A teacher’s guide · a Venn diagram that compares in-person bullying with cyberbullying. They...
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Cyberbullying 101 A teacher’s guide Lesson Grades 3–5 What is cyberbullying?
Transcript of A teacher’s guide · a Venn diagram that compares in-person bullying with cyberbullying. They...
Cyberbullying 101A teacher’s guide
Lesson
Grades 3–5 What is cyberbullying?
LessonGrades 3–5
What’s cyberbullying?
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Introduction ...................................................................................................................3
Common Sense Media on Cyberbullying .......................................................... 4
Lesson Plan: Grades 3–5............................................................................................5
What’s Cyberbullying? Handout .......................................................................... 10
Student Assesment ................................................................................................... 12
Student Assessment, Teacher Version .............................................................. 13
Family Tip Sheet .........................................................................................................14
Response Flow Chart ................................................................................................16
LessonGrades 3–5
What’s cyberbullying?
3
Most kids consider social media to be an essential part of
their daily lives. Unfortunately, when kids misuse online or
mobile technology to harass, embarrass or bully others,
they can do real and lasting harm.
That’s why we’ve teamed up with Common Sense Media,®
a national expert in children and technology issues, to help
you navigate this timely issue. Aligned to common core
standards, this teacher’s guide features strategies, lesson
plans and tips for families.
We hope it becomes a valuable resource for you and your
colleagues. Please feel free to share.
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what’s cyberbullying? COMMON SENSE MEDIA ON CYBERBULLYING / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
Cyberbullying 101 A Teacher’s Guide
If you have the right tools, cyberbullies don’t stand a chance.You know that bullying can be devastating to a student even when it comes in digital form. And even though cyberbullying most often takes place off school grounds, you, the teacher, remain on the front lines.
A third of all 10-18 year olds say they’ve been cyberbullied.
and even fewer get a reassuring response when they do.
Of those, fewer than one in ten talk to parents or teachers when it happens
Cyberbullying isn’t abstract. You teach the kids who are the statistics.
Did you know:
When it comes to technology colliding with your classroom, you’re an educator of a subject nobody taught you to teach. And that’s where Common Sense Media comes in.
We live and breathe the digital world. We’re your ally as you work to create a school culture where kids think before they act and stand up rather than stand by.
We’re proud to be partnering with University of Phoenix to offer you resources to prevent cyberbullying before it happens and respond adequately when it does.
Common Sense Media is a national nonprofit organization dedicated to helping educators empower young people to think critically, behave safely and participate responsibly in our ever-changing digital media world.
In this kit you’ll find:
Cyberbullying lesson plan
Student handout
Student assessment (with a teacher version too)
Cyberbullying response flowchart
Tipsheet for families
Common Sense Media on Cyberbullying
1
2
3
4
5
Check out www.commonsense.org/educators and www.digitalpassport.org for more FREE digital literacy and citizenship resources for schools:
• K–12 Curriculum that addresses cyberbullying, privacy, safety, creative credit, and more
• An interactive learning experience for upper elementary students, Digital Passport teaches and tests the basics of Internet safety and digital citizenship
• Family Media Engagement Program with tipsheets, videos, media agreements and scripted presentations
• Robust library of professional development videos and tutorials
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Essential question
What is cyberbullying, and how do you deal with it?
Lesson overviewStudents discuss positive and negative aspects of interacting with others online. They learn the definition of cyberbullying and help the teacher fill in a Venn diagram that compares in-person bullying with cyberbullying. They then read a story of a student who is cyberbullied, identifying the players involved and how the target might feel.
Learning objectivesStudents will be able to ...•Empathize with the targets of cyberbullying.
•Recognize some of the key similarities and differences between in-person bullying and cyberbullying.
•Identify strategies for dealing responsibly with cyberbullying.
Estimated time: 45 minutes
Standards Alignment —
Common Core:
grade 3: RI.1, RI.4, RI.10, RF.4a, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.3, SL.6, L.3a, L.6
grade 4: RI.1, RI.4, RI.10, RF.4a, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.6, L.3a, L.6
grade 5: RI.1, RI.4, RI.10, RF.4a, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.6, L.3a, L.6
NETS•S: 2a, 2b, 5a, 5d
Key Vocabulary —
cyberbullying: the use of digital media tools such as the Internet and cell phones to deliberately upset or harass someone else
target: the person being cyberbullied
empathize: to imagine the feelings that someone else is experiencing
Materials and preparation•Chalkboard or whiteboard
•Copy the That’s Cyberbullying Student Handout, one per group of four or five students.
Family resources• Send home the Cyberbullying Family Tip Sheet
(Elementary School).
What’s cyberbullying?LESSon PLAn
what’s cyberbullying? / lessOn Plan / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
6what’s cyberbullying? / lessOn Plan / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
IntroductionWarm-up (5 minutes)
ASK:
What are some positive aspects of going online?
Sample responses:
•Finding information quickly
•Meeting people with similar interests
•Communicating with people around the world
•Having fun
EXPLAIn that in order to really enjoy the power of the Internet, it is important for students to learn how to handle any situation they might encounter online responsibly so they can keep their experiences positive.
ASK:
What are some of the ways that people hurt other people’s feelings online?
Sample responses:
•When people make jokes online that they think are funny, but they actually hurt other people’s feelings
•When a friend teases a classmate
•When someone logs in to someone else’s account and pretends to be that person
Teach 1Exploring bullying vs. cyberbullying (10 minutes)
ASK:
How do you think it feels to be bullied, and why?
Guide students to reflect upon their personal experiences and to put themselves in the shoes of others who have been bullied. Common feelings: humiliated, sad, angry, helpless
InVITE student volunteers to describe the Key Vocabulary terms cyberbullying and target. Then provide the definitions.
DRAW a Venn diagram on the board. Label one side “Bullying” and the other side “Cyberbullying.”
EXPLAIn that there are similarities and differences between in-person bullying and cyberbullying. Let students know that both can be very hurtful to the target, but that they should be aware of the differences between the two as they learn how to deal with cyberbullying.
ASK:
What are some of the similarities and differences between bullying and cyberbullying? (Fill in the Venn diagram with students’ responses.)
Sample responses:
Differences:
•Kids may use more hurtful and extreme language online than offline.
•Cyberbullying can happen anytime, whereas regular bullying generally stops when kids go home.
7what’s cyberbullying? / lessOn Plan / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
•Cyberbullying can be very public. Posts can spread rapidly and to a large, invisible audience because of the nature of how information travels online.
•Cyberbullies sometimes act anonymously, whereas with traditional bullying it is often clear who the bully is.
•In-person bullying can cause physical and emotional harm, while cyberbullying causes only emotional harm (though it can lead to physical bullying later).
•The age and size of a person are often less important with cyberbullying because people are not face to face. For example, even teachers can be targets.
Similarities: •Both can make kids feel uncomfortable, embarrassed, helpless,
sad and angry.
Teach 2Identifying cyberbullying (25 minutes)
DEFInE the Key Vocabulary term empathize.
HAVE students recall a time when they have empathized with someone else, and ask them to share this memory with a partner.
DISTRIBUTE the That’s Cyberbullying Student Handout.
InVITE students to read the scenario out loud, along with the questions that follow.
HAVE students work with a partner to complete the questions on the handout.
ASK:
Who are the cyberbullies? The two girls who are not invited to the sleepover.
Who is the target? Sondra
Is this a cyberbullying situation? Why or why not?
Yes, the angry girls have created a cyberbullying situation. Their behavior is online and it is intentional and harassing.
How do you think Sondra might feel, other than embarrassed?
Explain that when the students put themselves in Sondra’s shoes, they empathize with her. To be a good friend, it is important to empathize with the targets of cyberbullying. The website that the girls created is mean, but Sondra may still feel regretful. Maybe she wishes she had invited the other girls, or that her parents’ rules had been different.
8what’s cyberbullying? / lessOn Plan / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
Why do you think the two girls created the mean website about Sondra?
They felt left out. They did not like Sondra anyway, and they thought they had an excuse to be mean to her.
USE the one or all of the following questions to deepen class discussion about the scenario on their handout:
Imagine someone saying that they hate you and making fun of you everywhere you go at school. Now imagine someone doing that on the Internet. How are these two situations similar? How are they different?
Guide students to think about how in-person bullying and cyberbullying both make targets feel bad. Also, one can physically get away from in-person bullying, but not with cyberbullying. Cyberbullying can sometimes be more public than in-person bullying, because lots of people can see and share public messages online. But cyberbullying can also occur behind-the-scenes. For example, a cyberbully could send mean messages to someone without others knowing.
What advice would you give Sondra about how to handle the situation?
Encourage the following tips:•Don’t respond or retaliate. If you are angry and reply, then you
might say mean things. Cyberbullies often just want to get a reaction out of you. Don’t let them know that their plan has worked.
•Block the bully. If you get mean messages online, take the person who sent you the messages off your buddy or friends list. You can also just delete messages from bullies without reading them.
•Save and print bullying messages. If the bullying continues, save the messages. These could be important evidence to show your parents or teachers if the bullying does not stop.
•Talk to a friend. When someone makes you feel bad, it can help to talk the situation over with a friend.
•Tell a trusted adult. Telling an adult — like a parent, family member, teacher or coach — isn’t tattling. It’s standing up for yourself.
What do you think the people who are bullying Sondra would say about their behavior?
Sample responses:•They might say they were only kidding, they didn’t mean any
harm or it was just a joke.
•Students creating a website might also say that it is a matter of free speech. (Point out that whether or not the First Amendment permits it, bullying with a website is unkind and hurtful. Moreover, it may be against school rules.)
EXPLAIn to students that good experiences online are much more common than bad ones. However, just as in the real world, situations online can arise in which they might encounter something uncomfortable. Point out that in this lesson they can learn how to deal with some of those upsetting experiences.
9what’s cyberbullying? / lessOn Plan / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
InVITE students to share their own stories of bullying or cyberbullying situations, without using actual names. Encourage them to discuss how the target felt. Use the prompts below if students are having trouble remembering incidents. Possible prompts:
• Have you ever seen kids’ webpages or messages that caused another student distress?
• What happened? Why? Remember, don’t use real names.
ClosingWrap-up (5 minutes)
You can use these questions to assess your students’ understanding of the lesson objectives. You may want to ask students to reflect in writing on one of the questions, using a journal or an online blog/wiki.
ASK:
What are some words or phrases to describe how it feels to be cyberbullied?
Embarrassed, upset, depressed, hurt, powerless.
How is cyberbullying the same and/or different than in-person bullying?
Guide students to recognize that cyberbullying is a form of bullying, but that cyberbullying often spreads faster, further, to more people, and can occur 24/7. It is important for students to know about these distinctions so they can better deal with cyberbullying situations.
What are some ways to handle a cyberbullying situation?
Sample responses:•Don’t respond or retaliate.
•Block the bully.
•Save and print bullying messages.
•Talk to a friend.
•Tell a trusted adult.
Extension activityHave students pretend that they are Dr. Chip Micro, a famous TV personality who helps people having difficulites with others online. Let students know that Sondra has written to Dr. Chip Micro about her situation. They, as Dr. Chip Micro, should send an email reply providing concrete advice to Sondra. Let them know that they should: (1) empathize with Sondra, (2) acknowledge the difficulty of her situation and (3) offer help and/or suggested solutions for her situation.
At-home activityEncourage students to interview family members about incidents of bullying that they have either been part of or witness to. Suggest that students create about ten interview questions that invite family members to share their stories and also ask them to reflect on how they think technoloy has or has not changed the way bullying impacts kids (and adults). Students can record the interviews with an audio recorder or a smartphone’s voice memo function. They then can share their interviews with the class or incorporate them into a multimedia presentation using VoiceThread (www.voicethread.com).
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THAT’S CYBERBULLYInG
DirectionsRead the story of Sondra below. Then answer the questions that follow.
Sondra is planning a birthday sleepover. Her parents have set a limit of eight girls, so Sondra can’t invite everyone she’d like.
Two girls, who are left out of the party, overhear the plans. They decide to create a “We Hate Sondra Jones” website. They say that anyone invited to the party should not go. They share the website with everyone in school. The girls also tell everyone to add new reasons why they hate Sondra and to spread mean rumors about her.
When Sondra hears about the site, she gets a sick feeling in her stomach. Each day she finds a new mean comment or joke about her on the website. She feels hurt and embarrassed. She tells her parents she is sick, so she won’t have to go to school.
Is this a cyberbullying situation? Why or why not? _______________________________________________________________________________________________
Who are the cyberbullies? ___________________________________________
Who is the target? __________________________________________________
How do you think Sondra feels? _______________________________________
Why do you think the two girls made the mean website about Sondra? __________________________________________________________________ __________________________________________________________________
What’s cyberbullying?
what’s cyberbullying? / handOut / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
11what’s cyberbullying? / handOut / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
What advice would you give Sondra about how to handle the situation? __________________________________________________________________ __________________________________________________________________
What do you think the people who are bullying Sondra would say about their behavior?_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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ASSESSMEnT
1. Dean is a target of cyberbullying. He gets a text message from Eric that says, “You are such a loser. I can’t believe you made us lose the game yesterday with that lame shot.” Dean notices that all of the other members of his soccer team got the message about him too. Dean probably feels:
a) Sad and hurtb) Like it’s not a big dealc) Fine
2. What are some similarities and differences between in-person bullying and cyberbullying? Write the letter that goes with each answer in the correct space in the diagram below.
a) Makes people feel sad, angry, hurt and embarrassedb) Can cause physical harmc) Can cause emotional harmd) The bully’s identity can be anonymous or unknowne) Can be witnessed by a bystanderf ) Can be stopped or made better by an upstander
In-Person Bullying only Both In-Person Bullying and Cyberbullying Cyberbullying only
3. TJ keeps getting mean messages from someone online. Circle the answers below that show what TJ should do in response. (You may circle more than one answer.)
a) TJ should block the bully.b) TJ should write mean messages back.c) TJ should tell an adult.
What’s cyberbullying?
what’s cyberbullying? / student assessMent / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
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ASSESSMEnTTEACHER VERSIon
1. Dean is a target of cyberbullying. He gets a text message from Eric that says, “You are such a loser. I can’t believe you made us lose the game yesterday with that lame shot.” Dean notices that all of the other members of his soccer team got the message about him too. Dean probably feels:
a) Sad and hurtb) Like it’s not a big dealc) Fine
Answer feedbackThe correct answer is a. Eric is cyberbullying Dean. This is harmful to Dean, as well as to the rest of the team.
2. What are some similarities and differences between in-person bullying and cyberbullying? Write the letter that goes with each answer in the correct space in the diagram below.
a) Makes people feel sad, angry, hurt and embarrassedb) Can cause physical harmc) Can cause emotional harmd) The bully’s identity can be anonymous or unknowne) Can be witnessed by a bystanderf ) Can be stopped or made better by an upstander
In-Person Bullying onlyBoth In-Person Bullying
and CyberbullyingCyberbullying only
b a, c, e, f d
3. TJ keeps getting mean messages from someone online. Circle the answers below that show what TJ should do in response. (You may circle more than one answer.)
a) TJ should block the bully.b) TJ should write mean messages back.c) TJ should tell an adult.
Answer feedbackThe correct answers are a and c. If you are cyberbullied like TJ, you could block the bully and talk to someone you trust about how you are feeling.
What’s cyberbullying?
what’s cyberbullying? / student assessMent–teacher / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
14what’s cyberbullying? / FaMily tiP sheet / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
ELEMEnTARY SCHooLFAMILY TIP SHEET
Common Sense on cyberbullying
What’s the issue?Spreading rumors and bullying is nothing new. Kids have always found ways to be cruel to one another, but computers, cellphones and digital technologies make bullying easier and more widespread. Kids now use their cell phones and computers to hurt, humiliate and harass each other, and it’s starting at younger ages. Cyberbullying is defined as repeatedly sending or posting harmful or mean messages, images, or videos about someone else using the Internet, cellphones or other digital technologies. Kids may call each other names, say nasty things about one another, threaten each other, or make others feel uncomfortable or scared.
Children’s increased access to digital technology has created more pathways to communicate — for both good and for bad. Although cyberbullying is typically associated with tweens and teens, more cases are now being reported with younger children. Cyberbullying is especially disturbing because it is constant, inescapable and very public. It can happen anytime — at school or at home — and can involve large groups of kids. The combination of the boldness created by being anonymous and the desire to be seen as “cool” can cause a kid who normally wouldn’t say anything mean face to face to show off to other kids by cyberbullying someone. Younger kids may bully to get attention, because they think it will make them popular, or because they want to look tough and make others afraid of them. And because it happens online, it can easily go undetected by parents and teachers.
Why does It matter?Cyberbullying is a growing problem among younger kids. Younger kids are starting to use online communication and at the same time they are exploring ways to test other people’s reactions. For instance, kids who send a mean message might not fully understand how another person might react to that message. What’s more, hurtful information posted on the Internet is extremely difficult to prevent or remove, and anyone can see it. Imagine being publically humiliated in front of everyone you know. Such behavior usually happens when adults aren’t around, so parents and teachers often see only the anxiety or depression that results from their kids being hurt or bullied. Parents can help by becoming aware of the issue, learning to identify the warning signs of bullying, and helping kids to understand how to be respectful to others online.
What families can do • Make a list together of how talking online is different than talking face to face. Get kids to think about how
it might be easier to say things online you wouldn’t say in person, and how this may be good sometimes and a problem at other times.
• Practice writing a text or chat message to a friend. Model for your child how to compliment people and how to avoid mean words or behaviors.
• Pointoutthatit’simportanttostickupforothers,onlineaswellasintherealworld. Discuss ways they can support friends who are bullied and report bad behavior they see online.
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Common Sense says
Limit online socializing. Because there is more risk for bullying on sites where kids can openly communicate, avoid open and free chat sites and look for those that offer prescripted or prescreened chat options, like Webkinz or Club Penguin.
Explain the basics of good behavior online. Remind your kids that being mean, lying or telling secrets hurts — both online and offline. And remember to praise your child when you see good behavior.
Remind your kids not to share passwords with their friends. A common form of cyberbullying is when kids share passwords, log on to another child’s account, and pretend to be that person. Kids can protect themselves by learning that passwords are strictly private, and they should be shared only with their parents.
Make sure they talk to someone (even if it’s not you). A child should tell a parent, teacher, or trusted adult if he or she is being bullied online. Tell your child that this isn’t tattling, it’s standing up for him or herself.
Advise them on how to handle cyberbullying. Even though they might be tempted to, your child should never retaliate against a cyberbully. They can stop the cycle by not responding to the bully. Also remind them to save the evidence rather than delete it.
Establish consequences for bullying behavior. If your child is mean to or humiliates another child, consider taking phone and computer privileges away and discuss what it means to be respectful to others.
what’s cyberbullying? / FaMily tiP sheet / grades 3–5digital literacy and citiZenshiP in a cOnnected culture © 2014 www.commonsense.org
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al law
enfor
ceme
nt
and,
if chil
d abu
se, f
ulfill
any
CPS
repo
rting
requ
ireme
nts.
Is th
is a c
rime u
nder
stat
e or
fede
ral la
w? E
.g. m
aking
a c
rimina
l thre
at, ob
scen
e, thr
eaten
ing, o
r rep
eated
phon
e ca
ll(s) o
r sex
ting (
send
ing
obsc
ene m
ateria
ls).
Meet
sep
arat
ely
with
bul
ly a
nd ta
rget
and
thei
r par
ent(s
)/gua
rdia
n(s)
to fu
rther
sup
port
stud
ent i
n po
sitiv
e so
cial
in
tera
ctio
ns at
scho
ol. C
onne
ct to
coun
selin
g ser
vices
and o
utside
reso
urce
s to r
emed
y any
men
tal he
alth o
r fam
ily ch
allen
ges a
nd
build
socia
l and
emoti
onal
skills
. If s
tuden
t or p
aren
t/gua
rdian
are d
issati
sfied
, infor
m the
m of
next
steps
in th
e com
plaint
proc
ess.
Visit
www
.com
mon
sens
e.org
/educ
ator
s for
cybe
rbul
lying
pre
vent
ion
reso
urce
s and
clas
sroo
m le
sson
s on
digi
tal c
itize
nshi
p.Go
to N
o Bu
lly (w
ww.n
obul
ly.co
m) to
lear
n ab
out S
olut
ion
Team
®, a
non-
puni
tive a
ppro
ach
to ad
dres
sing
bully
ing.
Co
ntac
t Fag
en Fr
iedm
an &
Fulfr
ost (
fage
nfrie
dman
.com)
for l
egal
advic
e.
Enga
ge st
uden
ts
in co
nflic
t-res
olut
ion
proc
ess.
Scho
ol ma
y only
offer
no
n-pu
nitiv
e re
spon
se
(e.g.
Solu
tion T
eam® )
No
Bully
, Com
mon
Sen
se M
edia
, and
the
Cal
iforn
ia-b
ased
law
firm
Fag
en F
riedm
an &
Ful
frost
bel
ieve
that
pro
mot
ing
soci
al a
nd
emot
iona
l lea
rnin
g, c
reat
ing
a sc
hool
clim
ate
whe
re re
spec
t for
div
ersi
ty a
nd s
kills
is v
alue
d, a
nd e
duca
ting
stud
ents
, fam
ilies,
and
fa
culty
abo
ut h
ow to
beh
ave
ethi
cally
onl
ine
are
the
best
way
s to
pre
vent
cyb
erbu
llyin
g. H
owev
er, w
e re
cogn
ize
that
inci
dent
s m
ay
still
occu
r. Th
e ch
art b
elow
can
hel
p yo
u re
spon
d to
thes
e in
cide
nts,
alth
ough
it d
oes
not c
onst
itute
lega
l adv
ice.
Resp
ondi
ng to
cybe
rbul
lying
: Gu
idel
ines
for a
dmin
istra
tors
Repo
rt of
cybe
rbul
lying
whe
re st
uden
t(s) u
sed a
cell p
hone
or
onlin
e digi
tal m
edia
to thr
eaten
, hum
iliate,
or is
olate
anoth
er st
uden
t.
Memb
er of
scho
ol sta
ff mee
ts wi
th the
targ
et an
d/or p
aren
t/gua
rdian
to ex
plore
whe
ther
this i
s cyb
erbu
llying
. Con
sider
the q
uesti
ons b
elow
in de
termi
ning h
ow be
st to
proc
eed.
Pres
erve
evid
ence
; e.g.
sequ
ester
comp
uter,
take s
creen
shots
, stor
e evid
ence
prov
ided b
y tar
get,
or
take c
ustod
y of c
ell ph
one i
f rea
sona
ble ca
use.
Cons
ider t
he qu
estio
ns be
low in
deter
minin
g nex
t step
s.
Did c
yber
bully
ing
occu
r on c
ampu
s, at
scho
ol ev
ent,
or on
scho
ol-iss
ued d
evice
?Di
d cyb
erbu
llyin
g oc
cur o
ff-ca
mpu
s and
crea
te su
bstan
tial d
isrup
tion t
o the
scho
ol’s o
pera
tion?
Did c
yber
bully
ing
occu
r off-
cam
pus a
nd ca
use
no su
bstan
tial d
isrup
tion t
o the
scho
ol’s o
pera
tion?
Did s
tude
nt co
nflic
t occ
ur be
twee
n stud
ents
of eq
ual
powe
r who
used
no vi
olenc
e, bu
llying
, or h
aras
smen
t?
Offer
the t
arge
t a S
olut
ion
Team
® of st
uden
ts fro
m the
ir pe
er gr
oup t
o end
the b
ullyin
g or h
aras
smen
t. Ad
dres
s any
hos
tile e
nviro
nmen
t in w
hich s
tuden
ts
are m
argin
alize
d bec
ause
they
are d
iffere
nt.
Is thi
s stud
ent b
eing
bullie
d thr
ough
seve
re or
re
peate
d cyb
er ac
tions
do
ne in
tentio
nally
to ha
rm or
dis
tress
the s
tuden
t? Th
is ma
y be
occu
rring
alon
g with
phys
ical,
verb
al, or
relat
ional
bully
ing.
Apply
cons
eque
nces
for
offen
ding s
tuden
t as
pres
cribe
d by E
d Cod
e an
d/or s
choo
l rule
s.
Have
scho
ol ru
les o
r Ed
Code
be
en vi
olat
ed?
Scho
ol ma
y giv
e con
sequ
ence
s to b
ully
along
side a
Solu
tion T
eam® fo
r tar
get b
ut ma
y only
punis
h stu
dents
for o
ff-ca
mpus
spee
ch
when
it ca
uses
subs
tantia
l dis
rupti
on to
scho
ol op
erati
on.
Follo
w yo
ur sc
hool’
s Sex
ual
Hara
ssme
nt Po
licy a
nd
Title
IX gu
idelin
es. R
emed
y an
y hos
tile pe
er en
viron
ment.
Is th
is se
xual
hara
ssm
ent?
E.
g. un
welco
me co
nduc
t of
a sex
ual n
ature
or
gend
er ba
sed t
hat is
so se
vere
as
to m
ake t
he sc
hool
envir
onme
nt ho
stile
or ab
usive
.
Is thi
s har
assm
ent b
ecau
se
of a p
rote
cted
char
acte
ristic
(e
.g. ac
tual o
r per
ceive
d disa
bility
, ge
nder,
gend
er id
entity
or
expr
essio
n, na
tiona
lity, r
ace
or et
hnici
ty, re
ligion
, sex
ual
orien
tation
) or b
ecau
se of
as
socia
tion w
ith st
uden
ts wh
o ha
ve th
ese c
hara
cteris
tics?
Conta
ct loc
al law
enfor
ceme
nt
and,
if chil
d abu
se, f
ulfill
any
CPS
repo
rting
requ
ireme
nts.
Is th
is a c
rime u
nder
stat
e or
fede
ral la
w? E
.g. m
aking
a c
rimina
l thre
at, ob
scen
e, thr
eaten
ing, o
r rep
eated
phon
e ca
ll(s) o
r sex
ting (
send
ing
obsc
ene m
ateria
ls).
Meet
sep
arat
ely
with
bul
ly a
nd ta
rget
and
thei
r par
ent(s
)/gua
rdia
n(s)
to fu
rther
sup
port
stud
ent i
n po
sitiv
e so
cial
in
tera
ctio
ns at
scho
ol. C
onne
ct to
coun
selin
g ser
vices
and o
utside
reso
urce
s to r
emed
y any
men
tal he
alth o
r fam
ily ch
allen
ges a
nd
build
socia
l and
emoti
onal
skills
. If s
tuden
t or p
aren
t/gua
rdian
are d
issati
sfied
, infor
m the
m of
next
steps
in th
e com
plaint
proc
ess.
Visit
www
.com
mon
sens
e.org
/educ
ator
s for
cybe
rbul
lying
pre
vent
ion
reso
urce
s and
clas
sroo
m le
sson
s on
digi
tal c
itize
nshi
p.Go
to N
o Bu
lly (w
ww.n
obul
ly.co
m) to
lear
n ab
out S
olut
ion
Team
® , a n
on-p
uniti
ve ap
proa
ch to
addr
essin
g bu
llyin
g.
Cont
act F
agen
Fried
man
& Fu
lfros
t (fa
genf
riedm
an.co
m) fo
r leg
al ad
vice.
Enga
ge st
uden
ts
in co
nflic
t-res
olut
ion
proc
ess.
Scho
ol ma
y only
offer
no
n-pu
nitiv
e re
spon
se
(e.g.
Solu
tion T
eam® )
