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- Sustained focus on school climate:
- Systematic instruction on school-wide behavioral expectations (PBIS)
- Effective classroom management
- Use of school climate surveys and other data
- Student-led Mentor Programs
- School-wide prosocial assemblies
- Advisory/building blocks
- Common definition of bullying
- Clear bullying prevention policies and expectations for bullying reporting and follow-up
- Teacher and staff training on bullying prevention and intervention
- Knowledge and skill-based instruction for students on bullying prevention, cyberbullying prevention, bystander expectations, and online citizenship.
- Classroom meetings or social and emotional learning (SEL) lessons focused on: collaboration, agency, empathy, self-awareness, and adaptability.
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- Active supervision in bullying “hot spots,” i.e. unstructured areas/times of the day and interventions when bullying is suspected
- Teach/reteach social-behavioral expectations in settings where bullying frequently occurs
- Referral system for identifying students who need more support:
- Grade-level meetings
- Data meetings
- Student Support/Assistance Teams
- District and school wide data systems
- Direct SEL instruction for students who are indicated within the “need” range on SEL assessments
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- On-the-spot interventions by adults
- Individual meetings with students and caregivers
- Individualized plan for students who bully others:
- May include regular check-in’s, mentoring, skill teaching and practice, psychoeducational interventions for students and caregivers, etc.
- Individualized supportive planning with students are subjected to bullying:
- May include supportive check-in’s, mentoring, plans for safety/support, follow-up meetings with caregivers, etc.
- IEP or 504 meetings for students already identified for individualized support
- Referral to school-based or community-based mental health services and community supports, as needed
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