DIRECTIONS: Use this checklist for guidance in your selection of bullying prevention and intervention resources.
NAME OF RESOURCE: ________________________________________________
AUTHOR / SOURCE: _________________________________________________
This is a:
- Framework: ___
- Program: ___
- Curriculum: ___
- Other Resource: ___
It is designed for:
- School/Classroom Implementation: ___
- Adult/Staff Training: ___
- Communities: ___
- Background knowledge: ___
Other______________________________________
| CONSIDER: | YES | NO | NOTES/COMMENTS |
|---|---|---|---|
| Preparation / Pre-Planning | |||
| 1. Does the resource reflect all best practice principles for bullying prevention and intervention? | |||
| 2. Have you assured the resource does not include any Misdirections in Bullying Prevention or Response? | |||
| 3. Is the effectiveness of the resource is backed by research and data? If so are the data and outcomes directly related to bullying? How?
Pay attention to research behind the resource you are examining. If it is a Schoolwide program or initiative assure that it meets all the best practices and that it directly impacts reducing bullying. Many programs or initiatives may impact school climate but may not directly address the hurt and harm that is created in bullying incidents.Research-Based Articles and Books on Bullying and Peer Victimization |
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| 4. Does the resource demonstrate a focus on addressing school climate and culture?
To reduce bullying, it is important to change the climate of the school and social norms with regard to bullying. It must become “uncool” to bully, “cool” to help out students who are bullied, and normative for staff and students to notice when a child is bullied or left out. This requires the efforts of everyone in the school environment—teachers, administrators, counselors, other non-teaching staff (such as bus drivers, nurses, school resource officers, custodians,cafeteria workers, and school librarians), parents, and students.HRSA
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| 5. Does the resource suggest the formation of a leadership group specifically charged to coordinate bullying prevention efforts?
Bullying prevention efforts seem to work best if they are coordinated by a representative group from the school. This coordinating team (which might include an administrator, a teacher from each grade, a member of the non-teaching staff, a school counselor or other school-based mental health professional, a school nurse, and a parent) should meet regularly to digest data from the school survey described in Strategy 2; plan bullying prevention rules, policies, and activities; motivate staff, students, and parents; and ensure that the efforts continue over time. A student advisory group also can be formed to focus on bullying prevention and provide valuable suggestions and feedback to adults. Steps to Address Bullying at Your School Tips for School Administrators.
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| 6. Are all groups committed to efforts designed to address positive school climate, culture and bullying? (Examples: teachers, administrators, students, parents, counselors, community, para-pros, bus drivers, nurses, special ed. librarians custodians, cafeteria workers, etc.)
Garner staff and parent support for bullying prevention. Bullying prevention should not be the sole responsibility of an administrator, counselor, teacher—or any single individual at a school. To be most effective, bullying prevention efforts require buy-in from the majority of the staff and from parents. How to Talk with Educators at Your Childs School About Bullying
To reduce bullying, it is important to change the climate of the school and social norms with regard to bullying. It must become “uncool” to bully, “cool” to help out students who are bullied, and normative for staff and students to notice when a child is bullied or left out. This requires the efforts of everyone in the school environment—teachers, administrators, counselors, other non-teaching staff (such as bus drivers, nurses, school resource officers, custodians,cafeteria workers, and school librarians), parents, and students.HRSA
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| 7. Does the resource include involvement of all groups, students, parents, community, and support staff in Training,workshops,leadership groups, and resource tools?
All administrators, faculty, and staff at your school should be trained in bullying prevention and intervention. In-service training can help staff to better understand the nature of bullying and its effects, how to respond if they observe bullying, and how to work with others at the school to help prevent bullying from occurring. Training should not be available only for teaching staff. Rather, administrators should make an effort to educate all adults in the school environment who interact with students (including counselors, media specialists, school resource officers, nurses, lunchroom and recess aides, bus drivers, parent volunteers, custodians, and cafeteria workers).HRSA
All students must be trained in understanding the nature and impact of bullying. Students need to be actively engaged at middle and high school in the implementation of any bullying prevention and intervention programming. Teachers and other educators can benefit from specific training in engaging students in class discussions that are facilitated vs taught. Students should form a circle and focus on building community. How to Intervene to Stop Bullying Tips for On the Spot Intervention at School Documenting Bullying at Your School Tips for School Administrators Providing Support to Children Who Are Bullied Tips for School Personnel And Other Adults Working with Young People Who are Bullied Tips for Mental Health Professionals Working with Young People Who Bully Others Tips for Mental Health Professionals |
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| Content | |||
| 8. Does the resource conform to State/district/school anti-bulling policies and procedures?
Assure that the resource you are considering aligns with the laws and policies in your state/district/school. Have laws and policies in your hands when examining resources.
Documenting Bullying at Your School Tips for School Administrators Intervention Tips for Law Enforcement Officers Involvement of Law Enforcement Officers in Bullying Prevention |
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| 9. Is the resource appropriate for the ages and grades where it will be used? | |||
| 10. Is the resource culturally and linguistically appropriate for the school(s), communities where it will be used? | |||
| 11. Does the resource require Ongoing long term commitment to bullying prevention practices that result in decreasing bullying and bullying behaviors?
Create a long term plan for prevention and intervention and assure that all stakeholders are included in the plan. Schoolwide bullying prevention programs will have checklists or steps for sustainability.
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| 12. Does the resource demonstrate an accurate, universal definition and understanding of what bullying is and how it relates to school climate and culture? | |||
| 13. Does the resource involve Class Time devoted to building community including bullying prevention? It is important that bullying prevention programs include a classroom component. Teachers (with the support of administrators) should set aside 20–30 minutes each week (or every other week) to discuss bullying and peer relations with students. These meetings help teachers to keep their fingers on the pulse of students’ concerns, allow time for candid discussions about bullying and the harm that it can cause, and provide tools for students to address bullying problems. Anti-bullying themes and messages also can be incorporated throughout the school curriculum. HRSA
Teachers and other educators can benefit from specific training in engaging students in class discussions that are facilitated vs taught. Students should form a circle and focus on building community Addressing Bullying Prevention in the Classroom Tips for Educators What Can Students and Youth Do to Lend a Hand. |
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| 14. Does the resource suggest or provide activities and lessons which can be used across the curriculum? | |||
| 15. Does the resource suggest opportunities for reflective discussions to prevent negative acts and promote pro-social behaviors? | |||
| 16. Does the resource avoid biases and prejudices including but not limited to misconceptions regarding race, ethnicity, gender, sexual orientation or religious affiliations? | |||
| 17. Does the resource avoid practices that are counterproductive to bullying prevention and intervention? | |||
| 18. Does the resource contain or refer to easily accessible, teacher-friendly materials. | |||
| Data Collection / Survey | |||
| 19. Does the resource include a valid, reliable, anonymous climate/bullying assessment survey for students?
Intuitively adults are not always very good at estimating the nature and extent of bullying at their school. Frequently we are quite surprised by the amount of bullying that students experience, the types of bullying that are most common, or the “hot spots” where bullying happens. As a result, it is often quite useful to assess bullying by administering an anonymous questionnaire to students about bullying. What are the possible benefits of conducting a survey of students?
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| 20. Does the resource emphasize the importance of Assessing Bullying and other measurement tools such as for school climate?
Intuitively adults are not always very good at estimating the nature and extent of bullying at their school. Frequently we are quite surprised by the amount of bullying that students experience, the types of bullying that are most common, or the “hot spots” where bullying happens. As a result, it is often quite useful to assess bullying by administering an anonymous questionnaire to students about bullying. What are the possible benefits of conducting a survey of students?
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| 21. Does the resource suggest how data be used?
Intuitively adults are not always very good at estimating the nature and extent of bullying at their school. Frequently we are quite surprised by the amount of bullying that students experience, the types of bullying that are most common, or the “hot spots” where bullying happens. As a result, it is often quite useful to assess bullying by administering an anonymous questionnaire to students about bullying. What are the possible benefits of conducting a survey of students?
{end-tooltip} to drive present and future actions at the school site-including {tooltip}increased trained supervision of high incident areas{end-text}Bullying tends to thrive in locations where adults are not present or are not vigilant. Once school personnel have identified hot spots for bullying from the student questionnaires, look for creative ways to increase adults’ presence in these locations. HRSA |
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| TRAINING | |||
| 22. Does the resource require that all staff is trained in Definition, prevention, intervention (and possible program implementation)?
All administrators, faculty, and staff at your school should be trained in bullying prevention and intervention. In-service training can help staff to better understand the nature of bullying and its effects, how to respond if they observe bullying, and how to work with others at the school to help prevent bullying from occurring. Training should not be available only for teaching staff. Rather, administrators should make an effort to educate all adults in the school environment who interact with students (including counselors, media specialists, school resource officers, nurses, lunchroom and recess aides, bus drivers, parent volunteers, custodians, and cafeteria workers).HRSA
All students must be trained in understanding the nature and impact of bullying. Students need to be actively engaged at middle and high school in the implementation of any bullying prevention and intervention programming. Teachers and other educators can benefit from specific training in engaging students in class discussions that are facilitated vs taught. Students should form a circle and focus on building community. How to Intervene to Stop Bullying Tips for On the Spot Intervention at School Documenting Bullying at Your School Tips for School Administrators Providing Support to Children Who Are Bullied Tips for School Personnel And Other Adults Working with Young People Who are Bullied Tips for Mental Health Professionals Working with Young People Who Bully Others Tips for Mental Health Professionals Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Stopbullying.gov
What We Know About Bullying What Should I Do If I’m Bullied |
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| 23. Does the resource include students in training around what bullying is and is not, how to report bullying, discipline consequences for bullying others and positive roles for bystanders? | |||
| COST | |||
| 24. Is the total cost associated with the purchase of the resource reasonable given the expected benefits? | |||
| 25. Is the total cost associated with training reasonable given the expected benefits? | |||
| Sustainability | |||
| 26. Is there a plan in place to ensure Sustainability of this program?
Continue these efforts over time. There should be no “end date” for bullying prevention activities. Bullying prevention should be woven into the entire school environment. HRSA
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