Reporting a bullying situation can
invoke many feelings in people, especially younger students. The line between
tattling and reporting can be very gray at times. If a school does its job that
distinction will be clear and repeated in order to create a culture that has
safety at its foundation. Reporting an incident typically begins with a
conversation between a student and a trusted adult. Once a decision has been
made to file a formal complaint, a form that asks for standard information is
used. This basic information includes a description of the incident, citing
times and places the bullying occurred. The more detail about the incident the
better. Names of any witnesses are also
important. Many times targets do not
want to name witnesses; however, witnesses, as discussed in a prior article,
are also targets and often traumatized by actions of the bully. Witnesses, if
they believe they are protected, will often substantiate a target’s report. If
a witness feels unsafe or fears retaliation by the bully will not likely want
to put him/herself in the line of fire. Once a formal complaint is filed, a
school should begin an investigation.
An
investigation done with integrity will include an interview by a neutral party,
but a person with authority, of both the target and the bully. Any witnesses
should also be interviewed if deemed appropriate. The investigation should
begin promptly and be completed in a reasonable period of time. Once the interviewer has concluded the
investigation a written report should be completed and given to the district
administrator. Copies of the written report should be kept on file in a
confidential location. If any discipline
action is deemed necessary and appropriate, it should be taken immediately
following the investigation. Waiting to take disciplinary action sends a
message to the bully that the situation is not serious. Such a decision may actually empower a bully
rather than encourage a change of behavior.
A powerful anti-bullying climate
will also have interventions for both the target and bully. Both parties need
to be engaged in constructive and supportive interventions. Such interventions
require patience and persistence. Strategic interventions for the target
include listening to his/her story, support the target’s efforts to belong to
the school community, request permission to share important information from
the target’s story with appropriate school persons, determine when the target’s
parents should be contacted, provide long-term supportive interaction with the
target. The last thing the target should ever feel is abandoned or isolated.
Interventions for the bully are also critical. Critical aspects for strategic
intervention include understand the rationale and logic of the bully, listen to
the story of the bully, educate the bully on boundaries, involve other team
members as appropriate to help with accountability, determine when to contact
the bully’s parents, enforce policies, and provide support by not abandoning
the bully. There is a reason a person bullies others. To change the behaviors of the bully, a
relationship must be established that is based on the bullying trusting the
adult. This takes time and patience. Above all, efforts must be genuine. It is
highly probable no one has taken time to support the bully and actually help
him or her rather than simply punish the actions he or she perpetuates.