HIB Prevention Programs: Requirements, Key Elements, and Effective Practices, Exercises of Decision Making

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Part 2: Prevention

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 This is the second of three tutorials designed to help school personnel implement the ABR and prevent harassment, intimidation and bullying (HIB). Part 1 provides an orientation to key requirements in the ABR and Part 3 addresses HIB intervention.

 This tutorial is organized in a question and answer format.

 Where applicable, requirements and suggestions are differentiated. If there is no differentiation, the information is either suggested or a reflection of the research literature.

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 Research studies have reported on the extent that HIB negatively contributes to student problems, ranging from stress reactions to underachievement to teen suicide and other deadly acts of violence.

 The research literature underscores the importance of systemic and sustained prevention efforts as the essential features of HIB and other at-risk behavior prevention strategies. Multifaceted and long-term approaches are more likely to succeed than single-component or short-term programs.

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 These types of programs, at a minimum, typically include

the following:

• A school-wide component centered on training,

awareness, monitoring and assessment of HIB;

• A classroom component focused on reinforcing school-

wide rules and building social and emotional skills and

empathy; and

• An intervention component for students who are targets

or perpetrators of HIB.

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 Week of Respect ( N.J.S.A. 18A:37-29)

• School districts must annually observe this week, beginning with the first Monday in October.
• The purpose of the week is to recognize the importance of character education by providing age-appropriate instruction focusing on the prevention of HIB per the HIB definition at ( N.J.S.A. 18A:37-14).
• Suggested resources for the Week of Respect (and School Violence Awareness Week, observed the week beginning with the third Monday in October) can be found at http://www.state.nj.us/education/students/safety/behavior/violence .shtml

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 Engage stakeholders within and outside of the school to develop a clear, comprehensive plan with built-in accountability measures.

 Assist the staff, students and other stakeholders in developing a belief that the school can be successful in eliminating HIB.

 Inspire school personnel to cooperatively build a supportive, respectful culture where adults model strong social and emotional competencies.

 Focus on the school climate and the social and emotional competence of the entire school organization.

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2. Data driven decision making.

 Decisions about the implementation of program components are made and modified after an analysis of applicable data.

 Key stakeholders are included in decision making.

 Students, parents and school staff participate in a survey of the climate, culture and behaviors in the school.

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3. A commitment to sharing the responsibility for HIB prevention by all school staff, including:  District and school administrators;

 Classroom teachers, non-teaching school staff and paraprofessionals; and

 Clerical, custodial, food service and transportation staff.

Additionally, adults model the desired behaviors and support students who report HIB incidents.

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It is suggested that:

 While the SST is required to meet twice each year,

the meetings occur more regularly.

 Students actively serve on or participate in the

activities of the SST.

 Prevention activities are based on data-driven

needs, and are outcome-oriented and proactive.

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A statement prohibiting HIB of a student. Communication with parents.

A definition of HIB (consistent with N.J.S.A. 18A: 37-14).

Appeals to the board of education.

The type of behavior expected of a student. A range of responses to HIB.

A procedure for reporting HIB. Prohibition, consequences and remedial actions for reprisal, retaliation and false accusation. A procedure for prompt investigation of HIB reports.

Procedure for publicizing the policy and school HIB staff.

5. A policy for HIB behavior is developed. The policy must include, at a minimum:

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7. Providing training on the HIB policy for ALL staff. The training content is critical to a staff’s ability to effectively understand and implement a comprehensive program of prevention and intervention, with the HIB policy to serve as the framework.  N.J.S.A. 18A:37-17 requires the training to be provided for full- and part- time staff, which could include:

• District and building administrators;
• Facilities staff;
• Teachers;
• Transportation staff;
• Student support services staff;
• Lunchroom staff;
• Administrative support staff;
• Playground aids; as well as for  Volunteers who have significant contact with students; and  Persons contracted by the district to provide services to students.

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8. Adult supervision exists in areas identified as “Hot

Spots.”

 “Hot spots” (i.e., places where HIB is likely to occur) are identified on student and staff surveys and by a review of existing school data on incident patterns.

 Adult supervision is arranged to monitor these locations.

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10. Classroom time includes messages and lessons that will

help prevent HIB.

 HIB information that promotes respect, civility, health,

safety, diversity and responsibility.

 Time is set aside each week for lessons on HIB

prevention.

 Lessons include videos, story books, role-playing, and

artistic expression that promote and support the district’s

HIB goals.

 Students and staff openly discuss HIB and peer relations.

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11. Prevention efforts are effective when sustained

over a long period of time.

 Although a “kick-off” event may be held at the

beginning of the implementation of a HIB prevention

program, the success of the effort in changing

climate, culture and behavior is sustained over time

and does not have an end-date.

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Adapted from "Bully Prevention and Intervention in a Post-Columbine Era" workshop at the Power and Empowerment: Iowa Governor's Conference on Bullying and Harassment, January 27, 2005, Ames Iowa, Susan P. Limber, PhD, presenter