Schools

No Summer Break for Forest Ridge District 142 Anti-Bullying Group

The kids of school district 142 might be out enjoying their summer break, but the parents and administrators involved in the anti-bullying committee are still brainstorming ways to confront the problem.

Anti-bullying efforts are only as strong as the people behind them. If that's the case, bullies are up against an army.

Motivated by a mission to create a safe learning environment for all 600 of its students, district administrators, teachers and parents have united in their efforts to battle bullying throughout the district.

"What the district has found to be important is creating a safe learning environment for all students," said Superintendent Dr. Margaret Longo. "...We share the responsibility of educating the children in our community, and keeping the children safe."

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WHO THEY ARE

It's been just over a year since the first stirrings of an anti-bullying committee motivated nearly 55–60 administrators, teachers and parents to combine forces. Some have children who have been subjected to bullying; others' kids have done the bullying. Other group members have counseled those children who have been bullied. They've all experienced it, in one way or another.

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"Everyone who came, came because they were interested in participating, they saw a need," said district employee Jill Wallace. "Having that common ground has been helpful."

WHAT THEY SEE IN THEIR SCHOOLS

Most instances of bullying within the district are emotional or mental in nature, said Dr. Longo. Some bullies are driven by cultural bias, physical appearance or athletic performance. Few instances escalate to physical levels. With no punches thrown or shoves given, it can sometimes be difficult to identify specific instances of bullying. 

"A lot of the time, we won't know until someone calls us and tells us," said Wallace. "We're trying to teach onlookers what to do, trying to teach the entire school community on how to recognize bullying."

Most of the instances are started by students repeating cultural slang they've heard on TV, in their community or at home. Some might not be aware that their actions are considered bullying, committee members said. The committee has been focused on forming a definition of bullying, then educating students on the definition, and the district's anti-bullying policies. 

"What's important is that as a community, we have to have a zero tolerance policy," said parent Cynthia Koranda.

HOW THEY'RE RESPONDING

Administrator Lori Leppert said the group's efforts to increase awareness and responsiveness to bullying have helped dictate an action plan for addressing bullying claims. Prior to and after the formation of the committee, the district investigates each instance thoroughly, often taking several days for an investigation. Counselors, social workers, parents and teachers are brought into the investigation and discussion.

"We have to unravel what happened," said Longo.

After an investigation is complete, administrators look to the students involved—and their parents—for accountability.

"This has brought us together as a community," Leppert said. "We're looking at our children, supporting each other as caring individuals and as parents."

The committee members don't always agree, but there's an appreciation and respect for each person's opinion.

"If a parent doesn't stand up to advocate for their kids, no one will," Longo said. "Our responsibility is to our community, to our parents, and we respect that advocacy role."

The district's approach is clear and simple: communication is key. Employees have set up a bullying hotline (866-346-2570) for parents and children to anonymously report instances of bullying. They offer a "thought box" where students can drop anonymous notes and concerns throughout the school day. The notes are read by teachers and administrators, and later discussed in focus groups with randomly selected students.

The district has also enacted a behavior plan called Positive Behavior Intervention System which highlights behavior models that teach students what it looks like to be responsible, respectful and safe.

Parent Teresa Mezzich pointed to the program's efficacy. Mezzich has five children who are either currently enrolled or have graduated from the district.

"The system that they use, it works," Mezzich said. "My daughter knows to tell the teachers and the teachers will do something about it.

"It has to do with the culture of the school."

So, is it working?

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