anti bullying bill essay

Do U.S. laws go far enough to prevent bullying at school?

The nationwide effort to reduce bullying in U.S. schools can be regarded as part of larger civil and human rights movements that have provided children with many of the rights afforded to adults.

By Dewey G. Cornell, PhD, and Susan P. Limber, PhD

February 2016, Vol 47, No. 2

Print version: page 64

26 min read

Do U.S. laws go far enough to prevent bullying at school?

Schools and Classrooms

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The nationwide effort to reduce bullying in U.S. schools can be regarded as part of larger civil and human rights movements that have provided children with many of the rights afforded to adults. But so far, protections against harassment apply only to children who fall into protected classes, such as racial and ethnic minorities, students with disabilities, and victims of gender harassment or religious discrimination.

This article identifies the conceptual challenges that bullying poses for legal and policy efforts, reviews judicial and legislative efforts to reduce bullying and makes recommendations for school policy.

CE credits : 1
Exam items : 10
Learning objectives : After completing this course participants will be able to: 1. Distinguish between bullying and harassment. 2. Describe how bullying at school can be a civil rights violation. 3. Describe recommended school policies on bullying.

Two events in 1999 were turning points in the recognition of school bullying as an important societal problem in the United States. First was the shooting at Columbine High School, widely viewed in the press as actions by vengeful victims of bullying. Equally important, but less prominent in the media, was the U.S. Supreme Court decision in Davis v. Monroe County Board of Education , which established that schools could be liable for failing to stop student-to-student sexual harassment.

Yet after more than a decade of judicial and legislative activity since those two landmark events — as well as a massive increase in scientific research — today's laws and policies about bullying are fragmented and inconsistent. This article examines conceptual challenges in judicial and legislative efforts to address bullying in schools and recommends ways to improve schools' antibullying policies.

Defining bullying

The definition of bullying recognized by the Centers for Disease Control and Prevention includes three characteristics: intentional aggression, a power imbalance between aggressor and victim, and repetition of the aggression. Each of these criteria poses challenges for law and policy.

Intentional aggression is broadly inclusive and means that bullying can be physical, verbal or social. As a result, bullying can overlap with many other behaviors such as criminal assault, extortion, hate crimes and sexual harassment. But in its milder forms, bullying can be difficult to distinguish from ordinary teasing, horseplay or conflict. With regard to social or relational bullying, it may be hard to draw the line between children's friendship squabbles and painful social ostracism.

The second criterion — a power imbalance between aggressor and victim — distinguishes bullying from other forms of peer aggression. However, a power imbalance is difficult to assess. Although judgments about physical size and strength are feasible in cases of physical bullying, bullying is most often verbal or social and requires that there be a power differential that requires an assessment of peer status, self-confidence or cognitive capability. In some contexts, the victim lacks power for less obvious reasons, such as sexual orientation, disability or membership in a particular racial or ethnic group. A further complication is that interpersonal power can vary across situations and circumstances.

The third criterion for bullying is repetitive behavior. If repetition is seen as a necessary criterion for intervention, this might complicate enforcement of bullying rules and policies, because observers would have the added burden of detecting multiple incidents of abusive behavior before they can conclude that bullying has occurred. Most definitions recognize that a single bullying incident can be sufficiently harmful or likely to be repeated that it can be regarded as bullying.

In recent years, cyberbullying has emerged as a novel and especially noxious way to harm others. Through Web postings, texts, tweets and more, those who bully can publicly humiliate someone on a continuous basis. Most authorities recognize that cyberbullying is a modality for engaging in verbal and social bullying, subject to the same definitional criteria, rather than a qualitatively different behavior.

Harassment versus bullying and the law

"Harassment" is a term often used interchangeably with "bullying," but it has an established history in civil rights law and policy that precedes the fledgling laws and developing policies concerning bullying. U.S. civil rights laws are the culmination of many different advocacy movements aimed at protecting specific classes of individuals who are vulnerable to discrimination. For example, Title VI of the Civil Rights Act of 1964 prohibits discrimination based on race, color or national origin, while Title IX of the Education Amendments of 1972 prohibits discrimination on the basis of sex. Both Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 2004 prohibit discrimination on the basis of disability.

Of particular relevance to educators is that these laws protect students from discrimination that deprives them of their right to free appropriate public education (FAPE), a concept articulated in the 1975 Education of All Handicapped Children Act, and revised in the 1990 Individuals with Disabilities Education Act (IDEA). These laws have been generally interpreted to mean that teachers, administrators and other school personnel who are employed in public schools that receive federal funds must not engage in discriminatory practices against their students.

But while these laws clearly protect students from an adult's discriminatory treatment at school, there had been substantial disagreement among the courts on whether the laws apply to student-on-student harassment. That changed in 1999 when in Davis v. Monroe County Board of Education (1999) the Supreme Court ruled that school authorities could be held liable under Title IX for damages in a case involving student-on-student harassment.

Specifically, the case involved a fifth-grade girl who was repeatedly harassed by a male classmate who made sexually suggestive statements and gestures, and touched her inappropriately. During months of harassment, the girl was distressed, her grades declined and she wrote a suicide note. Frustrated by the school's lack of responsiveness, the parents went to the police and pressed charges. The boy pled guilty to sexual battery.

The family sued school authorities on the basis of the Title IX provision that "no person shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance." The lower courts sided with the school officials and the family appealed; after 6 years, the case reached the U.S. Supreme Court. Its 5–4 decision was a monumental shift in the legal obligations of schools for student behavior, finding that sexual harassment of one student by another could constitute a discriminatory act under Title IX.

This decision opened the door for more cases arguing that schools should take action to stop harassment. In its decision, the Supreme Court identified four conditions that must be met for a school to be held liable:

The student must be victimized because of membership in a protected category.
The harassment at school must be severe. Ordinary teasing, name-calling and rough play among students are not sufficient unless the behavior is so severe, pervasive and offensive that it denies its victims equal access to education.
School authorities must be aware of the harassment, and are not liable for harassment that they did not know about.
Schools are liable only if they are "deliberately indifferent" to the harassment. Schools are not required to prevent or stop harassment, but only to make reasonable efforts to intervene when they become aware of it.

Although the Davis v. Monroe decision can be regarded as a great step forward for children's rights in school, it fell short of extending to students the protections from harassment afforded to adults in the workplace. Both the third and fourth conditions represent a significant difference from standards commonly applied to adult work settings. In the adult workplace, employers may be liable for sexual harassment by co-workers that they should have known about, even if they were unaware of it. Furthermore, employers are expected to successfully remedy the harassment and restore a harassment-free workplace.

Subsequent cases illustrate how courts have applied the Davis v. Monroe decision to bullying. In Shore Regional High School Board of Education v. P.S. Forty-one (2004), the Third Circuit held that the school district's failure to stop bullying can constitute a denial of a student's right to FAPE under IDEA. In this case, a boy had been verbally and physically bullied because of his perceived "girlish" appearance and was called names such as "gay" and "faggot." The boy was classified as eligible for special education services because of emotional disturbance that was attributed to being bullied. After the boy attempted suicide in the eighth grade, his parents were unwilling to send him to the local high school with the same students who had bullied him in elementary and middle school. School authorities initially denied the boy's transfer, but the parents argued successfully to the court that he should be permitted to go to a different high school.

Another case, Scruggs v. Meriden Board of Education (2005), prompted the Connecticut legislature to pass antibullying legislation. In this case, a 12-year-old boy died by suicide after years of physical and verbal bullying in middle school. The plaintiff successfully argued that the boy was bullied because of his learning disability, and that the school failed to follow appropriate special education procedures, did not train its staff adequately and did not have appropriate antibullying and harassment policies.

Federal guidance on bullying and harassment

Educational standards on bullying are emerging most clearly through a series of "Dear Colleague" letters from the U.S. Department of Education to school authorities. In 2010, the department's Office for Civil Rights sent such letters to schools nationwide to provide guidance on dealing with bullying that rises to the level of a civil rights violation. The letters emphasized that some forms of bullying constitute discriminatory harassment under federal law. As the letter advised, bullying of an individual based on race, color, national origin, sex or disability can be a civil rights violation if it is sufficiently severe, pervasive or persistent that it interferes with a student's ability to benefit from the school's services, activities or opportunities. The letter also pointed out that when a student who is being bullied is also identified as a victim of a federal civil rights violation, the school has more than an obligation to stop the violation. The schools must "eliminate any hostile environment and its effects" as well as take steps to "prevent the harassment from recurring" the letter said.

These obligations imply a broader effort to influence student behavior and improve the school climate beyond simply disciplining the culpable student. The letters encouraged schools to train staff on the school's civil rights obligations, to have clear policies and procedures in place, and to provide some form of orientation to students and families to help them recognize and seek help for harassment. These recommended standards go well beyond the conditions for liability articulated in Davis v. Monroe .

In 2011, another Office for Civil Rights Dear Colleague letter advised that the Title IX protection against gender-based harassment would include students harassed on the basis of their perceived sexual orientation. This was an important extension because harassment based on sexual orientation is pervasive and sexual minority students report high levels of bullying.

In 2013, the U.S. Department of Education issued guidance to school authorities emphasizing their obligation to prevent the bullying of students with disabilities, stating, "whether or not the bullying is related to the student's disability, any bullying of a student with a disability that results in the student not receiving meaningful educational benefit constitutes a denial of FAPE under the IDEA that must be remedied." A follow-up letter sent to school personnel a year later to reiterate that the bullying of a student with a disability can result in a denial of FAPE highlights schools' obligations to address behavior that may constitute disability-based harassment, and explains schools' responsibilities to remedy any denial of FAPE.

But there is a key problem with the use of civil rights law to prevent bullying: Some bullied students do not fall into one of the protected groups. Moreover, some students may be members of a protected group, but bullying often targets characteristics (e.g., "You're fat and stupid") that do not narrowly focus on protected characteristics such as race or religion. As a result, applying civil rights laws regarding harassment to cases of bullying — however beneficial to many students — creates gaps and ambiguities that do not protect all bullied students. Although students with disabilities have an explicit right to a FAPE mandated by IDEA, students without disabilities are not included under this legislation.

A natural question is why students without disabilities do not have a comparable right to FAPE. The answer is that federal law does not give all children the right to public education — that has historically been the domain of state and local governments.

Arguably, the goal of the No Child Left Behind Act (2001) to provide "all children" with "significant opportunity to obtain a high-quality education" represents an inclusive standard that could be applied to all students, and Congress could establish a private right of action for students whose education is not adequate. A national right to education would be consistent with the United Nations Convention on the Rights of the Child, which, under international law, gives children the right to education. Notably, the United States and Somalia are the only two of 193 nations that have not ratified the Convention on the Rights of the Child.

Many states do, however, recognize the rights of students to a public education free from discrimination. For example, in New Jersey, the state Supreme Court cited its antidiscrimination law that provides protections beyond those afforded by Title IX. The court unanimously concluded, "Students in the classroom are entitled to no less protection from unlawful discrimination and harassment than their adult counterparts in the workplace" ( L.W. v. Toms River Regional Schools Board of Education , 2007). The court further opined that schools should be required to "implement effective preventive and remedial measures to curb severe or pervasive discriminatory mistreatment." The New Jersey antidiscrimination law merits emulation.

State laws on bullying

Since 1999, state legislatures have been remarkably active on bullying in schools. From 1990 to 2010, more than 120 bills were enacted by the states to introduce or amend education or criminal justice statutes that address bullying. By 2015, every state had passed a law that directs school districts or individual schools to develop policies to address bullying. Some of the most common provisions include investigation and reporting of bullying, disciplinary actions for students involved in bullying, staff training and prevention efforts. Here is a look at some of those provisions — and some of their limitations.

Reporting incidents of bullying

More than one-third of the state laws explicitly require or encourage school staff to report known incidents of bullying, and approximately two-thirds require or encourage school districts to create procedures for investigating such incidents. Although most states give districts flexibility in their procedures, some have taken a more prescriptive approach. For example, New Jersey's law lays out detailed requirements regarding the investigation, documentation and review of each incident of bullying. Although investigation of bullying incidents is critical, there is concern that some requirements impose an excessive burden on school employees without adding substantial protection to bullied students and their families. Moreover, few states provide funding to support their new mandates, which limits the potential for successful implementation.

Disciplinary policies

Three-quarters of the states require or encourage school systems to discipline students who bully, but there are broad differences in what kinds of disciplinary consequences are considered appropriate. Most state laws include general language about the need for "consequences," "disciplinary action" or "remedial action." Several laws explicitly recognize that disciplinary actions should be age appropriate, but a handful authorize specific harsh punitive consequences, including suspension, expulsion and transfer to alternative school settings.

Especially troubling are the public calls for zero tolerance for bullying despite widespread criticism that zero tolerance is a failed policy. According to APA's Zero Tolerance Task Force (2008), these policies mandate a severe punishment that is applied to all violations regardless of the circumstances. To some educators, zero tolerance simply means that a certain form of misbehavior will not be ignored. However, the practice of zero tolerance in schools typically includes a specified punishment, such as long-term suspension or expulsion, regardless of the seriousness of the infraction. It is the automatic and severe nature of the punishment that has raised concerns. The use of automatic school suspension has been rejected by critics because it is unnecessarily punitive, fails to address the needs of students who bully and could have a chilling effect on reporting by children and adults.

Prevention and support services

More promising are state law provisions that encourage preventive approaches to bullying, as well as counseling or other support services to students involved in bullying. Approximately half of states require or encourage school districts to train school personnel on bullying prevention. Most require or encourage bullying prevention, education, or awareness programs for students. However, only one-third of state laws guide districts to include in their policies the provision of counseling or other support services for bullied students, students who bully, or (in a few states) witnesses to bullying.

A critical need for schools is guidance on effective prevention and intervention services. School authorities are inundated with programs and services (such as motivational speakers, inspirational videos, guidebooks and curricula) that purport to reduce bullying but lack scientific evidence of their effectiveness. Research is needed to determine the effectiveness of such programs. Meanwhile, a large body of research already documents the effectiveness of school-based programs to reduce student aggression and disruptive behavior.

Statutory definitions of bullying

There is a distinct gap between state legislative definitions of bullying and the criteria agreed upon by scholars. Most states define bullying in terms of its intent to harm and severity of impact, but only four states include a power imbalance in their criteria and only eight define bullying as a repetitive behavior.

Many statutory definitions also tend to blur distinctions between the terms bullying and harassment. In its review, the U.S. Department of Education (2011) found that "legislative language used in crafting bullying laws often borrows directly from harassment statues," which has led to a conflation of the terms bullying and harassment, "despite their important legal distinctions." Indeed, Cascardi and colleagues (2014) found that 22 states use the terms harassment, intimidation and bullying interchangeably, 14 restrict their definitions to bullying, two restrict their definitions to harassment, and eight include the terms harassment and bullying, but define them differently. Even the Office for Civil Rights, in its 2014 Dear Colleague letter on bullying, acknowledges that "the terms ‘bullying' and ‘harassment' are used interchangeably."

Challenges of conflating harassment and bullying in state laws

Harassment, unlike bullying, is a behavior that has been long addressed in state and federal law. Under state law, harassment typically is characterized as unwanted behavior that demeans, threatens or offends another and results in a hostile environment for the victim. As previously discussed, under federal law, it is a violation of civil rights to engage in harassment on the basis of race, color, national origin, sex or disability. Although discriminatory harassment can be regarded as a subset of bullying behavior because it only includes victims who fall into certain protected categories, harassment does not require a power imbalance, which clouds its relation with bullying. In principle, harassment could occur in the absence of a power imbalance.

However, it could be argued that harassment under civil rights law implies the existence of a power imbalance in the notion that certain groups (defined by gender, race, religion, national origin or disability status) must be protected. In this way harassment might still be regarded as a form of bullying, but one in which the power imbalance is presumed rather than determined. This is not a satisfactory solution because it stretches the concept of power imbalance in a circular direction, so it seems necessary to recognize that harassment does not neatly fit into a broader category of bullying.

Recognizing that bullying may be more likely among particular groups of individuals, about one-third of the state bullying laws list characteristics (such as gender, race, national origin, religion, disability and sexual orientation) that may characterize victims of bullying. Debate has ensued over the wisdom of enumerating protected groups or characteristics in bullying laws. Proponents argue that identifying specific groups sends a clear message to school personnel about the need to protect those students who are most vulnerable to bullying, and some evidence suggests that antibullying policies that enumerate groups of protected youth may be associated with fewer suicide attempts among lesbian and gay youth. A more inclusive approach is to enumerate the groups deemed most at risk for bullying, but to explicitly recognize in the law that any form of bullying against any student is prohibited. At least six states have specified that schools must offer all students the same protection against bullying without regard to the student's legal status or membership in a protected class.

In state law, as in federal law, there is a conceptual problem undermining the use of civil rights laws to protect victims of bullying: Schools increasingly face the complex task of sorting out which federal and state antidiscrimination laws apply to a student who is being bullied — and accordingly have different legal obligations in different situations. Consider the example of a student who is bullied in different ways by different students. A school's obligations in such a case may depend on the student's gender, race, religion, national origin and disability status.

A more straightforward and inclusive path is to protect all students from peer aggression that threatens their right to education. Just as no student should be victimized because of gender, race, religion, national origin, or disability status, no student should remain unprotected because the aggression fails to meet one of those criteria. The critical issue should be whether a student is being harmed, and whether that harm is injurious to the student's health and well-being. In an adult workplace, the standard would be no less.

Challenges of conflating bullying with other peer aggression in state law

For example, since many bullied youth are reluctant to report their victimization, experts have emphasized the importance of increasing adult supervision at school, instituting strategies such as safe reporting procedures to increase students' comfort with reporting bullying, and careful and expedient investigation of all reports. Similarly, many states require or encourage school staff to report bullying and most highlight the need to develop procedures for investigating bullying incidents. Although other forms of aggressive or violent behavior are also likely underreported in schools, the power differential in instances of bullying make it particularly likely that victims will suffer silently, and therefore require particularly sensitive reporting and investigation procedures.

Not only are there differences in the reporting and investigation of bullying versus other aggressive or violent behaviors at school, there are also distinct recommended interventions with bullied and bullying youth. For example, peer mediation and conflict resolution are common strategies for dealing with conflicts among students, but peer mediation is not recommended in bullying cases because of the power differential between bullied and bullying students, and the potential for additional harm that such a meeting might cause. Moreover, experts contend that face-to-face meetings between bullied and bullying students should be considered only in carefully prescribed situations, such as when both parties wish to participate and when those facilitating the intervention have training. In addition, recognizing the trauma that many bullied students experience, referrals to supportive mental health services within schools and communities may be necessary.

Finally, given differences in the nature and prevalence of bullying versus other forms of peer aggression — and the differences in harm each may cause — training and prevention efforts to address bullying must highlight unique issues.

Bullying within state criminal laws

Traditionally, bullying has not been viewed as a criminal act and has either been ignored or treated as a disciplinary matter in schools. Arguably, all states have criminal laws that may be applied to some bullying behaviors, for example, when bullying constitutes assault and battery.

But in recent years, there has been a shift toward increasing criminalization of bullying. Seven state bullying laws encourage criminal sanctions for bullying by mandating procedures for school personnel to report bullying that may violate criminal law. Missouri's state bullying law directs schools to impose sanctions on school staff who do not comply with reporting requirements. In addition, an increasing number of states have modified existing criminal or juvenile codes to address bullying behavior or have created new crimes to target bullying or harassment. For example, North Carolina legislators passed a law that criminalizes cyberbullying. Idaho created a crime of harassment, intimidation or bullying among students.

There are multiple concerns with the criminalization of bullying. First, the concept of bullying may be too broad and subjective for reasonable application in the criminal justice system, especially because it encompasses behaviors engaged in by a large proportion of the population. A second concern is that the criminalization of school misbehavior leads to higher rates of school disengagement, academic failure and dropout, and ultimately, involvement in the juvenile justice system.

Meanwhile, remarkably little research has been conducted to study how these laws and policies are implemented and to what effect. Qualitative studies are needed to evaluate how policies are implemented, including barriers and facilitators in implementation.

Recommendations

Even though nearly all states require the development of school policies on bullying, we know little about their implementation or effectiveness. School policies must conform to legal requirements set forth in state antibullying laws, but should also reflect best practices informed by scientific research.

In light of available evidence, we recommend that school policies on bullying include these core elements:

State laws should protect all students from peer victimization, including harassment and bullying. The concept of bullying should be distinguished from peer aggression and harassment because of research evidence regarding its differential impact and the need for differentiated prevention and intervention measures. Legislative definitions of bullying should encourage schools to use science-based measures and interventions that distinguish bullying from other forms of peer victimization.
Students and parents should be educated about bullying and provided with multiple means of seeking help for it. Given the reluctance of many children and youth to report bullying that they experience or witness, it is important that policies include provisions to increase the ease of reporting, such as anonymous reporting procedures.
There should be a prompt and thorough investigation of suspected or reported bullying. As noted by the U.S. Department of Education Office for Civil Rights, this should include "immediate intervention strategies for protecting the victim from additional bullying or retaliation... notification to parents of the victim or reported victim of bullying and the alleged perpetrator, and, if appropriate, notification to law enforcement officials."
Bullying should not be categorized as a criminal behavior because it varies so widely in form and severity. In most cases, bullying can be handled appropriately with school disciplinary and counseling measures. However, bullying behaviors that also meet criteria for illegal behavior, such as assault or extortion, should be dealt with as deemed appropriate for the circumstances and severity of the behavior. When bullying behavior constitutes sexual harassment or a violation of civil rights in some other way, school authorities should be responsive to their legal obligations.
Schools should not use zero-tolerance policies that assign harsh consequences for violating a school rule, regardless of the context or severity of behavior. Instead, there should be graduated consequences for bullying that are appropriate to the context and severity of the behavior and characteristics of the student(s).
School policies should direct school staff to assess students who are bullied for possible mental health and academic problems and provide support and referrals for these students and their parents, as needed. Policies also should direct staff to provide support and referrals for students who engage in bullying.
School policies should include provisions for training all staff to prevent, identify and respond appropriately to bullying. This training would include recognition of the overlap between bullying and illegal behavior.
School policies should encourage the adoption of evidence-based strategies to guide prevention and intervention efforts. Schools should be leery of programs or strategies that are based on emotional appeals with no supporting evidence of effectiveness.

In conclusion, school policies should reflect best practices informed by scientific research, and so we recommend greater reliance on evidence-based practices and rejection of disciplinary practices that are known to be ineffective. Because bullying behavior is so widespread and so varied in form and severity, reliance on criminal sanctions would be ill advised. A strategy that combines education, school-based interventions and policy reform leading to cultural change would seem most appropriate. We urge policymakers and legislators to affirm that public education is a right for all students and to recognize that bullying is an impediment to that right.

Dewey G. Cornell, PhD, is a forensic clinical psychologist and Bunker Professor of Education in the Curry School of Education at the University of Virginia. Susan P. Limber , PhD, is a developmental psychologist and Dan Olweus Professor in the Department of Youth, Family, and Community Studies at Clemson University.

This article is condensed from Cornell, D., & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American Psychologist, 70 (4), 333–343. To read the full article and see all citations, go to Law and Policy on the Concept of Bullying at School (PDF, 126KB).

Bullying prevalence

In a 2013 nationwide survey, 20 percent of high school students reported being bullied on school property in the 12 months preceding the survey. An estimated 15 percent of high school students reported in 2013 that they were bullied electronically in the 12 months before the survey. During the 2012–13 school year, 8 percent of public school students ages 12–18 reported being bullied on a weekly basis. Source: The Centers for Disease Prevention and Control .

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RA 10627: The Anti-Bullying Act

A. Introduction

Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled in kindergarten, elementary, and secondary schools and learning centers (collectively, “Schools”) from being bullied. It requires Schools to adopt policies to address the existence of bullying in their respective institutions.

B. Bullying

1. What is Bullying?

Bullying, as defined under the Act, is any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of the other student at school; or materially and substantially disrupting the education process or the orderly operation of a school; such as, but not limited to, the following:

Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of available objects as weapons;

Any act that causes damage to a victim’s psyche and/or emotional well-being;

Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name-calling, tormenting and commenting negatively on victim’s looks, clothes and body; and

Cyber-bullying or any bullying done through the use of technology or any electronic means. The term shall also include any conduct resulting to harassment, intimidation, or humiliation, through the use of other forms of technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social media, online games, or other platforms or formats.

Social bullying, or any deliberate, repetitive and aggressive social behavior intended to hurt others or to belittle another individual or group.

Gender-based bullying, or any act that humiliates or excludes a person on the basis of perceived or actual sexual orientation and gender identity.

As such, any person who commits any of the foregoing acts, is considered a bully. Furthermore, any act of retaliation against a person who reports bullying, who provides information during an investigation of bullying, or who is a witness to or has reliable information about bullying, is likewise prohibited.

2. Where may bullying be committed?

Bullying may happen at the following:

School grounds;

Property immediately adjacent to School grounds;

School-sponsored or School-related activities, functions or programs whether on or off School grounds;

School bus stops;

School buses or other vehicles owned, leased or used by a School; or

School buses or School services privately-owned but accredited by the School.

Bullying may also occur at unrelated locations, functions or programs, through the use of technology or an electronic device or other forms of media, regardless if such is owned, leased, or used by the School.

C. School Obligations

1. What are required of Schools under the Act?

Schools are directed to adopt policies, which are to be regularly updated, to address the existence of bullying in their respective institutions. These policies are to be reported to the appropriate school division superintendent of the Department of Education (“Department”) during the first week of every academic year. During this period, the School shall also submit a report of relevant information and statistics on bullying and retaliation culled from the previous academic year.

2. What must these policies contain?

First of all, the policies must prohibit bullying as already defined. Schools must likewise define the range of administrative disciplinary actions that may be taken against a bully, or a person who commits retaliation. These actions must be commensurate with the nature and gravity of the offense committed. Such actions may include written reprimands, community service, suspension, exclusion or expulsion, as the case may be. In addition to any action taken against a perpetrator of bullying or retaliation must necessarily include the requirement that the perpetrator enter into a rehabilitation program administered by the School.

The School shall also educate parents and guardians about bullying, its effects, the anti-bullying policies of the School, and how such parents or guardians can provide support in imparting upon their charges the gravity of bullying, and to reinforce the policies of the School. The School shall provide the students and their parents or guardians with copies of these policies, which shall likewise be included in the student and employee manual of the School.

The School shall likewise establish clear procedures and strategies for:

Reporting acts of bullying or retaliation. The School must provide an avenue wherein students may anonymously report acts of bullying or retaliation;

Responding promptly to and investigating reports of bullying or retaliation;

Restoring a sense of safety for a victim and assessing the student’s need for protection;

Protecting from bullying or retaliation of a person who reports acts of bullying, provides information during an investigation of bullying, or is witness to or has reliable information about an act of bullying; and

Providing counseling or referral to appropriate services for perpetrators, victims and appropriate family members of said students;

In all cases wherein a penalty may possibly be imposed, due process must be observed to prevent false accusations of bullying. At a minimum, the School complies with the requirements of due process by:

Informing the student and parent or guardian of the complaint in writing;

Giving the student, with the assistance of his parents or guardian, an opportunity to answer the complaint in writing;

Requiring the School head to issue the decision, in writing, and stating the facts and reasons thereof; and

Allowing an appeal for the decision with the appropriate division office of the Department.

Any student, after due investigation, found to have knowingly made a false accusation of bullying shall be subjected to appropriate disciplinary action or intervention in accordance with the rules of the School or the Department.

3. Who will implement these anti-bullying policies of the School?

The School’s Child Protection Committee (“Committee”) shall serve as the body which will handle all bullying cases in the School. The Committee shall be composed of:

the School head or administrator as chairperson;

the School guidance counselor/teacher as vice chairperson;

a representative of the Schools teachers as designated by the School faculty;

a representative of the parents as designated by the Parents-Teachers Association;

a representative of the students, except in kindergarten, as designated by the student council; and

a representative of the community as designated by the barangay captain wherein the school is located. The inclusion of a community representative may be dispensed with by private Schools.

4. What are the duties of the Committee?

Under the Act, they shall perform the following:

Conduct awareness-raising programs with school stakeholders in preventing and addressing bullying;

Ensure that the anti-bullying policy adopted by the School is implemented;

Monitor all cases or incidents related to all reported cases of bullying; and

Make the necessary referrals to appropriate agencies, offices or persons, as may be required by the circumstances.

5. How does the School treat the information in bullying cases?

Any information relating to the identity and personal circumstances of the bully, victim, or person who reported or witnessed the incident shall be treated with utmost confidentiality by the Committee and the School, provided, that the names may only be available to the School head or administrator, teacher or guidance counselor designated by the school head, and parents or guardians of students who are or have been victims of bullying or retaliation.

6. What happens if the School, or its personnel, fails to comply with the Act?

School personnel of public Schools shall be subject to administrative disciplinary proceedings under the rules of the Civil Service or the Department. Erring personnel of private Schools shall be subject to appropriate administrative disciplinary proceedings imposed by the private School. Copies of such decisions shall be submitted by the private School to the Department’s division office.

Private Schools which fail to comply with the Act and its IRR shall be shall be given notice of such failure by the Department’s division office. The School shall be given thirty (30) days within which to comply. A further extension of one (1) month may me be granted by the Department’s Regional Director in meritorious cases. Failure to comply with the Act or its IRR may cause the School’s suspension, or revocation of license.

Download the full text of RA 10627

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Essay on Anti Bullying

Students are often asked to write an essay on Anti Bullying in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Anti Bullying

What is bullying.

Bullying is when someone hurts or scares another person repeatedly. The person being bullied finds it hard to defend themselves. Bullying can be physical, verbal, or online. It can include hitting, name-calling, threatening, and spreading rumors.

Effects of Bullying

Bullying can hurt a person’s feelings and make them sad or scared. It can lead to low self-esteem and poor school performance. In severe cases, it can also cause depression or anxiety. The person being bullied may feel alone and unwanted.

Anti-Bullying

Anti-bullying means actions taken to stop bullying. This can include telling a trusted adult about the bullying or standing up for the person being bullied. Schools can also have anti-bullying programs to teach students about the harm caused by bullying.

Role of Students

Students play a crucial role in anti-bullying. They can support the person being bullied and include them in activities. They can also tell the bully to stop if it is safe to do so. Being kind and respectful to everyone can help prevent bullying.

Also check:

250 Words Essay on Anti Bullying

Bullying is a bad behavior where one person hurts or scares another person on purpose. The person being hurt may have a hard time defending themselves. This can happen many times or just once.

Why is Bullying Wrong?

Bullying is wrong because it hurts people. It can make a person feel sad, scared, or angry. It can also make them feel alone. This can lead to problems like low self-esteem, depression, or even thoughts of suicide.

The Importance of Anti-Bullying

Anti-bullying is about stopping this bad behavior. It is important because everyone deserves to feel safe and happy. Schools, parents, and kids can all play a role in stopping bullying.

What Schools Can Do

Schools can teach about the harm of bullying and how to stop it. They can also make rules against bullying and make sure to enforce them. Schools can also give support to kids who have been bullied.

What Parents Can Do

What kids can do.

Kids can stand up against bullying if they see it happening. They can also be a friend to someone who is being bullied. Most importantly, they should always tell an adult if they or someone else is being bullied.

Remember, bullying is never okay. Everyone has the right to feel safe and happy. Together, we can stop bullying.

500 Words Essay on Anti Bullying

Understanding bullying, why is anti-bullying important.

Anti-bullying is important because everyone deserves to feel safe and happy in school, in their neighborhood, or online. Bullying can make people feel lonely, unhappy, and scared. It can affect their concentration and lower their self-esteem. Sometimes it can make them feel so bad that they don’t want to go on living. That’s why we need to stop bullying.

Steps Towards Anti-Bullying

There are many steps we can take to stop bullying. First, we must understand that everyone is different and that’s okay. We should respect others’ differences and treat everyone kindly. If you see someone being bullied, it’s important to stand up for them. Tell a trusted adult about the bullying. Don’t just stand by and watch; it’s important to take action.

Role of Schools in Anti-Bullying

Role of parents in anti-bullying.

Parents too have a big role in stopping bullying. They can teach their children about the importance of respecting others. They should also encourage their children to talk about their feelings and any problems they may be having. If their child is being bullied, parents should take it seriously and take steps to stop it.

In conclusion, bullying is a serious problem that we need to stop. Everyone has the right to feel safe and happy. We all have a role to play in stopping bullying. By understanding, standing up against, and taking action to stop bullying, we can make our schools, neighborhoods, and online spaces safer and happier for everyone.

That’s it! I hope the essay helped you.

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Happy studying!

Bullying Essay for Students and Children

500+ words essay on bullying.

Bullying refers to aggressive behavior so as to dominate the other person. It refers to the coercion of power over others so that one individual can dominate others. It is an act that is not one time, instead, it keeps on repeating over frequent intervals. The person(s) who bullies others can be termed as bullies, who make fun of others due to several reasons. Bullying is a result of someone’s perception of the imbalance of power.

Types of bullying :

There can be various types of bullying, like:

Physical bullying: When the bullies try to physically hurt or torture someone, or even touch someone without his/her consent can be termed as physical bullying .
Verbal bullying: It is when a person taunts or teases the other person.
Psychological bullying: When a person or group of persons gossip about another person or exclude them from being part of the group, can be termed as psychological bullying.
Cyber bullying: When bullies make use of social media to insult or hurt someone. They may make comments bad and degrading comments on the person at the public forum and hence make the other person feel embarrassed. Bullies may also post personal information, pictures or videos on social media to deteriorate some one’s public image.

Read Essay on Cyber Bullying

Bullying can happen at any stage of life, such as school bullying, College bullying, Workplace bullying, Public Place bullying, etc. Many times not only the other persons but the family members or parents also unknowingly bully an individual by making constant discouraging remarks. Hence the victim gradually starts losing his/her self-esteem, and may also suffer from psychological disorders.

A UNESCO report says that 32% of students are bullied at schools worldwide. In our country as well, bullying is becoming quite common. Instead, bullying is becoming a major problem worldwide. It has been noted that physical bullying is prevalent amongst boys and psychological bullying is prevalent amongst girls.

Prevention strategies:

In the case of school bullying, parents and teachers can play an important role. They should try and notice the early symptoms of children/students such as behavioral change, lack of self-esteem, concentration deficit, etc. Early recognition of symptoms, prompt action and timely counseling can reduce the after-effects of bullying on the victim.

Get the huge list of more than 500 Essay Topics and Ideas

Anti-bullying laws :

One should be aware of the anti-bullying laws in India. Awareness about such laws may also create discouragement to the act of bullying amongst children and youngsters. Some information about anti-bullying laws is as follows:

Laws in School: To put a notice on the notice board that if any student is found bullying other students then he/she can be rusticated. A committee should be formed which can have representatives from school, parents, legal, etc.
Laws in Colleges: The government of India, in order to prevent ragging , has created guideline called “UGC regulations on curbing the menace of ragging in Higher Education Institutions,2009”.
Cyber Bullying Laws: The victim can file a complaint under the Indian Penal Code .

Conclusion:

It is the duty of the parents to constantly preach their children about not bullying anyone and that it is wrong. Hence, if we, as a society need to grow and develop then we have to collectively work towards discouraging the act of bullying and hence make our children feel secure.

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Essay on Bullying

Here we have shared the Essay on Bullying in detail so you can use it in your exam or assignment of 150, 300, 500, or 1000 words.

You can use this Essay on Bullying in any assignment or project whether you are in school (class 10th or 12th), college, or answer writing for competitive exams.

Topics covered in this article.

Essay on Bullying in 150 words

Essay on bullying in 250-300 words, essay on bullying in 500-1000 words.

Bullying is a serious issue that affects individuals of all ages, particularly in schools and online platforms. It involves repeated aggressive behavior aimed at causing harm, imbalance of power, and psychological distress to the victim. Bullying can take various forms, such as physical, verbal, or relational aggression.

The consequences of bullying are significant and long-lasting. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, depression, anxiety, and even suicidal ideation. Bullying also creates an unhealthy and hostile environment, impacting the overall well-being of individuals and hindering their ability to thrive and learn.

To combat bullying, it is crucial to raise awareness, promote empathy, and foster a culture of respect and inclusivity. Schools and communities should implement anti-bullying policies and provide support systems for both victims and perpetrators. Education on the effects of bullying and the importance of kindness and empathy can help prevent and address this issue effectively. It is everyone’s responsibility to stand up against bullying and create a safe and nurturing environment for all individuals.

Bullying is a harmful and pervasive issue that involves repeated aggressive behavior aimed at causing harm, distress, and power imbalance. It manifests in various forms such as physical, verbal, or relational aggression, primarily affecting individuals in schools.

The consequences of bullying are significant and far-reaching. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, anxiety, depression, and, in extreme cases, suicidal ideation. Bullying not only impacts individual victims but also creates an unhealthy environment that hampers overall well-being and learning.

To combat bullying effectively, awareness and prevention strategies are essential. Raising awareness about the nature and consequences of bullying among students, teachers, parents, and communities is crucial. Implementing comprehensive anti-bullying policies in schools, defining bullying, establishing reporting mechanisms, and imposing appropriate consequences for perpetrators is necessary. Fostering a culture of respect, empathy, and inclusivity can prevent bullying and create a safer environment.

Support systems should be in place for both victims and bullies. Victims need access to counseling and resources to cope with the effects of bullying. Intervention programs and counseling can help bullies develop empathy, address underlying issues, and learn alternative behaviors.

Collaboration between schools, parents, and communities is vital. Open communication, encouraging reporting, and proactive measures are necessary to create a positive and safe environment.

In conclusion, bullying is a harmful issue with severe consequences for individuals and communities. By raising awareness, implementing policies, fostering a culture of respect and empathy, and providing support, we can combat bullying effectively. Together, we can create a society where bullying is not tolerated, and individuals can thrive in safe and inclusive environments.

Title: Bullying – The Menace That Demands Immediate Attention

Introduction :

Bullying is a persistent and alarming issue that plagues individuals across various environments, with schools being a common breeding ground for such behavior. This essay aims to explore the definition and types of bullying, its detrimental effects on victims, the underlying causes, the role of bystanders, and the strategies required to effectively address and prevent bullying.

I. Definition and Types of Bullying

Bullying is a form of repeated and intentional aggression characterized by a power imbalance, where the bully seeks to cause harm, distress, and domination over the victim. It can take various forms, including physical aggression, verbal abuse, relational manipulation, and cyberbullying.

II. Detrimental Effects of Bullying

Bullying has severe consequences for the mental, emotional, and social well-being of victims. It can lead to decreased self-esteem, anxiety, depression, academic decline, school avoidance, and in extreme cases, suicidal ideation or attempts. The long-lasting effects of bullying extend beyond the immediate victim, creating a hostile and unhealthy environment for all individuals involved.

III. Underlying Causes of Bullying

Several factors contribute to the development of bullying behavior. These may include family dynamics, exposure to aggression or violence, a desire for power and control, low empathy levels, and a lack of appropriate social skills. Additionally, societal factors such as media influence and cultural norms may indirectly support or perpetuate bullying behavior.

IV. The Role of Bystanders

Bystanders play a significant role in the bullying dynamic. They can either reinforce the bully’s behavior by passively observing or actively participating, or they can intervene and support the victim. Creating a culture where bystanders feel empowered to speak up against bullying and report incidents is crucial in addressing this issue.

V. Strategies to Address and Prevent Bullying

A. awareness and education, b. establishing clear policies and consequences, c. encouraging reporting and support, d. empathy and social-emotional learning, e. involving the community.

Raising awareness about the detrimental effects of bullying and its various forms is essential. Educational institutions should implement comprehensive anti-bullying programs that educate students, teachers, and parents about the signs of bullying, its impact, and the importance of intervention.

Schools should have well-defined anti-bullying policies that outline the definition of bullying, reporting procedures, and consequences for perpetrators. These policies should be communicated effectively to all stakeholders to create a safe and inclusive environment.

Creating a safe reporting system where victims and witnesses feel comfortable reporting incidents is crucial. Offering support and counseling services for victims, as well as intervention programs for bullies, helps address the underlying issues and promote behavioral change.

Integrating empathy and social-emotional learning programs into the curriculum can foster a culture of respect, kindness, and empathy. Teaching students how to manage emotions, develop healthy relationships, and resolve conflicts peacefully can prevent bullying behavior.

Engaging parents, community members, and local organizations in anti-bullying initiatives fosters a collective effort in addressing this issue. Collaboration between schools, families, and communities is essential to create a comprehensive and sustained approach to bullying prevention.

Conclusion :

Bullying is a deeply concerning issue that inflicts significant harm on individuals and communities. By raising awareness, implementing clear policies, fostering empathy, involving bystanders, and providing support, we can effectively address and prevent bullying. It is our collective responsibility to create safe and inclusive environments where every individual can thrive without fear of aggression or harm. Through concerted efforts, we can eradicate bullying and cultivate a society built on respect, empathy, and equality.

H.R.549 - STOP Bullying Act 117th Congress (2021-2022)

Sponsor:	(Introduced 01/28/2021)
Committees:	House - Education and Labor
Latest Action:	House - 01/28/2021 Referred to the House Committee on Education and Labor. ( )
Tracker: Tip	This bill has the status Introduced Here are the steps for Status of Legislation:

Text: H.R.549 — 117th Congress (2021-2022) All Information (Except Text)

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Shown Here: Introduced in House (01/28/2021)

1st Session

To amend the Elementary and Secondary Education Act of 1965 to establish a grant program that will support efforts at the State level to establish anti-bullying task forces to study, address, and reduce bullying in elementary and secondary schools, and for other purposes.

Mr. Krishnamoorthi (for himself, Mr. Bishop of Georgia, Mr. Suozzi , and Mrs. Hayes ) introduced the following bill; which was referred to the Committee on Education and Labor

SECTION 1. Short title .

This Act may be cited as the “STOP Bullying Act”.

SEC. 2. Findings .

The Congress finds the following:

(1) Between one in four and one in three students in the United States report being bullied at school, and over 70 percent of young people say they have seen bullying in their schools.

(2) Since most instances of bullying take place on school grounds, school staff and teachers play an instrumental role in bullying prevention.

(3) Research shows that engaged educators who are supportive of all students help to reduce the overall presence of bullying and harassment on school grounds.

(4) 87.3 percent of transgender students report feeling unsafe at school, and nine out of ten students who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) report being harassed and bullied every year.

(5) Hostile school environments have a detrimental effect on the academic success and health of students.

(6) Law in effect before the date of the enactment of this Act does not sufficiently address bullying prevention, and governments and educators in every State have a responsibility to ensure State and local education systems have processes in place for students to be able to learn in a safe environment, regardless of their actual or perceived race, color, national origin, sex, disability, sexual orientation, gender identity, or religion.

SEC. 3. State Anti-Bullying Task Force Requirement .

Subpart 2 of part F of title VIII of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7881 et seq.) is amended by adding at the end the following:

“SEC. 8549D. State Anti-Bullying Task Force Grants .

“(a) Anti-Bullying Task Force Grant Program .—The Secretary shall carry out a program to make grants to each State to establish and implement a task force to study, address, and reduce bullying in elementary schools and secondary schools.

“(1) policies of the local educational agencies in such State with respect to bullying;

“(2) teacher, parent, and student education with respect to bullying; and

“(3) the incidents of student violence and self-harm as a result of bullying.

“(1) C HAIR.—Each Chief Education Officer of a State shall designate one individual to serve as the chair of the task force of such State.

“(A) At least one teacher at elementary schools and secondary schools selected in consultation with the union or association representing educators.

“(B) At least one school administrator.

“(C) At least one parent of students.

“(D) At least one K–12 student.

“(E) At least one guidance counselor.

“(F) At least one child psychologist.

“(G) At least one school psychologist.

“(H) At least one paraprofessional.

“(I) At least one lawyer.

“(J) At least one representative from a community-based organization who specializes in providing supportive services to students who identify as lesbian, gay, bisexual, transgender, or queer.

“(K) Professionals who specialize in providing support services to students who identify as lesbian, gay, bisexual, transgender, or queer.

“(L) At least one individual from the Sate Education Agency office focused on school improvement and school climate.

“(M) Additional individuals, as determined by the chair of the task force.

“(A) I N GENERAL.—Each member of a task force of State shall be appointed for the duration of the existence of such task force.

“(B) V ACANCIES.—A vacancy on a task force shall be filled in the manner in which the original designation was made under paragraph (2).

“(4) D ISCRETIONARY COORDINATION.—A task force of a State may coordinate activities under this section with other boards and commissions of such State.

“(A) the annual findings and conclusions of the task force;

“(B) the recommendations of the task force for legislation or administrative actions; and

“(i) to address and reduce bullying;

“(ii) to best educate all relevant school staff on recognizing bullying; and

“(iii) parents can best address and discuss with their children the early warning signs of bullying.

“(2) P UBLICATION.—Each State task force shall make the final report submitted under paragraph (1) publicly available.”.

Home — Essay Samples — Social Issues — Bullying — Bullying Prevention: Implementing Anti-bullying Programs In Schools

Bullying Prevention: Implementing Anti-bullying Programs in Schools

Categories: Bullying Youth Violence

About this sample

Words: 1160 |

Published: Dec 16, 2021

Words: 1160 | Pages: 3 | 6 min read

Introduction, preventive measures.

leaves school with torn or damaged clothes and belongings,
has unexplained cuts and bruises,
has fewer friends,
seems afraid to be in school and afraid to ride the school bus,
has lost interest in school work or are performing poorly,
appears sad and depressed,
avoids the cafeteria or other gathering with peers.
Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36, 341–350. doi: 10.1016/j.adolescence.2012.12.001
Bender, D., & Lösel, F. (2011). Bullying at school as a predictor of delinquency, violence and ‐other antisocial behavior in adulthood. Criminal Behavior and Mental Health, 21(2), 99-106.
Costello, M. (2017). Bullying Basics. Teaching Tolerance. [Blog Post]. Retrieved from https://www.tolerance.org/professional-development/bullying-basics
Dempsey, A. G., Sulkowski, M. L., Nichols, R., & Storch, E. A. (2009). Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence. Psychology in the Schools, 46, 962-972. doi: 10.1002/pits.20437
Durwin, C.C, & Reese-Weber, M. (2018). EdPsych: Modules, 3rd ed. Thousand Oaks, CA: Sage.
Espelage, D. L., Low, S., & De La Rue, L. (2012). Relations between peer victimization subtypes, family violence, and psychological outcomes during adolescence. Psychology of Violence, 2, 313–324. doi:10.1037/a0027386
Ross, D. M. (2002). Bullying in J. Sandoval (Ed.), Handbook of crisis counseling, intervention, and prevention in the schools (2nd ed., pp. 105-135). Mahwah, NJ: Lawrence Erlbaum.
Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3, 63–73.

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Laws & Policies

Laws, Policies & Regulations

State and local lawmakers have taken action to prevent bullying and protect children 1 . Each jurisdiction, including all 50 states, the District of Columbia and U.S. territories (state), addresses bullying differently. Some have established laws, policies, and regulations 2 . Others have developed model policies schools and local educational agencies (districts) can use as they develop their own local laws, policies and regulations. Most state laws, policies, and regulations require districts and schools to implement a bullying policy and procedures to investigate and respond to bullying when it occurs. A handful of states also require bullying prevention programs, inclusion of bullying prevention in health education standards, and/or teacher professional development. These state laws generally do not prescribe specific consequences for kids who engage in bullying behavior. Further, states may address bullying, cyberbullying, and related behaviors in a single law or across multiple laws. In some cases, bullying appears in the criminal code of a state that may apply to juveniles.

Common Components in State Laws and Regulations

In December 2010, the U.S. Department of Education developed a framework of common components found in state laws, policies, and regulations focused on bullying at the time. The framework was used to describe how schools were taking action to prevent and respond to bullying incidents. The common components found in state laws, policies, and regulations– which have evolved over time--include definitions of bullying, defining characteristics that are commonly targeted for bullying behaviors, and detailed requirements for school district policies.

Common Components of State Anti-Bullying Laws and Regulations show the components in each state’s laws, policies, and regulations, allowing for a quick comparison across states. Click on a state or territory below to find out more about their anti-bullying laws and policies and which of the key components they contain.

State Anti-Bullying Laws & Policies

For more information about the anti-bullying laws and policies of specific states or territories, select a state on the map.

View State List

Alabama (Both Law and Policy)
Alaska (Both Law and Policy)
American Samoa (Laws Only)
Arizona (Laws Only)
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California (Both Law and Policy)
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Georgia (Both Law and Policy)
Guam (Both Law and Policy)
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Indiana (Both Law and Policy)
Iowa (Both Law and Policy)
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Kentucky (Both Law and Policy)
Louisiana (Both Law and Policy)
Maine (Both Law and Policy)
Maryland (Both Law and Policy)
Massachusetts (Both Law and Policy)
Michigan (Both Law and Policy)
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Mississippi (Laws Only)
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Montana (Both Law and Policy)
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Nevada (Both Law and Policy)
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New Mexico (Both Law and Policy)
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Ohio (Both Law and Policy)
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Oregon (Both Law and Policy)
Pennsylvania (Both Law and Policy)
Puerto Rico (Both Law and Policy)
Rhode Island (Both Law and Policy)
South Carolina (Both Law and Policy)
South Dakota (Both Law and Policy)
Tennessee (Both Law and Policy)
Texas (Laws Only)
U.S. Virgin Islands (Both Law and Policy)
Utah (Both Law and Policy)
Vermont (Both Law and Policy)
Virginia (Both Law and Policy)
Washington (Both Law and Policy)
West Virginia (Both Law and Policy)
Wisconsin (Both Law and Policy)
Wyoming (Both Law and Policy)

Federal Law

There is no federal law that specifically applies to bullying. In some cases, when bullying is based on race or ethnicity, color, national origin, sex, disability, or religion, bullying overlaps with harassment and schools are legally obligated to address it. Read more about when bullying overlaps with harassment and how to report it to the U.S. Department of Education’s Office for Civil Rights and U.S. Department of Justice's Civil Rights Division .

1 There is no federal law that specifically applies to bullying. In some cases, when bullying is based on race or ethnicity, color, national origin, sex, disability, or religion*, bullying overlaps with harassment and schools are legally obligated to address it. Read more about when bullying overlaps with harassment and how to report it to the U.S. Department of Education’s Office for Civil Rights and U.S. Department of Justice's Civil Rights Division . See also Federal Laws .

2 To better understand the distinction between law, policies and regulations, go to http://www.publichealthlawcenter.org/sites/default/files/resources/tclc-fs-laws-policies-regs-commonterms-2015.pdf

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[OPINION] Life without bullies? Why Senate must pass anti-discrimination bill

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This is AI generated summarization, which may have errors. For context, always refer to the full article.

[OPINION] Life without bullies? Why Senate must pass anti-discrimination bill

The only objection my friends have against Senate Bill No.1271 , which prohibits discrimination on the basis of sexual orientation, gender identity or expression or SOGIE is that the term is not understandable. So I will begin with the explanation that the term stands for sexual orientation, gender identity and expression.

I tried to help the proponents by thinking of a more understandable term, but I couldn’t. Only the term, “SOGIE”, adequately describes a range of personal traits and characteristics upon which we cannot, if we are to claim to be a compassionate society, discriminate against. This is why the bill also proposes the short name, “The Anti Discrimination Act”.

I shall cover first the term as to why our gender expression needs to be protected.

As an educator and a trainor of educators, I know that in the Philippines many kids are bullied because of their gender expression. In some studies, it is one of the top, if not the top reason, for bullying.

To those who oppose this bill who still have kids in school (even at the college level), you may wish to reconsider your opposition. It is almost certain that a significant percentage of the children of the oppositors are experiencing discrimination in their schools because of their gender expression.

Psychological scarring

My husband, my sons, my male friends of various ages, will attest that they all witnessed or experienced some form of bullying based on gender expression.

“Bakla” or “tomboy” are still derogatory terms for many. Anyone who, for some reason, no matter how trivial, is seen as not obeying the dress, speech, mannerisms, even the physical characteristics (such as height or body hair) of their assigned gender can be made the object of emotional and physical abuse. Bullying on the basis of some arbitrary characteristic such as the presence of facial hair clearly is a form of discrimination.

As for ignoring bullying, the psychological community is in agreement: bullying is psychological scarring, can lead to consequences that will affect the child into adulthood. Schools must take pro-active measures to stop bullying. This bill is an important measure to help us improve our educational standards.

By the same token, I would argue that those who oppose hazing and the resulting deaths, should also understand that early experiences of aggression, of being the bully and the bullied, are the building blocks of the hazing culture.

Given the standards of masculinity that underpin hazing culture, the link to early bullying on the basis of gender expression is clear.

I start from discrimination on the basis of gender expression because it is obvious that it is linked to a discrimination against sexual orientation.

However, to complete our discussion on gender expression it should be stated that sexual expression has very little to do with sexual orientation. My boys, because I raised them to be polite and gentle, received their share of being taunted as “bakla”, though all of them are now heterosexual men. Some of my lesbian friends are far more into femininity than me.

Sexual orientation

But the linking of gender expression to sexual orientation is necessary in the bill because the discrimination based on expression is derived from a discrimination based on sexual orientation.

Are lesbians, gay or bisexual people discriminated against? Definitely.

The shotgun aggression of bullies in school definitely subjects LGB kids to abuse just as badly, or perhaps worse, than those whose sexual expression is mistaken as indicative of a non-heterosexual orientation.

Even outside the school environment, however, there is proven documentation of discrimination that is based on sexual orientation. To those who want proof, and for the sake of brevity, I will recall that in 2010 the Supreme Court overturned a Comelec decision disallowing the registration of a political party list Ang Ladlad.

The Comelec justified this refusal of registration because Ang Ladlad did not present a marginalized sector and that it was promoting immorality. The Supreme Court reversed the Comelec decision on both grounds.

In short, Ang Ladlad, was able to show credible evidence to the Supreme Court of the discrimination of LGB sectors in society and that ending the marginalization was in line with the interests of the nation.

The case histories presented at that time have been replicated since. And anyone who sincerely wants to know the truth is free to contact the proponents and advocates of the bill to see the evidence.

Gender identity

The last term is “gender identity.”

Unlike sexual orientation which refers to whom we are attracted, gender identity refers to how we see ourselves as male or female. Many of us (called cisgender) are comfortable with the identity given to us at birth (mostly determined by our physical characteristics).

I, for example, have “female” written in my birth certificate and I am quite happy to a woman. Indeed, despite the fact that I am still fighting that women be treated as equals to men, I don’t want to be a man.

On the other hand, trans people are unhappy with their assigned gender identity at birth.

Let me be clear on this: this is not a mere fancy, an act to call attention, a frivolous claim nor is it a delusion.

It is a deeply felt and involuntary sense that pervades all aspects of the person. Psychological and other health professionals have taken cognizance of this condition and recognize also that this is true of a significant number of human beings. More importantly, an overwhelming majority of health professionals understand that health care that facilitates transition to their preferred gender identity, leads to the healthiest outcomes.

Are transgender children subject to bullying? Yes.

Are they abused and discriminated against in public life? Definitely. In fact, the most violent acts are often committed against transpersons. One need only remember the case of Jennifer Laude to see proof of this.

Question of morality

A final question about this bill is whether it is one that leads to immorality. That question is both a religious, political and scientific one.

On the issue of science, health workers and activists working to stop the spread of HIV, a disease that affects all sexual orientations, are of one voice in advocating an end to discrimination and stigmatization on the basis of SOGIE. The studies on the relationship between non-discrimination and effective methods of control are clear.

The science of moral development, however, is a major field in psychology.

On this question, psychology has two answers. First, non-discrimination on the basis of SOGIE is necessary to healthy psychological outcomes. Healthy in this case means not just the ability to be satisfied and happy with the self, but also the ability to contribute to the well-being of others and the larger society.

Secondly, the ability to accept diversity and difference marks higher stages of moral development and leads to a healthier and happier individual. Such healthy outcomes include a sense of deep spirituality and the ability to use religion as means of compassion rather than dissension. It leads to better social relationships within families and with others.

In the area of the nation’s political life, I quote the Supreme Court decision of 2010:

“ One unavoidable consequence of everyone having the freedom to choose is that others may make different choices choices we would not make for ourselves, choices we may disapprove of, even choices that may shock or offend or anger us. However, choices are not to be legally prohibited merely because they are different, and the right to disagree and debate about important questions of public policy is a core value protected by our Bill of Rights. Indeed, our democracy is built on genuine recognition of, and respect for, diversity and difference in opinion. Since ancient times, society has grappled with deep disagreements about the definitions and demands of morality.

In many cases, where moral convictions are concerned, harmony among those theoretically opposed is an insurmountable goal. Yet herein lies the paradox philosophical justifications about what is moral are indispensable and yet at the same time powerless to create agreement. This Court recognizes, however, that practical solutions are preferable to ideological stalemates; accommodation is better than intransigence; reason more worthy than rhetoric. This will allow persons of diverse viewpoints to live together, if not harmoniously, then, at least, civilly .”

As the reader may have noticed both politics and science have something to say to someone seeking to understand the bill in terms of religion: that in times of religious and moral differences, compassion and a healthy outcome for the individuals concerned and, therefore society at large, must be a consideration regardless of your personal views.

I would argue further that the argument for compassion and looking how things really affect people, is a major principle of all religious traditions.

For the sake of science, for the sake of morality and for the sake of the nation’s well being, I appeal to our Senate to pass the anti-discrimination bill. – Rappler.com

Sylvia Estrada Claudio is a doctor of medicine who also holds a PhD in psychology. She is currently Dean of the College of Social Work and Community Development of the University of the Philippines.

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Keeping Our Students Safe, Healthy & In School

Harassment, intimidation and bullying (hib).

New Jersey has been a leader in the establishment of a strong statutory, regulatory policy and program framework to support the prevention, remediation and reporting of HIB in schools. This webpage provides access to information and resources regarding the Anti-Bullying Bill of Rights Act (ABR) and how the ABR is implemented in New Jersey’s public schools through their HIB policies and procedures.

Definition of bullying as per New Jersey’s Anti-Bullying Bill of Rights Act

N.J.S.A . 18A:37-14 defines "Harassment, intimidation or bullying" as any gesture, any written, verbal or physical act, or any electronic communication, whether it be a single incident or a series of incidents, that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability, or by any other distinguishing characteristic, that takes place on school property, at any school-sponsored function, on a school bus, or off school grounds as provided for in section 16 of P.L.2010, c.122 (C.18A:37-15.3), that substantially disrupts or interferes with the orderly operation of the school or the rights of other students and that:

a reasonable person should know, under the circumstances, will have the effect of physically or emotionally harming a student or damaging the student's property, or placing a student in reasonable fear of physical or emotional harm to his person or damage to his property; or
has the effect of insulting or demeaning any student or group of students; or
creates a hostile educational environment for the student by interfering with a student’s education or by severely or pervasively causing physical or emotional harm to the student.

(ABR)

- 2012 Amendments

- 2022 Amendments

The laws referenced below can be found at the and at :

18A:37-13 through 17 2C:16-1 Bias Intimidation

Regulations

The following codes can be found at the NJDOE page.

6A:3, Controversies and Disputes 6A:16-5.2, Violence Awareness 6A:16-5.3, Incident Reporting of Violence, Vandalism and Alcohol and other Drug Abuse 6A:16-7.7, Harassment, Intimidation and Bullying 6A:32, School District Operations

Information for Families and Caregivers

Information for Schools and School Districts

Government agencies.

New Jersey Child Assault Prevention
New Jersey Department of Children and Families
New Jersey Department of Law and Public Safety, Division of Civil Rights
United States Department of Health and Human Services
New Jersey State Police
Commissioner's Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse
Student Reports of Bullying: Results from the 2022 School Crime Supplement to the National Crime Victimization Survey (May, 2024)

HIB Report Forms

Completed HIB 338 Forms should be submitted to the school.

HIB 338 Form for Families/Caregivers (English)

HIB 338 Form for Families/Caregivers (Arabic)

HIB 338 Form for Families/Caregivers (Chinese)

HIB 338 Form for Families/Caregivers (Gujarati)

HIB 338 Form for Families/Caregivers (Haitian Creole)

HIB 338 Form for Families/Caregivers (Korean)

HIB 338 Form for Families/Caregivers (Polish)

HIB 338 Form for Families/Caregivers (Portuguese)

HIB 338 Form for Families/Caregivers (Russian)

HIB 338 Form for Families/Caregivers (Spanish)

HIB 338 Form for Families/Caregivers (Vietnamese)

HIB 338 Form for LEA Personnel

Contact Information

For questions pertaining to your school district HIB policy, we encourage you to contact the district Anti-Bullying Coordinator or the Anti-Bullying Specialist in your school.

Contact information for your school district can be found on the New Jersey School Directory .

For questions regarding the ABR or HIB policy requirements, contact the School Climate State Coordinator in the Office of Student Support Services at [email protected] or (609) 376-9109.

How Students Say School Policies That Target LGBTQ+ Youth Affect Them

If you or anyone you know is struggling with thoughts of self-harm or suicide, help is available. Call or text 988 to reach the confidential National Suicide Prevention Lifeline or check out these resources from the American Foundation for Suicide Prevention .

LGBTQ+ students who go to a school that has at least one policy that aims to restrict the rights of LGBTQ+ students have worse mental health and higher suicide risk than their peers in schools without such policies, a national survey from The Trevor Project shows. However, a significant number of students say they have a supportive adult at school, which, advocates say, is essential for helping LGBTQ+ students stay in school.

The Trevor Project annually surveys LGBTQ+ young people about their mental health. In its new report, released Wednesday, the group surveyed 18,663 LGBTQ+ youth nationally between ages 13 and 24 attending a K-12 school or college. The Trevor Project is a nonprofit organization that provides crisis support, research, and advocacy for LGBTQ+ youth.

LGBTQ+ students have been increasingly the subject of legislation nationally, with several states passing measures dictating how—and when—schools can discuss gender and sexuality , whether parents have to be notified about changes to a student’s name or pronouns , and if students can play sports or use bathrooms that align with their gender identity.

After the significant uptick in such policies in 2022 , at least seven states have laws restricting conversations about LGBTQ+ people and issues in school, six require parental notification and the ability to opt-out when LGBTQ+ issues will be discussed in class, and four restrict how “homosexuality” is discussed, according to the study. In the absence of state direction, districts locally have their own various policies on LGBTQ+ matters.

Teen mental health nationally has improved slightly after record high levels of teens reporting mental health challenges in 2021, but more LGBTQ+ students still report experiencing persistent feelings of sadness and hopelessness compared to cisgender and heterosexual peers.

“I think there’s some powerful data there around the ways in which the presence of these policies is clearly impacting the culture of the school, and therefore the safety and the experiences of the LGBTQ students,” said Jonah DeChants, a senior research scientist at The Trevor Project.

Roughly a third of the students enrolled in a school said there was at least one anti-LGBTQ+ policy in place, with young people in the South (34 percent) reporting the highest rates of attending a school with one anti-LGBTQ+ policy, followed by those in the Midwest (29 percent), according to the survey.

About half (44 percent) of those who attended schools with at least one policy targeting LGBTQ+ youth said that they attended school “only sometimes”—compared to 38 percent of LGBTQ+ students who attended schools with no such policies.

LGBTQ+ students who attended a school with at least one anti-LGBTQ+ policy reported more harassment than peers at schools with no policies, including verbal harassment, physical attacks, unwanted sexual contact, discipline when fighting back against harassment, and leaving school due to mistreatment.

Students in schools with restrictive policies reported lower rates of having gender-neutral bathrooms or having educators respect their pronouns.

Meanwhile, LGBTQ+ students reported poorer mental health and higher suicide risk when they went to a school with a policy that aimed to restrict the rights of LGBTQ+ students. More restrictive policies correlated with worse mental health outcomes, DeChants said.

LGBTQ+ students at a school with a high number of restrictive policies reported higher rates of anxiety, depression, and considering and attempting suicide, compared to their peers at schools with fewer or no policies, according to the study.

Many LGBTQ+ students report supportive educators in schools

Generally, students at schools with policies that aim to restrict the rights of LGBTQ+ students reported lower rates of support for their identity at school. Despite that, more than 75 percent of LGBTQ+ students who attend schools with anti-LGBTQ+ policies reported that they still have a supportive adult at the school, according to the report.

“It speaks to the fact that even if a faculty or staff member is in an environment where they are being told like, ‘You can’t teach about these topics,’ or, ‘You can’t display a rainbow flag,’ there are still ways that they can signal their support to their students,” DeChants said. “They may have to be a little subtle about it, and they may have to be a little bit indirect, but young people are really looking for that, and that’s something that can be really powerful.”

In schools with restrictive policies, fewer students reported having a Gay Straight Alliance, compared to their peers with no policies. Seven percent reported that their school previously had a GSA that was taken away, compared to 2 percent at schools with no policies that restrict the rights of LGBTQ+ students.

The need for an explicit, welcome environment is necessary, said Gia Loving, co-executive director for GSA Network, an organization that supports LGBTQ+ youth organizers nationally.

GSAs help LGBTQ+ students learn to build and maintain community, but also improve the overall climate of a school, Loving said. The clubs not only allow students to connect about LGBTQ+ issues and identity, but they also encourage them to come to school.

“As folks watch trans and queer students be bullied and targeted by [administrators], they’re internalizing that sense of lack of agency,” Loving said. “It definitely creates a hostile environment even for folks who don’t identify as queer or trans.”

With unwelcome learning environments—with restrictive policies and harassment—“queer youth are pushed out of school,” said Melanie Willingham-Jaggers, the executive director of GLSEN, an organization that seeks to end discrimination and harassment based on sexual orientation, gender identity, and gender expression.

“They opt out for their own mental health,” Willingham-Jaggers said. “A single supportive educator can dramatically improve a student’s well-being. It helps [students] see themselves as belonging in the classroom, the school, and the future of their own life.”

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Michelle Goldberg

Billionaire Donors Have It Out for This Legal Prodigy, but President Harris Will Need Her

By Michelle Goldberg

Opinion Columnist, reporting from Chicago

Until about a week ago, a big question in Democratic politics was whether a potential President Kamala Harris would keep Lina Khan — the pathbreaking young lawyer loved by progressives and loathed by some of Harris’s billionaire donors — as chair of the Federal Trade Commission, the agency that enforces antimonopoly law.

Some wealthy Harris backers have called for Khan’s replacement, including the LinkedIn co-founder Reid Hoffman, who donated $10 million to a Democratic super PAC this year. On the financial news network CNBC, Barry Diller, chair of IAC and Expedia Group, said he’d lobby Harris to get rid of Khan, whom he called a “dope.” He later apologized for the insult, but not the promise to use his influence against her.

Because Harris’s economic views seemed fuzzy and her ties to Silicon Valley are strong, some on the left worried she might give in to the pressure. Those fears were heightened when Gov. Wes Moore of Maryland, a close ally of the vice president, was asked on CNBC about jettisoning Khan, and suggested that Harris might break from President Biden’s aggressive approach to antitrust. “There are going to be different dynamics that are going to require different philosophies,” said Moore.

But it increasingly looks as if anti-Khan forces might be disappointed. As the broad outlines of Harris’s economic approach have emerged over the last week, it seems at least as populist as Biden’s.

Her plan to combat price gouging features an aggressive role for the F.T.C. At the Democratic convention, especially on the opening night, “corporate greed” was a scourge, and speaker after speaker sought to link “freedom,” the central theme of Harris’s campaign, to programs that protect the middle class from the depredations of concentrated wealth. Even the ordinarily pro-business secretary of commerce, Gina Raimondo, blasted “monopolies that crush workers and small businesses and start-ups.” And as Lauren Feiner pointed out in The Verge, the Democratic platform mentions “competition” 18 times, twice as often as it did four years ago, and emphasized policies that Khan has been closely involved with. Suddenly, Khan seems more likely to be a linchpin of a potential Harris presidency than a casualty of it.

To grasp why she matters so much, you have to understand how Khan, a 35-year-old legal wunderkind, became both so revered and so abhorred. Khan is a heroine to many on the left; Pramila Jayapal, chair of the Congressional Progressive Caucus, told me that Khan is her caucus’s favorite guest speaker. But she’s also respected by many populist conservatives, including Senator Josh Hawley of Missouri, Representative Matt Gaetz of Florida and the vice-presidential candidate JD Vance, who called her “one of the few people in the Biden administration that I think is doing a pretty good job.” What brings Khan’s fans together is suspicion of Big Business, Big Finance and Big Tech, even if the reason for their suspicion differs.

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