Bullying
Lee waits for Jessie to leave their first period class at the middle school every day. Lee is much larger stature, an athlete, and does not like Jessie. Almost every day, Lee confronts Jessie following their first period class by knocking Jessie’s books from his hands. Jessie does nothing to retaliate. Is this bullying?
Yes! This happening multiple times after 1st period makes this a pattern of acts. • The acts are between Lee and Jessie, making it from one student directed at another. Since Lee is larger, it also exploits an imbalance of power. There also could be other imbalances of power that are not immediately apparent. • The knocking of the books from the hands is physical conduct. • Lee knocking books from Jessie’s hands damages Jessie’s property and creates reasonable fear of harm to Jessie and damage to his property. Since the acts happen almost every day, the acts are persistent. The continuous knocking of books from Jessie’s hands creates at least an intimidating and threatening educational environment. • The incidents happen on school property.
A student continues to talk or whisper while the teacher is giving instructions or during a lesson after several reminders to the class. Student's first offense.
Enter CMB, private conversation with student about behavior
*phone call home if you feel necessary
A student says something racially insensitive about another student in class
Address it immediately, turn it into a teachable moment, support, and reflect.
*discipline referral and counseling referral
*phone call home
If a student has disrupted your class 5 times today but doesn't usually show this type of behavior, what type of consequence should be given?
CMB
*private conversation with student
*phone call home
Every time a student deserves a CMB or a referral, I should....
Call home
Taylor and Devin communicate through text and social media every day. Taylor and Devin are both interested in dating a student named Ryan. At some point, Devin starts spreading false rumors to Ryan about Taylor, in order to get Ryan to dislike Taylor. After leaving school, Devin starts texting unflattering photos of Taylor to Ryan and making social media posts “bashing” Taylor. These texts and photos, as well as social media posts, are NOT done while at school, only while at home or at other friends’ houses. Devin is from a wealthy family and their parents hold high positions in the community, while Taylor is from a moderate income, single-parent family. Other students are beginning to shun Taylor at school, resulting in Taylor socially withdrawing at school and no longer wanting to attend that school. When Taylor and Devin are in class together, they have had to be separated, as they obviously do not get along together in school.
Yes! Application of the TxSSC’s bullying checklist for schools: • Multiple incidents of texting and social media posts make this a pattern of acts. • The acts are between Taylor and Devin, making it from one student directed at another. These actions have created a situation where Taylor is stunned by other students at school, making it more than one individual directed at another. Since Devin comes from a wealthy family who hold high positions in the community, and Taylor does not, there is a difference in socioeconomic status. This exploits an imbalance of power. There also could be other imbalances of power that are not immediately apparent. • Social media and texting are considered electronic means. • These acts are creating an intimidating and abusive environment. Since other students are starting to shun Taylor at schools, it is disrupting the educational process and school operations. • Social media and texting were used as electronic communication devices. • These incidents are happening off of school property and outside of a schoolsponsored event or school-related activity. • Since Taylor no longer wants to attend school, and both Taylor and Devin have to be separated at school, it is both interfering with Taylor’s educational opportunities and disrupting orderly operations.
Student shows disrespect toward teacher
includes talking back, rolling eyes, or sarcastic comments.
Enter CMB, parent phone call (perhaps even during class if warranted)
A student says something racially insensitive about another student not in class
Address it immediately, turn it into a teachable moment, support, and reflect.
*discipline referral and counseling referral
*phone call home
Student disrupts your class on a daily basis, you have already spoken with the student and called home, what is a good next step consequence?
CMB
*After school or lunch detention with you (use time to get to know student and learn why they are disrupting your class so often and how you can help remind them in the moment to stop so this doesn't become a referral)
*parent phone call home
When in doubt...
Call home
Jordan and Dakota are longtime friends and their families are friends as well. They are the same age and live a few blocks from each in the same neighborhood. They are both on the baseball team and both are well connected socially at school. Lately, they have been more competitive in their sports activities and have grown further apart. At times, they have been observed at school trading verbal taunts about each other and making fun of each other’s family members. No physical altercations have occurred, but they are both aligning with other friends to go “against” each other.
No! Application of the TxSSC’s bullying checklist for schools: • The trading of verbal taunts is a pattern of acts. • Since both are exchanging verbal taunts, both are directing behavior toward each other. • Jordan and Dakota are the same age, from the same neighborhood, and are both members of the baseball team. From this description, there does not appear to be an exploitation of an imbalance of power (even though there may be other imbalances of power unknown). Based on this information, the actions do not meet the legal definition of bullying.
Student is caught copying another student's homework
Enter CMB, teacher assigns consequence (after school detnetion, tutoring session, different assignment) and phone call home
A student uses the N-word or another racial slur when talking to or about someone.
Teacher Response:
Immediately and firmly interrupt:
“That word is unacceptable. We do not use language that degrades others in this classroom.”
Speak to the student privately afterward to explain the harm and involve administration or counselors if needed.
Offer support to any student targeted.
Student is constantly making rude comments to another student under their breath, but both you and other students can hear them. You have already talked with the student and parents.
CMB
*Conflict resolution with help of counselor and/or admin if needed
*Get to the root of the problem and resolve it between the students and create a plan to move forward
*Phone call home
If you are giving a student a referral
1.
2.
3.
1. Call home
2. have 3 previously entered CMBs
3. tell the student
Logan and Cameron attend the same school and live in the same neighborhood. They ride the bus to school together every morning and afternoon. Logan is well-known around the school and has lots of friends, while Cameron is shy and does not have many. Recently, Logan has started to “pick on” Cameron on the bus. He throws paper planes at him and rounds up other students on the bus to make fun of him. This has occurred for the last several weeks. Logan does not talk to Cameron while at school. Cameron has started to miss several days of school, because he is afraid that Logan’s taunts will start happening while at school.
Yes! The behavior on the bus by Logan has occurred for several weeks, making it a pattern of acts. • The behavior on the bus from Logan and the other students is directed at Cameron, making it from one or more students directed at another student. The fact that Cameron is shy and does not have many friends, and Logan is well-known and has many friends creates an imbalance of power. The number of students involved also creates an imbalance of power. • The actions occurring on the bus, including throwing paper airplanes and making fun of Cameron represents both physical conduct and verbal expression. • These actions are physically harming Cameron and have created fear of harm at school. The actions are also persistent, which has created an intimidating, threatening, and abusive educational environment that disrupts the educational process (by missing several days at school). • The actions occur on a bus used to transport students
Student uses technology to access social media, play games, or watch videos during class.
Enter CMB, parent phone call home, loss of technology (for given time period)
A student uses stereotyping: “Asians are all good at math,” or “Hispanics can't read.”
Interrupt and clarify:
“That’s a harmful stereotype. People are individuals — we don’t reduce anyone to a generalization.”
Briefly explain why stereotypes are offensive and inaccurate.
Use it as a teaching moment if appropriate.
*Enter CMB
*involve admin and/or counselors if necessary
Student puts gum in a girl's hair. Girl is hysterical other student is freaking out that it became a big deal.
Enter discipline referral, send student to the office and girl with gum in her hair to the nurse.
*Do not cut out the gum :)
If I am unsure what to do, I should...
call an admin or counselor on the phone
Parker and Morgan go to the same school and walk home every day. One day, after leaving the school campus, Parker decides to tease Morgan on their walk home. Parker pushes Morgan to the ground and dumps out her backpack. Parker is much bigger than Morgan, so it was easy for her to push her down. Morgan runs home crying. Morgan’s mom has called up to the school to report that Morgan is the victim of bullying.
No! While it does meet most of the criteria for being bullying, the action appeared to happen only once. Further, it did not happen on school grounds or at a school-sponsored activity. For actions to be considered bullying and under the school district’s authority, cyberbullying is the only type of bullying that can happen off-campus where the school is required to intervene.
Student is yelling and then gets up and punches another kid in the arm.
Automatic discipline referral and either send student to office or call for admin depending on state of the student
A student makes a “joke” with racial undertones.Then says, it’s just a joke — can’t you take it?” (but the “joke” includes a racial stereotype or insult) or says “Racism isn’t real anymore” or “People are too sensitive about race.”
Teacher Response:
Respond without laughing or brushing it off:
“Racist jokes are still racism. Humor doesn’t excuse hurtful comments.”
Explain that intent doesn’t erase impact.
Acknowledge the comment, then offer a redirect:
“I hear what you're saying, but many people still experience racism today. Let's talk about that respectfully and with an open mind.”
Use this as an entry point for a guided class discussion or a teachable moment.
Student is always sneaking their cellphone out. You have given multiple warnings.
*follow district protocol, collect the phone and turn into the front office
*enter CMB
*call home
*do you have a clearly established phone policy in your room?
If a fight breaks out, a student makes a threat, a student injures another student or becomes dangerous to the teacher or other students, I should...
call for admin immediately