Considerations for Policymakers

As states such as New Hampshire, West Virginia, and Oregon have demonstrated, there is much that can be done about school bullying at the policy level. Legislators can earmark funds for bullying prevention, encourage school leaders to provide training for students and staff, and highlight the importance of including anti-bullying policies in efforts to create safer schools.

During the 2000-2001 legislative sessions, for example, several states either debated or adopted legislation requiring school districts to develop anti-bullying policies (Zehr, 2001). Although provisions vary from state to state, most of the legislation:

• Acknowledges that if students are to learn and achieve to high standards, they must feel safe and secure at school

• Advises state departments of education to develop model anti-bullying policies and prevention programs to share with school districts

• Mandates individual school districts to develop and implement anti-bullying policies and/or programs, and to report those policies and programs to the state education department

• Recommends that school employees receive training on addressing bullying behavior in the classroom and on school grounds

• Encourages school districts to form an anti-bullying task force, which would include parents, students, counselors, and law enforcement in addition to school staff

Although most state legislation proposes a number of criteria for school districts to follow when developing anti-bullying programs and policies, it also strongly recommends that the local policies be developed in collaboration with parents, teachers, school staff, volunteers, students, administrators, and community members. (See, for example, Oregon and Michigan anti-bullying legislation.) As with any legislation directed toward schools, providing opportunities for local input and involvement is likely to create greater buy-in for a program than mandating a strict course of action.

Policymakers are also advised to think carefully about any additional demands new initiatives will place on educators’ resources and time. What is the minimum amount of paperwork and documentation necessary for the policy to be implemented effectively? Will the program require a part- or full-time coordinator, and if so, where will the money come from to support this position? What incentives can be provided for schools and teachers not just to comply with the legislation, but to build strong and innovative programs? Again, involving educators in developing the legislation is likely to generate greater support and avoid potential obstacles to program implementation.