embrace civility about the · pdf fileconsidered “deviant ... climate & norms of...

© 2015 Embrace Civility in the Digital Age

Embrace CivilityResults from Student Survey

Administered to Middle and High School Students Through Survey Monkey

October 2015Nancy Willard, M.S., J.D ~ Embrace Civility in the Digital Age

About the Survey• Data collected though October 2015 through

Survey Monkey

• Survey Monkey reaches out through apps & sites offering the opportunity to take a survey for “virtual cash”

• They were told the length of the survey, but not the topic

• After they opted in several questions were asked to ensure appropriate demographics

About the Survey• Middle & high school students in the US were

invited to complete the survey

• N: 1,549 Students

• 73% of respondents were in 8-10th grade

• Balanced for gender

About the Survey• A national survey can raise issues to consider

• What is FAR MORE IMPORTANT is what is happening at each school

- Collecting survey data from students & staff on a regular basis (annually or biannually) should be considered vitally important in the efforts to foster positive student relations and reduce bullying!

About the Survey• An extended & updated version of this survey is

available from Embrace Civility in the Digital Age for schools to use to assess local efforts- A companion staff survey is also available

- $.22 per student one time fee for both surveys

- Can be sent through Survey Monkey or text, which can be implemented in a district survey system

- Consulting services are available to interpret the data, make recommendations, or provide professional development

About the Survey• This approach is designed to assist schools

in better understanding their situation

• Three advantages of using Survey Monkey- Easy to create charts, making it possible to display the

data to foster discussions with staff & students

- Easy to filter the data which can reveal incredibly interesting insight

- Students can complete the survey using smart phones

About the Survey• This survey is a component of a

comprehensive approach being released by Embrace Civility in the Digital Age to help schools empower students to foster positive relations

About the Approach

• Professional development for school staff - Instructional videos,

information materials, questions for students

- November 2015

• Student program that focuses on positive norms & effective skills- Booklet & slideshow

- November 2015

About the Approach

• For district & school leadership teams- Offered as workshop,

webinars & online graduate class

- Early 2016

• Resources for after school programs- Instructional videos &

information materials

- Early 2016

Hurtful Behavior by Staff

Compelling & Disturbing• The original intent was not to focus

significantly on the issue of staff behavior- A question was included in the survey that

asked students how frequently they witnessed school staff being hurtful to a students

- This result was compared to other data

• The findings are both compelling & very disturbing!

Background• Staff are important models for respect

- Recent NAS workshop on bullying, the concluding student panel raised attention to the concerns of staff bullying ~ an issue that had not been addressed

“Teachers can be bullies too”

“If teachers are giving the impression that this kind of behavior is okay, the kids are going to think this kind of behavior is okay”

“We cannot be having teachers and coaches being okay with bullying kids in addition to the students who are doing so”- National Academy of Sciences (2014) Building Capacity to Reduce Bullying

Background• There is some, but very limited, research

on the issue of hurtful behavior by staff- 57% of sexual minority students heard school staff

make homophobic comments or negative comments about a student’s gender expression

- 42% of youth at a weight loss camp reported being bullied by physical education teachers or sport coaches & 27% reported being bullied by teachers

- Differential disciplinary of minority students & students with disabilities

- GLSEN 2011 National School Climate Survey, Puhl, et. al. (2013) Pediatrics, Supportive School Discipline

Difference or “Deviance”• Often students who are bullied are

considered “deviant”- “Weird,” “odd,” “different,” “not like us”

• “Deviance” is in the eye of the beholder

• There is nothing “deviant” about a person, group, or behavior until someone in a position of power defines this as “deviant”- School staff are in such a position of power- Thornburg (2011) Children & Society

Questions About Hurtful• Students were asked about frequency of

“hurtful” incidents- “Hurtful incidents could be called bullying,

harassment, disrespect or ‘put-downs,’ conflict or ‘drama,’ fighting, and the like”

• This was an intentionally broad definition

Questions• Five types of hurtful incidents:

- Witnessing staff be hurtful to a student

- Witnessing students be hurtful to a student at school

- Witnessing students be hurtful to a student online

- Engaged in hurtful acts towards a student

- A student was hurtful to them

Questions• Response options:

- Once or twice a month

- Once or twice a week

- Almost daily

- Never

Questions• Students who reported they were involved

in hurtful incidents were then asked how staff responded (if staff was present)

• They were also asked what happened:- Things got better

- Things stayed the same

- Things got worse- This question format came from Youth Voice Project, Davis & Nixon

Students Were Asked

How FrequentlyThey Had Witnessed Staff Being Hurtful to Students

Students Were Also

Asked How Frequently

They Witnessed or Were

Involved in Hurtful

Incidents

The Results on Different Questions Were Then

Filtered Based on the Responses to the Question About Staff

Being Hurtful to Students

Student Hurtful

Incidents~

Filtered by Staff Were

Never Hurtful

Student Hurtful

Incidents~


Hurtful

Student Hurtful

Incidents~


Very Frequently

Hurtful

Data in AggregateFiltered Based on Response to Question of Witnessing

Staff Be Hurtful to a Student

Witnessed Staff Being Hurtful

Witnessed Students Hurtful at School

I Was HurtfulWitnessed Students Hurtful Online

Someone Was Hurtful to Me

Impact in Hurtful Incidents• The tendency of school staff to be hurtful

to students also appears to have a harmful impact on the response to & resolution of those hurtful incidents

How Frequently Have You Been

Hurtful to Another Student?

~

Filtered by Staff Being Hurtful


I Was HurtfulHow Did

Staff Respond?

~

Filtered by Staff Being

Hurtful

Stepped in to help 32%Talked with both of us together to resolve the situation 32%Ignored the situation 30%Told me to stop 30%

Ignored the situation 35%Told me to stop 32%Just watched 27%Talked with both of us together to resolve the situation 25%

Ignored the situation 36%Told me to stop 30%Just watched 28%Talked with both of us together to resolve the situation 28%

Just watched 18.42%

Note: 444 students indicated

they had been hurtful

348 answered this question

Indicating staff were present 78%

of the time


If a school staff member saw this, how did he or she respond? (Top 4)

Things got better 26%



What Happened After Staff

Responded?

~


Hurtful



How Frequently Has Any

Student in Your School Been

Hurtful to You?

~

Filtered by Staff Being Hurtful


Someone Was Hurtful to Me

How Upset Were You?

~


HurtfulNote: No

Significant Difference


How Upset

Ignored the situation 15.88%Just watched 14.12%

How Did Staff

Respond?

~


Hurtful

Ignored the situation 36%Just watched 29%Told the person being hurtful to stop 28%Stepped in to help 28%

Ignored the situation 37%Told the person being hurtful to stop 30%Just watched 29%Stepped in to help 28%

Stepped in to help 55%Told the person being hurtful to stop 48%Talked with both of us together to resolve the situation 34%Reported the incident to the office 34%

Note: 794 students indicated

someone had been hurtful

520 answered this question

Indicating staff were present 65%

of the time



What Happened After Staff

Responded?

~


Hurtful



What happened after the school staff member did this?



Conclusion• Having a “zero tolerance” policy on staff

being hurtful to students & helping staff learn better strategies to intervene will likely have a profoundly positive impact on the level of student hurtful behavior & the harmful consequences thereof- In other words, the NAS student panel’s

guidance was “right on”

What is Happening?• How frequently do staff treat students in a

hurtful manner in your school

• The only way to assess this is through a local survey of your students- Survey of staff is also recommended because

workplace bullying may also be a concern

• Embrace Civility in the Digital Age offers these surveys for schools

Addresses• Chapter 1. Overview & Foundational Insight

• Chapter 2. Helping Students Who Have Been Targeted Gain Resilience

• Chapter 3. Helping Students Who Are Hurtful Stop, Own it & Fix it

• Chapter 4. Encouraging Students to Step in to Help

• Chapter 5. Effective Initial Interventions

Positive Norms &

Effective Skills

Focus on Norms• To understand the importance of positive

student norms it is necessary to better understand the nature of hurtful behavior- Currently, there is a significant misperception

about those who engage in hurtful behavior

- Unfortunately, professional development resources for school staff have not integrated the most recent research insight

2 DIFFERENT Sources• Trauma-

based- Students who have

experienced abuse or neglect & are fighting back

• Dominance-based

- Socially skilled students who denigrate others to achieve social status

- Leading researchers include Rodkin, Farmer, Espelage, Juvonen, Yeager, Faris & Felmlee

2 DIFFERENT Solutions• Trauma-

based- Intensive

intervention to resolve harms done to them & stop their harm to others

• Dominance-based

- Focus on social climate & norms of other students to reduce effectiveness of hurtful behavior

“Popularity is associated with increased physical and relational aggression, behavior used to maintain social dominance. … Evidence suggests that aggressors ’ campaigns of harassment and abuse are rewarded wi th increased pres t ige , particularly when they target socially prominent rivals.” - Faris & Felmlee

Social prominence, defined as perceived popularity or ‘‘coolness’’ in early adolescence, is associated with peer directed aggression. … Ethological research suggests that aggression is a strategy to establish a dominant position within a group. … Within human youth, aggression can be considered a strategic behavior that serves similar social dominance functions. - Juvonen

Where on Social Ladder?

Ethologically Based• Socially motivated hurtful

students predominate in teen years (puberty)

Supported by Reality• Student belief that denigrating others is

effective to achieve social dominance is supported by the reality in many schools!

• But evidence shows that the majority of students do not like to see such hurtful behavior & do not admire those who are hurtful

• They are the “silent majority”

“He is powerful & everyone else thinks he is “cool.” I don’t like the hurtful things he does. But I can’t say or do anything

or I will be his next target.”

Social Norms Theory• When people learn about the actual

positive norms of their peers, they are more willing to abide by those norms- Berkowitz

Social Norms• Study in a hotel

• Researchers measured towel hanging

• Then placed sign in room: “76% of people hung up their towels”

• The rate of towel hanging went way up - Ciladani

• Youth Health & Safety Project surveyed students about bullying

• Demonstrated positive norms on posters

• Rate of bullying decreased - Perkins, Craig & Perkins

“ I don’t like the hurtful things he does.”

What if students knew what the

“silent majority” was thinking?

Positive Norms• Survey assesses student norms

- Majority of students express positive norms

- Questions solicit “socially desirable responses”‣ The purpose of these questions is to solicit positive

norms for use in influencing more positive behavior

‣ Use in formal & informal instruction

Effective Skills• Anti-bullying programs

are less effective for teens as compared to children

• With teens it is imperative to focus on effective skills- But it is best to start

before they become teens- Yeager, Espelage

Independence• Developmental

priority- Teens want to

handle relationship situations independently

Change in Motivation• Change in nature

of bullying- Elementary ~

“at risk” students

- Secondary ~ socially motivated students

Change in Type of Harm• Type of Hurtful

Behavior- Direct observable

forms decrease

- Indirect non-observable forms increase

Adults Not Present• Adult

supervision decreases- Teens not as

closely supervised ~ at school, out of school, digital

Rules Don’t Work• Autonomy

- Adult delivery of “rules” increases risk behavior

Students Don’t Report• Don’t talk

- Appears to be a strong social norm against telling an adult

Instructional Slides• The following are example instructional

slides for students using the data from this survey- When students have their own local data they

“lean in” to the discussion

- Which is why schools are encouraged to use the survey to collect local data

“Students are very interested in what they and their peers think and are responsive to what compassionate student leaders have to say. When we set up a situation where we have student leaders telling their peers what the school survey shows they think about how they treat each other, nothing any staff member says can ever compete with that.” - Gary McDaniel, Clinical School Social Worker

Norms

How I would feel if someone did this to me 80%

How I would feel about myself 49%

What my parents would think 35%

That I might hurt my future opportunities 33%

–That I might get into trouble 26%

What this would do to my reputation 18%

What my friends would think 15%

Other reason that is important 11%

There is no “right answer” to this question

Norms

Other ReasonsBased on these nicely expressed reasons, additional reasons have been added to the survey & an open-ended version of the question is provided

Norms

Are respectful and kind to others

Reach out to help someone who is treated badly

Tell someone who is being hurtful to stop

Help someone who was hurtful decide to make things right

Were treated badly and responded in a positive way

Report serious concerns to an adult

Were hurtful, but stopped and made things right

Were treated badly and retaliated

Ignore hurtful situations involving others

Laugh when seeing that someone is being treated badly

Create hurtful "drama" to get attention

Think it is "cool" to be disrespectful to others

Norms The majority of students admire those whoAre respectful & kind to others

Reach out to help someone who is treated badlyTell someone who is being hurtful to stop

Help someone who was hurtful decide to make things rightWere treated badly & responded in a positive way

Report serious concerns to an adultWere hurtful, but stopped, & made things right

The majority of students do NOT admire those whoThink it is “cool” to be disrespectful to others

Laugh when seeing that someone is being treated badly

Create hurtful “drama” to get attentionIgnore hurtful situations involving others

Awesome Brave Amazing Nice

Confident Strong Kind Friend Responsible

Caring Respectful Hero Leader

Courageous Smart Admirable

Norms

Tell themselves they will not give this person the power to make them feel bad

–Apologize if they have also been hurtful

–Immediately respond

Calmly tell the hurtful person to stop

Report the incident to the school

–

Walk away or get offline

–

Talk with a parent before doing anything

–

Confront the hurtful person

Talk with a school staff member

Take time to calm down before doing anything

Ask a mutual friend to help

Skills

Asked a mutual friend to try to help

Talk with a friend first

–Take time to calm down first

File an abuse report online

–Talk with a parent first

–Talk with a school staff member first

–Confront the hurtful person

–Immediately respond

–Report the incident to the school

Skills

Publicly post hurtful material about the hurtful person

–Send hurtful messages to the hurtful person

–Say hurtful things about the hurtful person to others

–Get into a fight with the hurtful person

–Ignore the person

–Ignore hurtful material that has been posted online

Ignore hurtful messages they receive

There are no “right answers” to this question ~ but some answers are better than others

Skills Skills

Skills

Tried to help resolve the situation 62%

Immediately reached out to the student who was treated badly 56%

At a later time reached out to the student who was treated badly 54%

Publicly told those being hurtful to stop 51%

Told a school staff member 47%

Privately told those being hurtful to stop 46%

Ignored the situation 38%

Filed an abuse report online 29%

Watched with interest 24%

Encouraged the student being hurtful 23%

Skills

Privately told my friend to stop 70%

Helped my friend and the other person resolve the situation 67%

Helped the person my friend treated badly 66%

Helped my friend make things right 66%

Publicly told my friend to stop 50%

Reported to a school staff member 40%

Decided not to be friends any more 39%

Supported my friend 37%

Ignored what was happening 27%

Skills

I didn't know what I could do 59%

It was none of my business 37%

I could have failed and embarrassed myself 35%

Other students might have teased me if I tried 32%

School staff is supposed to handle this 30%

The student being hurtful could have retaliated 25%

It wasn't that bad 21%

Others thought it was funny 15%

The student being treated badly deserved it 15%

Other reason 10%

Norms & Skills

TM

© 2015 Embrace Civility in the Digital Age

Be a FRIEND!• Embrace Civility in the Digital Age’s

student program to help students foster positive relations- Designed for students in 4th - 8th grade

- With adaptations can be used for younger & older students

- 6 page Booklet & Slideshow for students

- Adult Guide

Reach Out I reach out to be kind to those who are treated badly or left out I help others think things through or resolve conflict

Say “Stop”If it is safe, I publicly tell someone being hurtful to stopI help someone who is being hurtful to stop, own it & fix it

Report Concerns If there is a serious situation, I tell an adult who can help

Stop, Own It & Fix It

I always remember that my choices show who I truly amI stop myself & make things right if I am hurtful

Be Positively Powerful Every day I am becoming even more awesome!

Positively Powerful Strategies Learning More About Students Who Were

Hurtful

I acted too fast when I was angry and really did not "think" 47%

This student had been hurtful to me or a friend of mine 44%

What I did wasn’t that bad 30%

This student deserved it because of what he or she did 24%

It was just a prank 24%

Everybody does it 21%

This student deserved it because of who he or she is 17%

Someone else told me to do this 14%

Other thought 11%

We were good friends 30%

We had no real connection 28%

Things were fine between us 26%

This person had been hurtful to me 23%

This person had been hurtful to a friend of mine 22%

We have had ongoing problems 19%

We had gotten into a recent argument 17%

We were dating 15%

I have been hurtful to this person for a long time 10%

Other kind of a relationship 10%

Impulsive ~ Retaliation• If we can help students more effectively

resist impulsive hurtful behavior & not engage in retaliation it would appear there could be a significant reduction in hurtful behavior

• How might schools do this?

Mindfulness

Everything you need to know - presented by kindergarteners

Applied to Bullying• Implement mindfulness practices school-

wide on a daily basis- BTW, this appears to also have a positive

impact on academic success & management

• When hurtful situations emerge, the first step is to help all parties take a moment to self-calm

Retaliation

52% of students had “no opinion one way or the other” to the statement “Were hurtful and retaliated”

By far the largest “No opinion” response

Retaliation• Given that the majority of other students

have very mixed feelings about the appropriateness of retaliation, additional efforts will be necessary to change this mindset

• Fortunately, there is research insight on how to effectively do so

Research Insight• Implicit Theories of Personality

- Some teens believe personality traits are fixed- Other teens believe that people have the

capacity for change - Those who believe that personality is fixed are

more inclined to engage in retaliation‣ Likely also more willing to support retaliation

- Yeager, Trzesniewski & Dweck 2013

Research Insight- It is possible to change one’s implicit theory,

allowing people to understand that others can change

- When students learn that & how people can change, they are less likely to engage in retaliation!‣ BTW, they also do better academically!

Growth Mindset

engages in retaliation resolves hurtful situations in a positive manner

Applied to Bullying• Emphasize people can change

- Use “teachable moments”

- Integrate into history, literature & other lessons

• Avoid labeling students “bully” or “victim”

• Teach students how to Think Things Through for a resolution of hurtful situations

Empowering the Targets• If students who are treated badly do not

know positive strategies to respond, this increases the likelihood of retaliation

• We constantly tell students if they are treated badly to “tell an adult”

• Most often, they don’t

Empowering the Targets• The developmental priority of teens is to

learn to deal with their own problems

• We need to help them learn a wide range of strategies they can use independently, or with friends, to resolve these hurtful incidents without resorting to retaliation

• This is the objective of Be a FRIEND!

Empowering The Hurtful• If students treat others badly & do not take

steps to remedy the harm, then the cycle of hurt is likely to continue & the person who was treated badly is likely to retaliate

• So we need to teach students how to stop, own it & fix it

Learning More About Students Who Were the

Target

2 DIFFERENT Targets• Deviance-

based- Students who are

perceived as different, lower social skills & social status

• Dominance-based

- Socially skilled students who have been targeted by those seeking to achieve higher social status- Faris & Felmlee

2 DIFFERENT Solutions• Deviance-

based- Intensive support

to help build self-confidence

- Change the social norms

• Dominance-based

- Skills to positively respond to (& not start) hurtful altercations with socially powerful students

Impact of Being

Hurtful on on Being Targeted

~

Filtered by Student Being

Hurtful

Frequently You Were Hurtful

Frequently Someone Was Hurtful to You

How Upset How Effective in Responding




This person has been hurtful to me for a long time 20%



We were dating or going together 11%

I had done something hurtful to this person 7%

I had said something hurtful about this person to someone else 7%

Other kind of relationship 7%

I had done something hurtful to a friend of this person 6%

Reached out to be helpful to me 47%

Publicly told the person being hurtful to stop 37%

Helped both of us resolve the situation 29%

Reported the incident to a school staff member 26%

In the revised survey, this question has been expanded & a similar question added for those who report they were hurtful

Reached out to be helpful to me 47%

Immediately reached out to the student who was treated badly 56%

At a later time reached out to the student who was treated badly 54%

Publicly told the person being hurtful to stop 37%

Publicly told those being hurtful to stop 51%

Helped both of us resolve the situation 29%

Tried to help resolve the situation 62%

Reported the incident to a school staff member 26%

Told a school staff member 47%

What Targeted Students Said Witnesses Did

What Witnesses Said They Did

Use of this data with students can raise attention to the difference between “intent” and “action” & the opportunity to discuss barriers & effective skills.

Repeated surveying on these questions can measure progress in increasing positive peer intervention

Stepped in to help 37%

Told the person being hurtful to stop 36%


Talked with both of us together to resolve the situation 28%

Punished the person being hurtful 28%

Just watched 24%

Reported the incident to the office 24%

Talked with both of us apart to resolve the situation 24%

Made me feel as if I was at fault 16%

Told me to stop what I was doing 11%

Also said or did something hurtful 9%

Other response by a staff member 8%

Underlined = Negative Action



Punished the person being hurtful 38%





Just watched 28%

Just watched 38%




What Happened

After a Staff Member Saw

This

~

Filtered by Whether Things Got

Worse, Stayed the Same or Got Better

Negative actions by staff make things

worse


0

150

300

450

600

Told School Told Parent Told FriendNumber of Students Who ToldThings got BetterThings Stayed the SameThings Got Worse

Aggregating this Data

Told the student being hurtful to stop 43%

Punished the student who was hurtful 40%

Helped me figure out ways I could handle the incident 40%


Talked with both of us apart to resolve the incident 31%

Told me if I was ever upset I could come and talk 31%

Checked in with me later to make sure things were all right 31%

Helped me think about things I could do to stop these incidents 29%

Made changes that I wanted in my schedule or activities 20%

Made changes in the other student's schedule or activities 18%

Ignored me 17%

Appeared to support the student being hurtful 13%



Made changes that I did not want in my schedule or activities 9%

Also said or did something hurtful 9%

Other response by a staff member 7%










Filtered by Whether Things Got Worse, Stayed the Same or

Got Better











Got Better


Ignored me 34%



Appeared to support the student being hurtful 29%







Got Better

The Conundrum• Except for the 4 top reasons on what made

things worse, there appears to be no “rhyme or reason” in these responses- The same actions by school staff reportedly

made things better, stay the same, & worse

• Likely the reason for this is that it is not “what” is done ~ it is “how effectively” this is done

But This Much IS Clear• School leaders cannot count on any

specific strategy to resolve individual hurtful incidents

• Follow-up is IMPERATIVE!!!

What are the Differences

Between Students Feeling

Capable or Incapable in

Resolving Incident

Overall data filtered by capable or

incapable


This person has been hurtful to me for a long time 27%







Kind of Prior Relationship

~

Filtered by Student Feeling

Ineffective or Effective in Resolving Incident

Does not appear to be very different

Helpfulness of Friends &

Parents

~



Resolving Incident

Quality of relationships &

helpfulness of friends & parents appears

critically important

Did They Report &

Helpfulness of School Staff

~



Resolving Incident

No difference in reporting ~ difference

in result

On the Issue of Reporting to a School

Staff Member

~

No Amount of Filtering on Every Possible

Alternative Significantly Changed the Percentage of Students Who

Reported

In addition to being targeted student had

also been hurtful

Students who were upset or very upset & had

greater challenges or felt powerless in responding

Students who had greater challenges or felt powerless in

responding

Students who were very upset & felt powerless in responding (up by 6%)

Schools where staff

were hurtful

Schools where staff were not

hurtful

Overall finding

Students who were upset or very upset

Was a minor incident 44%

Did not think a school staff member would do anything to help 38%

Resolved the incident by myself 36%

Thought that a school staff member might make things worse 33%

The student stopped 25%

Resolved the incident with help from my friend(s) 22%

Thought I would be blamed 22%

Telling means I can’t handle my own problems 20%

Other students would have looked down on me for reporting 20%

The student being hurtful would likely have retaliated 19%

I probably deserved it 18%

A school staff member saw this and did nothing 14%

Other reason you did not talk to a staff member 6%

Underlined = Issue Resolved

Why Didn’t You Report? Overall Responses

Why They Did Not Report

~



Resolving Incident

Greater impact of negative beliefs ~

which based on the school, such beliefs

may be accurate



??? Was a minor incident 32%


Was a minor incident 50%

Resolved the incident by myself 46%


The student stopped 30%

Underlined = Negative Belief

Most Vulnerable

Students

Very Upset & Felt Powerless

Very Upset: 28%

Felt Powerless: 20%

Most Vulnerable

Students


Relationship & Other Student

Actions

We had no real connection 39%This person has been hurtful to me for a long time 35%We have had ongoing problems 29%We had gotten into a recent argument 25%We were good friends 24%

What best describes your relationship?

Reached out to be helpful to me 27%Reported the incident to a school staff member 27%Publicly told the person being hurtful to stop 20%Helped both of us resolve the situation 11%

How did other students respond?

Reached out to be helpful to me 46%Publicly told the person being hurtful to stop 39%Helped both of us resolve the situation 30%Reported the incident to a school staff member 22%

By comparison, how other students responded ~ students who reported they were not that upset or not at all upset

How did a school staff member respond? (Overall)

What happened after?

Ignored the situation 73%Just watched 50%Made me feel as if I was at fault 50%

Ignored the situation 46%Told the person being hurtful to stop 46%Talked with both of us apart to resolve the situation 38%Reported the incident to the office 38%

Stepped in to help 75%Punished the person being hurtful 63%Reported the incident to the office 63%Told the person being hurtful to stop 50%Talked with both of us apart to resolve the situation 50%

Most Vulnerable

Students


How Did Staff Witness

Respond?

What staff witness did ~ filtered based on whether things got worse, things stayed the same, or things got better

Ignored the situation 48%Told the person being hurtful to stop 40%Talked with both of us apart to resolve the situation 35%Reported the incident to the office 34%

Most Vulnerable

Students


Talking With Friend or

Parent

Telling a Staff Member

Did you talk to a school staff member?

Only 38% did

What happened?

Things got better only 37% of the time

If you talked to a friend, what happened?

If you talked to a parent, what happened?

Told the student being hurtful to stop 92%Punished the student who was hurtful 77%%Helped me figure out ways I could handle the incident 77%Talked with both of us apart to resolve the incident 70%Talked with both of us together to resolve the situation 62%Helped me think about things I could do to stop these kinds of incidents from happening 62%Told me if I was ever upset I could come and talk 62%Checked in with me later to make sure things were all right 62%Made changes that I wanted in my schedule or activities 54%

Ignored me 50%Made me feel as if I was at fault 50%Also said or did something hurtful 50%Told me to stop what I was doing 40%Appeared to support the student being hurtful 40%

Told me if I was ever upset I could come and talk 67%Told the student being hurtful to stop 42%Punished the student who was hurtful 42%Talked with both of us together to resolve the situation 42%Talked with both of us apart to resolve the incident 42%Told me to stop what I was doing 42%

Most Vulnerable

Students


What Staff Did After a Report

What staff did after report ~ filtered based on whether things got worse, things stayed the same, or things got better


I probably deserved it 44%


The student being hurtful would likely have retaliated 37%


Other students would likely have looked down on me for reporting 30%

Telling a school staff member would mean I can’t handle my own problems 30%

Most Vulnerable

Students


Why Didn’t You Report?

With respect to the deserving it or being blamed issue, 74% reported that they had never been hurtful

Why didn’t you report?

Embrace Civility in the Digital Age Resources

Embrace Civility in the Digital Age

Website: http://embracecivility.org

Email: [email protected]

Cell: 541-556-1145

embrace civility about the · pdf fileconsidered “deviant ... climate & norms of...

Documents