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|Social Policy Report: Safe Schools Policy for LGBTQ Students||Research||Society for Research in Child Development|
The Social Policy Report on Safe Schools for LGBTQ students provides an extensive review of the research evidence on creating safe schools for LGBTQ students. The report makes policy and practice recommendations that will be relevant for educators, parents and students, in addition to federal, state and local policymakers.
Topics: Prevention, LGBT, Schools
For more info please visit http://www.srcd.org/index.php?option=com_docman&task=doc_download&gid=1164
|Special Report: Harassment/Bullying in Public Schools State of Washington: Department of Education||Research||Zuber, S. Governor's Office of the Education Ombudsman||2008|
This Special Report presents the Office of Education Ombudsman’s research and findings regarding the issue of bullying, which affects a great number of elementary and secondary students in rural and urban schools across the state. This paper concludes with recommendations for future efforts by the state and by schools to improve the state’s system and the effectiveness of the state anti-bullying policy.
Topics: Disabilities & Special Needs
For more info please visit http://www.governor.wa.gov/oeo/reports/bullying_report.pdf
|Bullying and Students with Disabilities. A Briefing Paper from the National Council on Disability.||Research||Young, J., Ne’eman, A. & Gelser, S.||2011|
Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. This paper reviews the literature on bullying and students with disabilities and examines the legal and policy tools available to address bullying against students with disabilities.
Topics: Disabilities & Special Needs, Policies & Laws
For more info please visit http://www.ncd.gov/publications/2011/March92011
|Bullying in Schools: An Overview||Research||U.S. Department of Justice (DOJ)||2011|
This bulletin examines the connection between different types and frequencies of bullying, truancy, and student achievement, and whether students’ engagement in school mediates these factors. The authors conclude that victimization in the form of bullying can distance students from learning. Schools can overcome this negative effect if they adopt strategies that engage students in their work, creating positive learning environments that produce academic achievement.
Topics: Schools, Prevention
For more info please visit www.ojjdp.gov/pubs/234205.pdf
|Bullying: A Prevention Toolkit||Research||The Alverno College Research Center for Women and Girls||2011|
The Alverno College Research Center for Women and Girls (“Research Center”) generates and applies scholarly research for the purpose of inspiring, transforming and supporting initiatives to improve the lives of women and girls in the state of Wisconsin and beyond. In November 2011, the Research Center shared its findings regarding best practices for teachers, community organizations and parents to address bullying. Specifically, the Research Center’s Bullying: A Prevention Toolkit is the coalescence of current scholarly research regarding the causes and effects of bullying behaviors, the impact of bystanders on bullying behaviors and action items for parents, educators and communities to reduce and respond to bullying behaviors.
Topics: Prevention, Respond to Bullying, Schools
For more info please visit http://www.alverno.edu/research/bullyingprevention/
|Cyberbullying Research Center||Research||Dr. Sameer Hinduja and Dr. Justin Patchin|
The Cyberbullying Research Center is dedicated to providing up-to-date information about the nature, extent, causes, and consequences of cyberbullying among adolescents. This web site serves as a clearinghouse of information concerning the ways adolescents use and misuse technology. It is intended to be a resource for parents, educators, law enforcement officers, counselors, and others who work with youth. Here you will find facts, figures, and detailed stories from those who have been directly impacted by online aggression. In addition, the site includes numerous resources to help you prevent and respond to cyberbullying incidents. The Cyberbullying Research Center is directed by Dr. Sameer Hinduja (Florida Atlantic University) and Dr. Justin Patchin (University of Wisconsin-Eau Claire). They have been studying cyberbullying since 2002 and first launched this web site in 2005. They founded the Center as a means to further their mission of bringing sound research about cyberbullying to those who can benefit most from it.
Topics: Policies & Laws, Prevention, Respond to Bullying, Schools, Cyberbullying
For more info please visit http://www.cyberbullying.us
|Cornell Research Program on Self-Injurious Behavior||Research||Cornell Research Program on Self-Injurious Behavior||2011|
This is a resource on self harm that has informative fact sheets and statistics as well as helpful resources for school staff on how to notice the warning signs of self harm and develop a school protocol to improve the situation.
For more info please visit http://www.crpsib.com/
|Suicide and Bullying Issue Brief||Research||Suicide Prevention Resource Center||2011|
This issue brief explores the relationship between suicide and bullying with particular interest in LGBT youth.
For more info please visit http://www.sprc.org/sites/sprc.org/files/library/Suicide_Bullying_Issue_Brief.pdf
|A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior||Research||Joshua R. Polanin, Dorothy L. Espelage, & Therese D. Pigott||2012|
This meta-analysis synthesized bullying prevention programs' effectiveness at increasing bystander intervention in bullying situations. Evidence from 12 school-based programs, involving 12,874 students, indicated that overall the programs were successful (Hedges's g = .20, 95% confidence interval [CI] = .11 to .29, p = .001), with larger effects for high school (HS) samples compared to kindergarten through eighth-grade (K-8) student samples (HS effect size [ES] = 0.43, K-8 ES = 0.14; p < .05). A secondary synthesis from eight of the studies that reported empathy for the victim revealed treatment effectiveness that was positive but not significantly different from zero (g = .05, 95% CI= -.07 to .17, p = .45). Nevertheless, this meta-analysis indicated that programs increased bystander intervention both on a practical and statistically significant level. These results suggest that researchers and school administrators should consider implementing programs that focus on bystander intervention behavior supplementary to bullying prevention programs.
Topics: Prevention, Respond to Bullying, Kids, Schools
For more info please visit http://www.nasponline.org/publications/spr/abstract.aspx?ID=3355
|"You're So Gay!": Do Different Forms of Bullying Matter for Adolescent Males?||Research||Swearer, Susan M.; Turner, Rhonda K.; Givens, Jami E.; Pollack, William S.||2008|
This study examined effects of adolescent males' perceptions of being bullied because of verbal taunts related to gender nonconformity (i.e., "They say I'm gay"). Participants included 251 ninth- (n = 77), tenth- (n = 96), and eleventh- (n = 78) grade students in a private, all-male college preparatory school. Participants were divided into two groups based on whether they were bullied by being called gay. Out of the 251 participants, 121 (48%) reported having been bullied and 127 (50%) stated that they had not been bullied during the past year (2% did not report). Of the 121 participants who had been bullied, 32 (26%) reported that they had been bullied because others called them gay (Group 1) and 89 (74%) reported that they had been bullied for other reasons, exclusive of being called gay (Group 2). Consistent with predictions, the boys who were bullied because they were called gay experienced greater psychological distress, greater verbal and physical bullying, and more negative perceptions of their school experiences than boys who were bullied for other reasons. Implications for school-based intervention services for bullying are discussed.
Topics: LGBT, Gender
For more info please visit http://www.nasponline.org/publications/spr/pdf/spr372swearer.pdf