Stopping Child Bullying: Educators' Diverse Approaches for School Improvement

Abstract

This original case-study research investigates educational professionals' answers to survey questions regarding how to eradicate child bullying. Twenty school professionals from two different schools—one school at the elementary level and the other school at the high school level—detailed their own particular bullying problems they see while serving in their own unique leadership capacity role and learning organization and what proactive initiatives they have modeled or participated in either individually or collectively to stop school bullying. Educational professionals were asked to detail any school-based policies already set in place or any procedural guidelines that will soon become implemented regarding stopping child bullying. Of the study results from participants, findings demonstrate that more critically intensive focus should be placed on school bullying by district wide anti-bully programs and being more frequently assessed. The survey is included at the end of this article (see Appendix).

KEYWORDS:

• Bullying
• school improvement
• classroom behavior
• diversity
• literacy