Bullying Management Skills

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

Student who are demonstrating bullying behaviours may engage in physical assaults on their target victims (hitting, shoving, punching, chasing), verbal bullying (name calling, teasing, spreading rumours, threatening), social bullying (excluding others from a group, mobbing, humiliating) and/or cyber bullying (using the internet, texting, etc. to make negative comments about another).
Victims of bullying may be withdrawn and not respond or become obviously upset at the actions of the bully.
Bystanders are the others who witness the bullying behaviour, but are not the target.

What it is

An area of student need where students demonstrate either victim, bystander or bulling behaviours. Bullying behaviours involve using strength or influence with the deliberate intent of making the target victim feel uncomfortable, verbally, physically, socially and/or over social media. Students may frequently switch between roles, depending on the social situation.

Strategies

• Be a caring adult and develop positive rapport with students.

• Follow up on all reports of bullying.

• Be aware of potential bullying that students may not report and address it.

• Directly teach lessons on social and emotional skills.

• Identify students who need increased support and communicate them to the school team.

• Involve community supports for whole class presentations.

• Be in frequent contact with parents, administration and other teachers.

• Enlist school counseling supports (Child and Youth Worker, Social Worker, Counselor, etc.).

• Be aware of increased behaviours and report to parents and school team.

• In a private setting, discuss your concerns with the students. Ask the student for ways that you can help.

• Consider developing an IEP Alternative Program Plan and set goals with the student and IEP team.

• Consider the development of and IEP Transition Plan to help reduce stress.

• Consider the development of an IEP with Accommodations for any instructional, environmental and/or assessment accommodations that may be helpful to reduce stress and support positive mental health for the student.

• Provide resources to the student and parent on counseling options (school and/or community).

• Provide opportunities for success and rewards for pro-social behaviours.

Resources

• ABC’s of Mental Health	• Bullying Teacher Lesson Plans: with search features
• Ontario Teacher Resources for Bullying: links to other resources	• OSSTF Bullying Prevention Resources
• OTF’s Safe@School: Bullying Prevention and Resources for working with students and parents	• Supporting Minds, Ontario Ministry of Education
• TeachersFirst's Bullying and Cyberbullying Prevention Resources: Links and activities by grade

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