretary-General on Violence against Children, 2016. 174p. Source: Internet Resource: Accessed April 14, 2017 at: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf Year: 2016 Country: International URL: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf Shelf Number: 144904 Keywords: BullyingChild ProtectionCyberbullyingCybercrimeOnline BullyingSchool BullyingViolence Against Children |
Author: Scotland. Parliament. Equalities and Human Rights Committee Title: It is not Cool to be Cruel: Prejudice-based bullying and harassment of children and young people in schools Summary: Scotland is on an ambitious journey to build a more equal, fair and accepting society for all of its people. The cornerstone of this ambition must be to ensure equality for the children and young people of Scotland. How we help to shape their experience of Scotland today, will dictate how fair and equal the Scotland of tomorrow is. To do this, we must place the voices of our children and young people at the centre of our efforts to deliver their human rights. Over the last eight months the Equalities and Human Rights Committee of the Scottish Parliament has been listening to the voices of our children and young people, and their advocates, as part of our inquiry into prejudice-based bullying and harassment in schools. The story they have told us is a troubling one. In this report we have sought to shine a light on the reality of children's experiences of prejudice-based bullying and harassment and the enormous risks posed to their health and wellbeing. We have listened to their ambitions for a school life that helps them learn and grow, supports them to find out who they are, and sets them on the path to achieve their full potential. But for too many children and young people this is not the reality of their education. For them school is becoming a battle against prejudice, bullying and sexual harassment, one fought daily in classrooms, corridors, playing fields and online. Their primary goal is simply to survive their education, emotionally, psychologically, and now more than ever, literally, with 27% of LGBTI children attempting suicide. Our education system plays a vital role in addressing prejudice and harassment. Protecting the human rights of children is central to their developmental experience. We welcome the refresh of Respect for All, Scotland's national approach to anti-bullying by the Scottish Government. We thank the Deputy First Minister and Cabinet Secretary for Education and Skills, John Swinney MSP, for pausing the refresh process so as to allow us to set out the actions we believe are necessary to properly address prejudice-based bullying and harassment in schools. We believe Respect for All has a vital role to play in proactively placing a human rights-based ethos at the centre of our education system. However, it is only part of a wider approach which must be adopted to ensure key strategies and tools work effectively together to achieve the success we all want to see. This includes - recognising the prevalence of prejudice-based bullying and sexual harassment in schools, and the need for urgent action; moving away from a reactionary approach which deals with the consequences of bullying and harassment, to a proactive education system which seeks to prevent them; ensuring national policies in areas such as mental health, hate crimes, school leadership, and the curriculum, properly promote children's rights, early intervention and a whole school approach to inclusive environments; ensuring we educate children on issues such as consent and healthy relationships from the earliest age; delivering mandatory teacher training and CPD on equalities, children's rights and the impacts of prejudice-based bullying, and establishing a duty to report all prejudice-based bullying and sexual harassment in schools. Our report elaborates on these, and other key issues relating to prejudice-based bullying and harassment. The time is now for all those who help to shape, deliver and support education in Scotland to act effectively together to ensure children and young people can develop and learn in a school environment free from the fear and cruelty of prejudice. Details: Edinburgh: Scottish Parliament, 2017. 71p. Source: Internet Resource: Accessed August 4, 2017 at: https://sp-bpr-en-prod-cdnep.azureedge.net/published/EHRiC/2017/7/6/It-is-not-Cool-to-be-Cruel--Prejudice-based-bullying-and-harassment-of-children-and-young-people-in-schools/5th%20Report%202017.pdf Year: 2017 Country: United Kingdom URL: https://sp-bpr-en-prod-cdnep.azureedge.net/published/EHRiC/2017/7/6/It-is-not-Cool-to-be-Cruel--Prejudice-based-bullying-and-harassment-of-children-and-young-people-in-schools/5th%20Report%202017.pdf Shelf Number: 146713 Keywords: BullyingPrejudiceSchool BullyingSchool CrimesSexual Harassment |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Out Nation's Schools Safe! Volume V Summary: In this fifth volume of Sharing Ideas and Resources To Keep Our Nation's Schools Safe, the National Institute of Justice (NIJ) and the Justice Technology Information Center (JTIC), part of the National Law Enforcement and Corrections Technology Center (NLECTC) System, present a new compilation of articles posted on the SchoolSafetyInfo.org website in the past year. While at first glance these articles seem to profile a wide variety of projects and programs, all of them have at least one thing in common. That is, their planners, coordinators and organizers told us the same thing: We want to help other schools. We want them to know what we're doing, and we want them to feel free to call us with questions, to help them start similar projects of their own. In 2017, schools, law enforcement agencies and communities keep on coming together across the United States as they create innovative and groundbreaking solutions to the persistent problems of violence, bullying, security breaches, gang tensions and social media abuse. For the past five years, SchoolSafetyInfo. org has worked toward ensuring that schools and school administrators, local law enforcement agencies and school resource officers know that they're not alone in their quest to make their schools safer, that others are working toward the same goal. We reach out to small rural school districts and to federal government agencies, and we always get the same answer: "We're taking a proactive approach here, and we want the rest of the country to know about it." These are just some of the projects you'll read about in this fifth volume: - Training for school bus drivers that emphasizes good communications skills and situational awareness. - A free video on how to handle bomb threats. - A simple reverse checkout procedure initiated by a school in rural Alabama. - A New Jersey program for a new class of Special Law Enforcement Officers. - A wide-ranging bullying prevention program that started with a group of concerned students. Details: Washington, DC: National Law Enforcement and Corrections Technology Center, 2017. 80p. Source: Internet Resource: Accessed September 19, 2017 at: https://justnet.org/pdf/Sharing-Ideas-and-Resources-Schools%20Safe_Vol5.pdf Year: 2017 Country: United States URL: https://justnet.org/pdf/Sharing-Ideas-and-Resources-Schools%20Safe_Vol5.pdf Shelf Number: 147394 Keywords: School BullyingSchool CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool Violence |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Our Nation's Schools Safe! Volume IV Summary: Apps. Databases. Tiplines. Videos. Educational campaigns. Throughout the United States, schools, law enforcement agencies and communities keep on coming together, continuing to create innovative and groundbreaking solutions to the persistent problems of violence, bullying, security breaches, gang tensions and social media abuse. The National Institute of Justice (NIJ) and the Justice Technology Information Center (JTIC), part of the National Law Enforcement and Corrections Technology Center (NLECTC) System, bring you more of these solutions in this fourth volume of Sharing Ideas and Resources to Keep Our Nation's Schools Safe. We want you to know about the people who are searching for, and finding, positive ways to address these problems. We want to tell you about the technologies and strategies that are working across the country, and we want to hear from you about what's going on in your area. In addition to the success stories that fill the three previous volumes in this series, we continually post new ones on SchoolSafetyInfo.org, the JTIC website dedicated to school safety news, information and technology. In addition to downloadable files of Volumes I, II and III, our site includes links to a wide range of resources and materials produced at the federal, state and association levels, and provides access to school safety-related publications and videos from NIJ and the NLECTC System. You can also learn about School Safe - JTIC's Security and Safety Assessment App for Schools, and obtain instructions on how to download it. In this fourth volume, you will read about an educational video on cybersafety produced by a concerned law enforcement officer in Georgia; new approaches to training implemented by the Indiana State Police and the campus police at the University of Massachusetts-Amherst; a free campus safety app developed by a team of students at the University of Michigan; an educational campaign produced by high school students in Connecticut; and a number of other school-community-law enforcement collaborative projects. Details: Washington, DC: National Law Enforcement and Corrections Technology Center, 2016. 104p. Source: Internet Resource: Accessed September 19, 2017 at: https://justnet.org/pdf/00-Sharing%20Resources_Vol4_FINAL_508_06282016.pdf Year: 2016 Country: United States URL: https://justnet.org/pdf/00-Sharing%20Resources_Vol4_FINAL_508_06282016.pdf Shelf Number: 147395 Keywords: CybercrimeCybersecuritySchool Bullying School Crime School Resource Officers School Safety School Security School Violence |
Author: U.S. National Institute of Justice Title: Sharing Ideas & Resources to Keep Out Nation's Schools Safe! Volume I Summary: Tragic events lead to new prevention and response strategies. We recognize that there are dangers in our communities and in our schools. These realities call for an enhanced focus on safety. The decades-old school fire drill has evolved to active shooter/ threat drills as threats have escalated and materialized, often with tragic outcomes. Our nation is seeking new and innovative ways to keep children and adults safe in school settings. Far from simply developing techniques to respond efficiently to an active incident, public safety officials are also exploring technologies to gauge and prevent potential crises. And they are sharing their ideas and results. Across the country, entire communities are rallying and dedicating themselves to being proactive in preventing school violence. There is much talk about how existing programs can be reinvigorated, what new technologies can be created and how training tools can be distributed to school resource officers (SROs), administrators and local law enforcement agencies. Modern threats are being addressed with modern technology, strategy and resolve. The U.S. Department of Justice's National Institute of Justice (NIJ) is a leader in identifying and sharing new training and technology with law enforcement and other first responders. Since Congress passed the Safe Schools Initiative 15 years ago, NIJ has worked collaboratively with other federal agencies on behalf of our nation's law enforcement to answer the call to develop tools and strategies to boost security in our schools. Front-line professionals are working more closely with teachers and administrators, students, parents and community leaders to create alliances that will transform our nation's schools. NIJ, through the National Law Enforcement and Corrections Technology Center (NLECTC), is helping communities gather and share their success stories in this publication and at SchoolSafetyInfo.org. In this guide, you will read about new uses for familiar, standard-bearing technologies such as: - Advanced Law Enforcement Rapid Response Training (ALERRT). - NIJ's School Critical Incident Planning-Generator (SCIP-G) tool. - NLECTC System video "It Can Happen Here." - Free online training from International Association of Chiefs of Police. - School Safety Audits. In addition, you will read about new products and apps such as: - Anne Arundel County (Md.) Police Department's Speak Out app. - Tucson's Mass Casualty Trauma Kits. - SmartPhone app for students to communicate with police. - See-Hear-Report text a tip program. - Real Time Location Systems (RTLS). This guide also reports on unique collaborative community efforts that are succeeding in cities and rural areas alike. Details: Washington, DC: National Law Enforcement and Corrections Technology Center (NLECTC), 2013. 82p. Source: Internet Resource: Accessed September 19, 2017 at: https://www.justnet.org/pdf/SharingResources_508.pdf Year: 2013 Country: United States URL: https://www.justnet.org/pdf/SharingResources_508.pdf Shelf Number: 147398 Keywords: School Bullying School Crime School Resource Officers School Safety School Security School Violence |
Author: Bombay, Amy Title: Origins of Lateral Violence in Aboriginal Communities: A preliminary study of student-to-student abuse in residential schools Summary: The acknowledgement of widespread neglect and abuse of Aboriginal children at Indian Residential Schools by staff has been noted in various reports throughout the residential school discourse. In 2008, the federal government finally apologized to residential school Survivors and their families for the trauma they suffered. This apology was preceded by the Indian Residential Schools Settlement Agreement signed in 2006 by national Aboriginal organizations and the federal government, which included compensation to Survivors for cultural loss and abuses suffered. The Settlement Agreement also led to the establishment of the Truth and Reconciliation Commission of Canada, which has provided former students with opportunities to discuss and document residential school experiences as a means of coming to terms with this horrific past. As the truth of Residential Schools is shared and abuses are disclosed by Survivors in communities across Canada, it is apparent that in addition to suffering at the hands of adults-teachers, staff, and school administrators- students were also subjected to abuse by other students. Anecdotal reports suggest that student-to-student abuse was common and that the phenonomen of lateral violence has important implications for the personal and collective well-being of residential school Survivors, their families, and their communities. The focus of this study is to better understand what student-to-student abuse is and why it occurred, which is the reason why the Aboriginal Healing Foundation commissioned this mixed-method research report. The findings reported here draw on interviews with service providers who work with residential school Survivors in order to gain more understanding of their perceptions regarding the prevalence, characteristics, contributing factors, and implications of student-to-student abuse. Details: Ottawa: Aboriginal Healing Foundation, 2014. 210p. Source: Internet Resource: Accessed March 12, 2018 at: http://www.ahf.ca/downloads/lateral-violence-english.pdf Year: 2014 Country: Canada URL: http://www.ahf.ca/downloads/lateral-violence-english.pdf Shelf Number: 149438 Keywords: Aboriginals School BullyingSchool Violence |
Author: Drydakis, Nick Title: School-Age Bullying, Workplace Bullying and Job Satisfaction: Experiences of LGB People in Britain Summary: Using a data set that contains information on retrospective school-age bullying, as well as on workplace bullying in the respondents' present job, the outcomes of this study suggest that bullying, when it is experienced by sexual orientation minorities tends to persist over time. According to the estimations, it seems that school-age bullying of LGB people is associated with victims' lower educational level and occupational sorting into non-white-collar jobs, especially for gay/bisexual men. In addition, the outputs suggest that for both gay/bisexual men and lesbian/bisexual women, school-age bullying is positively associated with workplace bullying and negatively associated with job satisfaction. Additional results suggest a negative association between workplace bullying and job satisfaction. However, the outcomes show a positive association between the existence of an LGBT group in the workplace and job satisfaction. Details: Bonn: Institute of Labor Economics (IZA), 2018. Source: Internet Resource: IZA Discussion Paper No. 11699: Accessed August 30, 2018 at: https://www.iza.org/publications/dp/11699/school-age-bullying-workplace-bullying-and-job-satisfaction-experiences-of-lgb-people-in-britain Year: 2018 Country: United Kingdom URL: https://www.iza.org/publications/dp/11699/school-age-bullying-workplace-bullying-and-job-satisfaction-experiences-of-lgb-people-in-britain Shelf Number: 151315 Keywords: BullyingJob SatisfactionLGBT PersonsSchool BullyingSexual OrientationWorkplace Bullying |
Author: UNICEF Title: An Everyday Lesson: #ENDviolence in Schools Summary: Nqobile is taking a stand against violence in and around her school. And she is starting by speaking up about what happened to her. At age 13, Nqobile was sexually assaulted on her way home from school in South Africa. In the aftermath, she struggled with self-confidence and feelings of shame. "In school, I never told anybody," Nqobile said. "It was so difficult. In my culture, it's such a taboo." Now a peer counsellor and Deputy President of her school, Nqobile, 18, encourages others to speak out and offers support to students who have experienced violence. One day, she hopes to study psychology so she can counsel children who have faced trauma. "I'm opening up to people about this for the first time," she said. "I knew what I needed the moment that I needed it at school," she added. "I don’t want any other girl to go through what I went through at school." For millions of students around the world, the school environment is not a safe space to study and grow. It is a danger zone where they learn in fear. For Nqobile and many others, the trip to and from school is perilous. In school, they face dangers that include threatening teachers, bullying, cyberbullying, sexual assault and violence that pushes into schoolrooms from the world outside. Far too often students are forced to take cover as gunfire invades their classroom. Sometimes this violence is caused by war or community conflict; other times it is a student with a gun. A UNICEF analysis of data underscores how common violence is in schools around the world. Globally, half of students aged 13-15, about 150 million, report experiencing peer-to-peer violence in and around school. This number includes students who report having been bullied in the last month or having had a physical fight within the past year. But bullying and physical fights are only two types of violence. Students routinely deal with corporal and other degrading forms of punishment, physical and sexual attacks and gender-based violence. For example, about 720 million school-age children live in countries where they are not fully protected by law from corporal punishment at school. Indeed, violence in schools puts bodies, minds and lives at risk. It causes physical injury and can lead to depression, anxiety and suicide. It has short-term effects on students' educational achievement and leaves a long-term impression on their futures. In El Salvador, 23 per cent of students aged 13-15 said they had not attended school on one or more days in the past month due to safety concerns. The impact of violence in schools places an economic burden on society. It has been estimated that the global costs of the consequences of violence against children are as high as US$7 trillion per year. Details: New York: UNICEF, 2018. 32p. Source: Internet Resource: Accessed October 8, 2018 at: https://www.unicef.org/publications/files/An_Everyday_Lesson-ENDviolence_in_Schools.pdf Year: 2018 Country: International URL: https://www.unicef.org/publications/files/An_Everyday_Lesson-ENDviolence_in_Schools.pdf Shelf Number: 152856 Keywords: Costs of ViolenceCyberbullyingSchool BullyingSchool CrimeSchool ViolenceSexual Assaults |
Author: Stringer, Scott M. Title: Safe and Supportive Schools: A Plan to Improve School Climate and Safety in NYC Summary: At a time when the nation is deeply embroiled in concerns around school safety, it is not surprising that many strategies for creating safe school environments are under renewed consideration - everything from providing more mental health services to students, to expanded school lockdown drills, to extreme responses calling for arming teachers with guns. The horrific school shooting in Parkland, Florida served as a catalyst to this debate, forcing communities across the country to consider how best to safeguard their students. It is an important and overdue conversation - and one that New York City should seize as an opportunity to re-evaluate its own approach to creating safe and supportive school environments. To help guide the discussion, this report by the Office of the Comptroller Scott M. Stringer presents a review of current data related to school safety in New York City, and from that data draws a series of holistic recommendations on how to make City schools healthier and more secure.[i] It is based on the premise that "school safety," as a goal, extends beyond protecting children from external threats, and must include universal school-based mental health services, anti-bullying programs, and school disciplinary systems that students and teachers alike perceive as fair, not only in the rules they establish, but also in how equitably those rules are applied to different students and situations. Unfortunately, progress in improving the climate of New York City schools has been uneven. When surveyed, students disclose the fact that bullying remains common in schools, and has climbed in recent years. Additionally, despite the significant long-term impacts on students' academic outcomes, suspensions, issuing summonses, and even arrests continue to be used frequently in schools. These punishments continue to fall disproportionately on students of color. At the same time, while some schools are adopting less punitive, more restorative approaches to conflict resolution and behavioral challenges, without a system-wide, strategic implementation plan to support student mental health in schools and professional development of all school staff in trauma-informed crisis prevention and de-escalation, many schools are poorly equipped to significantly improve school climate. Research indicates that arrest or court involvement involving students doubles the likelihood that a student will not complete high school. Similarly, suspension from school increases the likelihood that a student will drop out by more than 12 percent. The higher risk of drop out due to arrests and suspensions translates to significant costs, including lost tax revenues and additional social spending to taxpayers. And yet, despite recent improvements, such extreme responses are still common for students in New York City. Specific findings of this report include: In the 2017 student survey, 82 percent of students in grades 6-12 said that their peers harass, bully, or intimidate others in school, compared with 65 percent of students in 2012. In 2017, over 17 percent of students in grades 6-12, disagreed or strongly disagreed that they felt safe in hallways, bathrooms, locker rooms, or the cafeteria of the school. Likewise, 23 percent of students in the same age groups disagreed or strongly disagreed that they felt safe in the vicinity of the school. In 2017, 17 percent of students surveyed feel that there is no adult in the school in whom they can confide. Despite supporting policies to reduce suspensions, the most recent data shows that suspensions increased in City schools by more than 20 percent in the first half of the 2017-18 school year compared with the same time period the year before. Black students are suspended at more than three times the rate of white students. Of the 612 schools reporting the most violent incidents in the 2016-17 school year, 218 (36 percent) have no full-time social worker on staff. Of those that do have a social worker on staff, caseloads average over 700 students - well above the minimum recommended level of one social worker for every 250 general education students. School Safety Agents and NYPD officers issued over 2,000 arrests or summonses in schools in the 2016-17 school year for charges including marijuana possession and disorderly conduct. In newly released data on law enforcement activity in the City's schools, during the first quarter of 2018, there were 606 summonses and arrests, down from 689 in the same time period in 2017. In the 2016-17 school year, students were handcuffed in over 1,800 incidents, including children as young as five years old. More than 90 percent of students handcuffed were Black or Latinx. Similarly, 90 percent of all arrests or summonses involved Black or Latinx students. These trends underscore the urgency to apply new strategies to the long-running challenge of system-wide school safety and discipline reform. Without investments in school-based mental health, fostering student social and emotional growth, and clear accountability measures for school climate improvement, too many students will be left to feel that schools are not doing enough to keep them safe and to provide the healthy environment necessary for building strong communities and advancing academic progress. To address these issues, the Comptroller's Office recommends that the City and the Department of Education: Expand small social emotional learning advisories in all schools. Students who have a trusted group of peers and at least one adult to confide in have greater academic outcomes as well as more positive social attitudes and behaviors. Offering a daily or weekly advisory period within the school-day schedule, complete with a structured curriculum and teachers who are supported in implementing it, provides a framework to support and encourage students as they navigate social challenges. Many smaller schools already offer an advisory program and understand the benefits of a small group dynamic. To scale the advisory program to all schools, the DOE should begin by surveying schools to learn how many offer an advisory program within the school day. Additionally, the DOE should mandate that all middle and high schools have advisories in place and ensure schools have access to adequate curriculum supports and professional development. Expand the Ranks of Social Workers and Guidance Counselors in Our Schools. In most cases, in-school behavior incidents are best dealt with by professionals who are trained in the appropriate responses to emotional or behavioral crises. Yet many schools do not have even a single social worker on staff to respond to school incidents in a trauma-informed way. The City should invest in social workers, ensure they have dedicated time and space in schools to work with students, and ensure school management has the capacity to help them succeed. Add More Clarity to the Role of School Safety Agents. School Safety Agents (SSAs) are well-equipped to protect students from threats that may exist outside a school building, and to maintain secure school buildings and property. However, their training cannot prepare them - and they should not be expected - to police student behavior or manage mental health crises. In some cases, school administrations rely on Safety Agents or NYPD officers to respond to in-school incidents. In other cases, SSAs may interact with students in a way that is at cross purposes to a school culture based on trust and mutual respect. When Safety Agents interactions with students hinder a supportive school climate, other efforts to build trust within a school are minimized. This misalignment of resources has high economic costs to the City, as well as long-term social costs for children who end up diverted into the criminal justice system as a result of policing in schools. The City should update the Memorandum of Understanding that governs DOE's relationship with NYPD to clearly outline the appropriate SSA interventions for specific student misconduct scenarios. Fund a Comprehensive Mental Health Support Continuum. Nationwide, approximately two-thirds of youth with a mental health disorder go untreated. In New York City, with the launch of the ThriveNYC mental health initiative, more supports have become available in schools. However, to address mental health challenges for students - especially in schools with the highest incidents of suspensions and arrests - more targeted interventions and direct services for students are needed. The City should fund a continuum of mental health supports for the highest-need schools including hospital-based mental health partnerships, mobile response teams, and school-based mental health care. Establish and Oversee System-Wide Trauma-Informed Schools. Students impacted by trauma are present in every school in the City, particularly when that trauma is linked to the chronic stresses of poverty. Because trauma can severely disrupt a student's academic potential, schools need to support educators in taking a trauma-informed approach to students, through recognizing the signs in children and understanding how to positively respond to their academic and social-emotional behaviors. Classroom discipline that is trauma-informed is consistent, non-violent, and respectful. The Positive Learning Collaborative, an innovative pilot launched in 20 New York City Schools in partnership with the United Federation of Teachers, provides in-depth training to teachers in therapeutic crisis intervention, and supports school-wide bullying prevention and gender-inclusive schools. The City should create a system-wide trauma-informed approach at all City schools. Expand Baseline Funding for Restorative Practices. Restorative practices, an alternative to exclusionary discipline, emphasize empathy, personal responsibility, and restoring community in the conflict resolution process. Examples from around the nation show that the approach has been highly effective in improving school climate and reducing suspensions. But transitioning to restorative practices requires investment in school-based consulting on implementation and capacity-building, and centralized program supports and evaluation. The City should adopt and sustain funding for restorative justice initiatives for a minimum three-year implementation period, and expand the initiative's reach to more schools. School climate is a bedrock education issue. Without cultivating safe and supportive schools for students and teachers alike, other initiatives aimed at improving academic outcomes will not be maximized. Details: New York: New York City Comptroller, 2018. 52p. Source: Internet Resource: Accessed November 6, 2018 at: https://comptroller.nyc.gov/wp-content/uploads/documents/School-Climate.pdf Year: 2018 Country: United States URL: https://comptroller.nyc.gov/wp-content/uploads/documents/School-Climate.pdf Shelf Number: 153288 Keywords: School BullyingSchool ClimateSchool CrimeSchool DisciplineSchool SafetySchool Security |
Author: United Nations Educational, Scientific and Cultural Organization Title: Behind the numbers: ending school violence and bullying Summary: School-related violence in all its forms is an infringement of children's and adolescents' rights to education and to health and well-being. No country can achieve inclusive and equitable quality education for all if learners experience violence and bullying in school.This UNESCO publication provides an up-to-date and comprehensive overview of global and regional prevalence and trends related to school-related violence and examines the nature and impact of school violence and bullying. It reviews national responses, focusing on countries that have seen positive trends in prevalence and identifies factors that have contributed to an effective response to school violence and bullying.Addressing school violence and bullying is essential in order to achieve the Sustainable Development Goals (SDGs), in particular SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, and SDG 16, which aims to promote peaceful and inclusive societies. Monitoring progress in this regard requires accurate data on prevalence and trends in school violence and bullying, and on how effectively the education sector is responding to it. This publication aims to contribute to monitoring progress towards the achievement of safe, non-violent, inclusive and effective learning environments.School violence and bullying can be devastating for the victims. The consequences include children and youth finding it difficult to concentrate in class, missing classes, avoiding school activities, playing truant or dropping out of school altogether. This has an adverse impact on academic achievement and future education and employment prospects. An atmosphere of anxiety, fear and insecurity is incompatible with learning and unsafe learning environments can, therefore, undermine the quality of education for all learners.This publication builds on previous UNESCO work on school violence and bullying including publication of the School Violence and Bullying: Global Status Report (UNESCO, 2017), and we trust that it will be useful to everyone who has an interest in preventing and addressing school violence and bullying. We also hope that it will make an important contribution to the Safe to Learn Campaign, which aims to end all violence in schools by 2024, by raising awareness and catalyzing action to eliminate school violence and bullying Details: Paris: UNESCO, 2019. 74p. Source: Internet Resource: Accessed January 24, 2019 at: https://unesdoc.unesco.org/ark:/48223/pf0000366483 Year: 2019 Country: International URL: https://unesdoc.unesco.org/ark:/48223/pf0000366483 Shelf Number: 154394 Keywords: School BullyingSchool CrimeSchool SafetySchool Violence |
Author: United Nations Educational, Scientific and Cultural Organization Title: Safe at school: Education sector responses to violence based on sexual orientation, gender identity/expression or sex characteristics in Europe Summary: The report "Safe at school: Education sector responses to violence based on sexual orientation, gender identity/expression or sex characteristics in Europe", produced in partnership with UNESCO and launched today on this website, provides an overview of this violence in European schools, explores how member States seek to prevent or address it, and makes recommendations to national education sectors to better do so. This report is primarily directed to Education policy-makers, including ministers of education and their staff, and staff in education agencies and institutes, teachers, educational staff and other educational professionals responsible for students’ safety, health and wellbeing, National Human Rights Agencies and Institutions tasked with establishing and enforcing human rights standards in member States, staff of governmental and intergovernmental agencies working to eliminate all forms of gender-based and/or school based violence. Details: Strasbourg Cedex, France: Council of Europe, 2018. 80p. Source: Internet Resource: Accessed January 28, 2019 at: https://rm.coe.int/prems-125718-gbr-2575-safe-at-school-a4-web/16809024f5 Year: 2018 Country: Europe URL: https://rm.coe.int/prems-125718-gbr-2575-safe-at-school-a4-web/16809024f5 Shelf Number: 154451 Keywords: Gender-Based Violence LGBTI School BullyingSchool Crime School Violence |