Promising practices of anti-bullying: safe and supportive environments for all students

2014-05-22Bullying is a serious social problem facing school‐aged youth to date. While bullying is generally considered an issue facing the entire student body, research suggests that students with disabilities are victimized more often in the bullying dynamic. The purpose of this study was to examine student bullying by calling on the expertise of the teachers, administrators, and school staff who have used best practices of anti‐bullying strategies and disability acceptance in their schools. In addition, the information gathered from this study may reveal effective interventions and allow for a streamlined approach when guiding educators and policy for public schools. The study was conducted in one southern California intermediate public school. Faculty, staff, and parents who attended this school were interviewed and observed, making for a qualitative study. Findings from this study indicate that anti‐bullying systems and structures were fully ingrained in every aspect of the school’s culture. All three themes that emerged from the data were interconnected according to Bronfenbrenner’s Socio‐Ecological Model (1977, 1979, 1986) in order to accomplish the school’s anti‐bullying vision and goal. This comprehensive, school‐wide reform is a proactive strategy for meeting the needs of the entire student body