Bullying and Teasing of Youth with Disabilities

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Bullying and Teasing of Youth with Disabilities: Creating Positive School

Environments for Effective Inclusion

By Hoover and Pam Stenhjem

Issue: Bullying has been proven by numerous studies to be a serious problem

nationwide. Harassment of youth with disabilities in particular has been

steadily increasing. Whole-school antibullying/antiviolence programs are

necessary to address this problem effectively.

Defining the Issue

Bullying, harassment, and teasing within schools are not only practiced by many

students, but have historically been allowed, ignored, and even modeled by

adults. Bullying and teasing have been accepted by many as rites of passage for

youth–a normal part of the childhood and adolescent experience. In fact, some

researchers have recently wondered whether bullying may serve some purpose for

society, resulting in ambivalence toward antiviolence programs (Hoover & Salk,

2003). However, the fact that youth who have been bullied, teased, and

ostracized continue to use violence as a means of fighting back, indicates

otherwise.

Bullying and teasing have become critical issues nationwide (Bowman, 2001). This

is particularly true as it applies to youth with disabilities. In July, 2000,

the U.S. Department of Education issued an official statement on behalf of the

Office for Civil Rights (OCR) and the Office of Special Education and

Rehabilitative Services (OSERS) regarding disability harassment in school.

The number of complaints and consultation calls to OCR and OSERS demonstrates

steadily increasing allegations and proven situations of disability harassment

(U.S. Department of Education, 2000).

Bullies tend to focus on peers who seem vulnerable, such as those who are

passive, anxious, quiet, sensitive, or unusual in some way (e.g., being short or

having an identifiable disability) (Lingren, 1997; Bully B‚ware Productions,

2003). Khosropour and Walsh (2001) additionally reported the personality

characteristics of victims as shy, quiet, sad, weak, or helpless.

However, some controversy exists about the relationship between victim status

and risk of bullying. Research by Olweus (1993) argued that while bullies may

seize upon a victim characteristic as an excuse for bullying or teasing, only

physical weakness has appeared consistently as a predictor of victimization.

Nonetheless, Hoover et al. (1992) demonstrated that young people themselves

believe vulnerability predicts whether or not a student becomes a victim.

Several steadfast features of American schools may also contribute to this

problem. Labeling and separating students based on athletic or academic aptitude

provides an atmosphere ripe for support of bullying, teasing, and development of

cliques (Bowman, 2001; Hoover & Salk, 2003). Continued non-participation by

students with disabilities in general education classes, mainstream educational

clubs and organizations, and athletic programs perpetuates a lack of

understanding and interaction among students with and without disabilities, as

well as among staff outside of special education.

Unless bullying is proactively addressed by school and community leaders, it can

lead to serious consequences for students, including higher dropout rates, more

incidents of violence in school, lower self-esteem, fewer friends, declining

grades, and increased illnesses. Lifelong problems include involvement with the

criminal justice system, mental health issues, and poor relationship development

for both the bully and victim (Ballard, Argus, & Remley, 1999; Rigby, 1999;

Sagarese & Giannetti, 1999; Schmitt, 1999; Simanton, Berthwick, & Hoover, 2000).

In addition, equal access to educational opportunities and benefits for youth

with disabilities can be eroded through bullying, including denial of rights

under the Individuals with Disabilities Education Act (IDEA), Section 504 of the

Rehabilitation Act, Title II, and provisions of a Free Appropriate Public

Education (FAPE).

Bullying Defined

The Council on Scientific Affairs of the American Medical Association defines

bullying as " a negative behavior involving (a) a pattern of repeated aggression,

( deliberate intent to harm or disturb a victim despite apparent victim

distress, and © a real or perceived imbalance of power (e.g., due to age,

strength, size), with the more powerful child or group attacking a physically or

psychologically vulnerable victim " (Bully B‚ware Productions, 2003).

Bullying consists of a series of repeated, intentionally cruel incidents between

the same children who are in the same bully and victim roles. Bullying is not

limited to but can include:

Harassing someone because of perceived differences (e.g., a disability, sexual

orientation)

Being physically attacked/assaulted or abused

The rate at which bullying occurs depends on many factors, including whether or

not peers and responsible adults get involved and provide support, how victims

respond, and how schools or other organizations either condone and tolerate or

prevent its occurrence (CSA, 2002). A general lack of leadership by youth to

prevent bullying and teasing of their peers contributes to the problem (Bowman,

2001).

Teasing Defined

Most bullying is subtle and discreet rather than overt (Hoover & Oliver, 1996).

This teasing, a form of bullying, includes:

Spreading rumors or gossip

Ridicule

Verbal abuse

Public shunning or private humiliation and embarrassment

Peer victimization, in which students are repeatedly harassed, ridiculed,

teased, scorned, and excluded, is one of today‚s most overlooked educational

problems (Brendtro, 2001).

Students consistently rank verbal behavior as the primary mode of teasing, and

it has been found that long-term verbal harassment is as damaging

psychologically as infrequent physical harassment. Students express a great deal

of confusion about teasing and how to deal with it, and some argue that social

and communication skills are central to dealing with teasing and harassment in

any successful antibullying efforts (Hoover & Oliver, 1996; Hoover & Olson,

2000; Stein, 1995).

Disability Harassment Defined

Disability harassment is the form of bullying and teasing specifically based on

or because of a disability. This treatment creates a hostile environment by

denying access to, participation in, or receipt of benefits, services, or

opportunities at school (PSEA Interactive, 2003; U.S. Department of Education,

2000).

What We Know

We know that:

Bullying is the most common form of violence; 3.7 million youth engage in it,

and more than 3.2 million are victims of bullying annually.

Since 1992, there have been 250 violent deaths in schools, and bullying has been

a factor in virtually every school shooting.

Direct, physical bullying increases in elementary school, peaks in middle

school, and declines in high school. Verbal abuse, on the other hand, remains

constant.

Over two-thirds of students believe that schools respond poorly to bullying,

with a high percentage of students believing that adult help is infrequent and

ineffective.

Twenty-five percent (25%) of teachers see nothing wrong with bullying or

putdowns and consequently intervene in only 4% of bullying incidents. (Cohn &

Cantor, 2003; Council on Scientific Affairs, American Medical Association,

2002).

Addressing the Problem

According to Brendtro (2001), when young adults feel physically or socially

unsafe, schools become a breeding ground for ridicule and attack. Under such

conditions, even the most ordinary students can become capable of extreme

cruelty. Cliques are formed, and through these alliances, students gain a sense

of superiority and belonging at the expense of those who are banished. Olweus

(1993) stated that experts must help students exert leadership in recognizing

bullying, refusing to participate, and in coming to the aid of victims

skillfully and nonviolently.

Creating Caring Communities

Children and young adults spend the majority of their days within school systems

in the presence of adults. Schools must begin implementing comprehensive

antibullying and antiviolence programs to reduce bullying and teasing of all

youth, especially youth with disabilities. The U.S. Department of Education

(2000) states that at a minimum, schools must develop and disseminate an

official policy and grievance procedures that prohibit discrimination based on

disability and that address disability harassment.

Most American schools are designed to divide students into groups, effectively

emphasizing differences rather than commonalities. Nowhere is this more apparent

than in the design of the majority of special education programs. Research has

demonstrated however, that students‚ odd or age-inappropriate behavior may

play a role in attracting bullies within integrated environments as well, where

students with disabilities frequently occupy the lower

west rung of the popularity ladder (Bruininks, 1978).

Brendtro (2001) argued that " the quality of youth peer cultures is largely

determined by adults, " (p. 49), suggesting that the responsibility for curbing

negative youth culture falls at least in part on adults. According to ,

Petrie, and Willoughby (2002), school climate must improve to reduce the

incidence of bullying for all youth. This includes:

Having warm, positive, caring, involved, authoritative adults

Being committed to setting firm limits for unacceptable behavior

Being committed to the consistent application of nonhostile, nonphysical

sanctions for offenders

Comprehensive Whole-School Antibullying Programs

Whole-school approaches consist of a set of routines, rules, and strategies to

deal with existing and future bullying problems in schools. The attitudes,

routines, and behaviors of school staff (especially teachers), as well as

students and parents, are key factors in preventing and controlling bullying

behaviors, as well as redirecting these behaviors into more socially acceptable

channels (Olweus, 1993). A number of comprehensive, whole-school antibullying

models have proven to be successful. This brief will share two specific models:

(a) Olweus‚s Intervention Program, and ( The Second Step Program.

Olweus's Intervention Program

Dan Olweus, author of Bullying at School and Professor of Psychology at the

University of Bergen, Norway, is acknowledged as a leading authority on bullying

and victimization. He has conducted research in this area for more than 20 years

and is regarded as the " Founding Father " of the field.

Olweus's intervention program has met with positive feedback from school

settings. The program‚s major goal is to reduce or eliminate existing

bully/victim problems in and out of the school setting, as well as to prevent

the development of any new problems.

Olweus's Core Program

General Prerequisites

Awareness and involvement of teachers and parents

Measures at the School Level

Target: The entire student body

Survey of all students regarding bullying

School conference on bullying

Better supervision of students during breaks and lunch time

Parent/staff cooperation to resolve the problem

Measures at the Class Level

Target: All students in each classroom

Students help develop class rules against bullying; rules are consistently

enforced

Students hold regular class meetings about bullying

Measures at the Individual Level

Target: Students known to be or suspected of being bullies or victims

Serious talks with bullies and victims

Serious talks with parents of involved students

Use of creative solutions to resolve the issue

For more information and details on implementing this program, refer to Olweus

(1993).

Second Step: Educating the Heart and Mind

The Second Step program is an exemplary violence prevention program. Second Step

includes research-based, teacher-friendly curricula, training for educators, and

parent-education components. Teachers learn how to deal with disruptions and

behavior issues, and students learn how to: (a) recognize and understand their

feelings, ( make positive and effective choices, and © keep anger from

escalating into violence. Classroom use of the Second Step program provides

children with the skills they need to create safe environments and to become

successful adults.

The Second Step curriculum is based on more than 15 years of classroom

application and current academic, social, and emotional research. The curriculum

focuses on three key competencies: empathy, impulse control and problem solving,

and anger management. Integrated activities tie lessons into curricular

requirements so teachers can build on existing classroom material. The

curriculum includes a family guide to help parents use the program at home to

apply the same problem-solving, anger management, and conflict resolution skills

that their children learn in school.

For more information on implementing this model, visit the Second Step Web site

at http://www.cfchildren.org/programs/ssp/overview/.

Preventing Disability Harassment

Additional suggestions from the U.S. Department of Education (2000) specifically

targeted to prevent disability harassment include:

Create a campus environment that is aware of and sensitive to disability

concerns and harassment.

Weave this issue into curriculum or extra-curricular programs.

Encourage parents, students, employees, and community members to discuss

disability harassment and report it when they become aware of its occurrence.

Publicize antiharassment statements and procedures for addressing discrimination

complaints.

Provide appropriate training for staff and students regarding harassment.

Counsel both victims and perpetrators of harassment.

Implement monitoring programs to follow up on resolved issues of disability

harassment.

Assess and modify existing disability harassment policies and procedures to

ensure effectiveness.

Conclusion

Although bullying and teasing are often considered a harmless activity, research

shows that they may result in serious short- and long-term negative

consequences. Youth with disabilities are particularly vulnerable and represent

a high-risk group for becoming both potential victims and perpetrators of

bullying and teasing. Addressing this issue in isolation is not the answer.

Comprehensive, school-wide reform programs are a proactive strategy for meeting

the needs of youth with disabilities, the student body at large, school staff,

families, and community members.

Resources

Students Against Violence Everywhere

A student-driven organization where students learn about alternatives to

violence.

http://www.nationalsave.org

Bully Stoppers

An online help and referral center for U.S. schools.

http://www.bullystoppers.com

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