Addressing Bullying & Social Aggression
Student Support Services
Humble ISD
Maintaining a Positive School Climate
100% of the students, 100% of the time
Humble ISD utilizes a 3 tiered approach in
addressing social aggression on campuses.
The following pyramid outlines specific
interventions used to address bullying & social
aggression.
Bullying & Social
Aggression
Intervention Pyramid
Level 3
Interventions
Classroom change,
EBSP/DAEP,
Campus Transfer,
Behavior
Facilitators
1.
2.
3.
Level 2
Interventions
Investigation
Disciplinary Action for
Perpetrator
Personal Counseling for
both the perpetrator and
the victim
Level 1 Interventions
Making Connections
Guidance Lessons
Why Try
Campus PBIS
Be The Change
MAKING CONNECTIONS
“Life is not a destination. Life is a journey. As
long as you continue the journey,
you will always be a success.”
~Albert Camus
HUMBLE ISD’S GUIDANCE AND
COUNSELING PROGRAM


The guidance curriculum teaches students the
skills they need to prevent, to identify, to respond
to, and to seek help for acts of social aggression.
To meet this goal, every counselor will present 1
guidance lesson per grade level in each grading
period.
WHY TRY? CONNECTING STUDENTS TO
OPPORTUNITY, FREEDOM, AND SELF-RESPECT
Positive
Behavior
Intervention
Support
Be the Change
Addressing Bullying & Social Aggression
Student Support Services
Humble ISD
Bullying Defined
Texas Education Code Definition – Section 37.0832
Bullying occurs when a student or group of students
engages in written or verbal expression, expression
through electronic means, or physical conduct that
occurs on school property, at a school-sponsored or
school-related activity, or in a vehicle operated by
the District that:

Has the effect or will have the effect of physically
harming a student, damaging a student’s property,
or placing a student in reasonable fear of harm to
the student’s person or of damage to the student’s
property ; OR
Bullying Defined



Is sufficiently severe, persistent, and pervasive
enough that the action or threat creates an
intimidating, threatening, or abusive educational
environment for a student.
The conduct is considered bullying if it:
Exploits an imbalance of power between the
student perpetrator and the student victim through
written or verbal expression or physical conduct;
AND
Interferes with a student’s education or
substantially disrupts the operation of school.
-Humble ISD Board Policy
Humble ISD
Any student who believes that he or she has
experienced bullying or believes that another
student has experienced bullying should
immediately report the alleged acts to a
teacher, counselor, principal, or other district
employee. A report may be made orally or in
writing.
How we can make a difference
By working together, we can create a
place that is free of relational violence.
Commit to Be the Change
The Social Majority

While some individuals bully, and others are
the target of bullying, approximately 84% of a
student population is in neither of these two
groups. These students are the Social Majority.
Data from “Gray’s Guide to Bullying”
Reducing Bullying & Social Aggression

Bullying
 One
or more individuals inflicting physical, verbal or
emotional abuse on another

Types of Bullying
 Physical
 Verbal
 Relational

Cyber
Did you know?



The average bullying episode is 28 seconds
If a bystander intervenes, the average drops to
7 seconds
Not knowing how to respond is a common
deterrent to intervening
Adapted from Michael Dreiblatt
Balance Educational Services
“I was just kidding . . .”

Playful Teasing




Teaser and person being
teased can easily swap
roles
Maintain dignity
Pokes fun in lighthearted
manner, meant to
entertain both parties
Stops when the other
person objects or
becomes upset

Bullying Behavior




Imbalanced, one person
has the power during the
interaction
Intended to harm
Involves humiliating or
cruel comments thinly
disguised as jokes
Repeated and continues
when the target becomes
upset or says, “Stop”
Adapted from Michael Dreiblatt--Balance Educational Services
What Can We Do?



Kids notice what adults do (response vs. no response)
Bystanders will often not respond unless they see
others routinely respond
Create a school culture of collective concern
and empower bystanders in 3 easy steps:
1. Stop the interaction
2. Name the behavior
3. Remind students of school expectation:
Treat others with Respect!
Adapted from Michael Dreiblatt--Balance Educational Services
3 Steps in Action

Non-Confrontational Communication:
 “Stop
that. It looked like you were trying to trip your
friend. We want you to be kind to each other here at
school.”
 “I
don’t think Matt likes having his backpack pulled.
Remember we treat each other with Respect.”
1. Stop the interaction
2. Name the behavior
3. Reminder of school
expectation
Non-Confrontational Communication

Words should be….
 Short
 Sweet
 To the point
 Serve as a
reminder

Tone should be….
 Neutral
 Calm
 No sarcasm
 Not a reprimand
Adapted from Michael Dreiblatt--Balance Educational Services
Be The Change

3 Step approach
 Simple
and easy to use
1. Stop the interaction
2. Name the behavior
3. Reminder of school
expectation
 Could
make a big difference in how our students
treat each other
 Utilize
the 3 Steps daily in the halls, classrooms
and duty stations to address hurtful taunting
Be the Change
Any staff member who learns that a student
may be experiencing bullying should
immediately report the situation to the
principal or counselor.
In Closing……
Encourage others to Be the Change
 Look for the good in others and within
ourselves

“Kindness is soft and subtle. It permeates everything
it comes in contact with, and remains as a
permanent reminder of what could and should be.”
-Daphne Rose Kingma