Bullying Prevention
By Sandra Feldman

The thought of children barely old enough to read singling out and tormenting other youngsters is disturbing and uncomfortable to contemplate. Yet researchers have found that bullying begins among preschool children and peaks in grades six through eight. It's a reality of which elementary school teachers are acutely aware and one that no school can afford to ignore.

Although bullying has lasting psychological, physical and academic repercussions, it's not uncommon to encounter the attitude that such behavior is an unfortunate but unavoidable part of childhood. But bullying is not inevitable, and there are many ways to alter the behavior that leads children to mistreat each other. Bullying doesn't have to be a part of growing up.

All children need to understand how serious bullying is, especially since most students are likely at some point to be either the perpetrator, target or witness of bullying behavior. That's why anti-bullying strategies should focus on bullies, victims and bystanders.

The right balance
It may seem obvious how to handle a student who is the aggressor, but it can be difficult to strike the right balance between punishment and prevention of bullying. Classroom rules and school discipline codes should address the full range of student misbehaviors, including acts that constitute bullying. However, what schools can do is limited without the involvement and support of parents. Parents of students who bully others should be informed of their child's actions and encouraged to work with the school to address this behavior. Bullies should face the consequences when they misbehave, but they should also be rewarded for appropriate behavior. And care should be taken to avoid punishments that leave the bully humiliated and potentially vengeful.

Developing strategies
Children can be taught ways to lessen the likelihood of becoming the target of a bully. Looking people in the eye, speaking up and standing up straight are just a few behaviors that project self-confidence. Kids need help developing strategies to deal with the intimidating behavior of their peers, like walking away or telling the bully to knock it off. But they also need to know that adults can and will come to their aid. A teacher's openness about bullying can give them that assurance.

The behavior of bystanders with regard to intimidating behavior is too often overlooked or excused. Bystanders provide bullies with an audience and sometimes, even, encouragement. When witnesses do nothing to stop abusive behavior, they also give their tacit approval. It should be made very clear to students that failing to stop or report an act of bullying makes them responsible parties.

Good discipline
Preventing bullying is just one important aspect of maintaining good discipline and an orderly learning environment. Children who feel secure want to go to school, they enjoy school more and they learn more. And teachers in classrooms that are safe and orderly can teach – free of the squabbles, putdowns and anxieties that characterize classrooms where bullies' control over their peers goes unchecked. All children can benefit from lessons about treating each other with respect. After all, bullying is one childhood memory no youngster should have.

Sandra Feldman is the President of the American Federation of Teachers.

March, 2004, Vol.34, No.6