Page 5 - Professsional Advisory: Responding to the Bullying of Students

Realities
In a 2016 Ontario College of Teachers’ study,
65 per cent of parents and members identified bullying as a top priority for the development of professional advisories.
Research shows that among students:
• 58 per cent are victims of bullying5
• 30 per cent bully others5
• 78 per cent have witnessed bullying, but
fewer than half of those have intervened5
• 25 per cent are bullied and bully others6
• 12 per cent report being bullied once or
more per week7
• 20 per cent of students in grades 7 to 12
report being cyberbullied at least once in the past year.8
Unfortunately, only 21 per cent of bullied students disclose the bullying to a teacher.9 This means nearly three-quarters of all students who are bullied do not disclose this
to a teacher. College members, therefore, may not be aware of bullying behavior and incidents among students.
A student may not escape the effects of bullying or find respite or relief unless or until the cycle is broken. Bullies may have been victims of bullying themselves. There are also students who fluctuate between both roles. As a teaching professional, you are essential in disrupting the cycle of bullying.
Typical characteristics
Bullying devalues, disempowers, and humiliates its victims. A bullied student often feels afraid, anxious, and alone. Students who are bullied can suffer sleeplessness, depression, and loss of appetite. They often become isolated and withdrawn, even from activities they previously enjoyed. Their behaviour can sometimes become erratic and aggressive. They have difficulty focusing and suffer a severe loss of self-esteem. They may begin to be absent from school more often. They will sometimes be cut off from their peer group and even their friends.
Student victims and bystanders are reluctant to disclose bullying to an adult, research shows. Bystanders are concerned about being cast
as “tattletales” and are afraid of attracting
the attention of the bully. Victims can be ashamed, frightened and embarrassed and believe disclosure will not make any difference or may make the situation worse. Sometimes disclosure only occurs after long periods of repeated and intense bullying.
Educational context
The responsibility of Ontario Certified Teachers to student safety arises from sources such as statutes, regulations, board and employer policies, professional workplace standards and common law. OCTs also receive information from the Ministry of Education, the enhanced teacher education program, the College’s additional qualification courses, and some professional associations and federations.
5 MacKay, Appendix B.
6 Faye Mishna et al, “Risk Factors for Involvement in Cyber Bullying: Victims, Bullies, and Bully-victims” (2012) 34 Children and
Youth Services Review 63.
7 Natalie Rock Henderson et al, “Bullying as a Normal Part of School Life: Early Adolescents’ Perspectives on Bullying & Peer
Harassment”. (Safe Schools Safe Communities Conference, February 2002, Vancouver, BC.)
8 Boak, A. et al, “The mental health and well-being of Ontario students, 1991-2015” (2016) CAMH Research Document Series No. 43 9 MacKay, Appendix B.
PROFESSIONAL ADVISORY: RESPONDING TO THE BULLYING OF STUDENTS 3