Are the Children Adequately Protected from Bullying?

As I have considered the several challenges experienced by the child and adolescent population in the U.S., I have come across more disturbing statistics. For example, "The National Education Association in 2005 reported that a third of GLBT students drop out of high school because of harassment and that four out of five face daily verbal and physical harassment at school" (Archibald, 2005 as cited in Appleby, Colon, & Hamilton, 2007, p. 192). Furthermore, gay youth reportedly attempt suicide 30 to 40 times out of 100 and 25-35% of homeless youth are GLBT (Appleby et al., 2007). This leads me to question what is occurring within the school environments to support the needs of this population? When instances of harassment are occurring, in what manner do the personnel respond? How can the school environment increase in safety for all students?

In considering these questions, I encourage the enhanced use of the following methods. First, training of personnel is critical as these are the role models within the school district. The students are affected by the responses, comments, and behaviors of educators. Therefore, it is important for educators to know how to respond when a child is bullied or harassed. When an educator intervenes, is she or he responding to the needs of the victim or sending a condoning message to the student who is engaging in bullying behaviors? This is an important factor to consider. Second, further integration of anti-bullying information into the school curricula to promote an increased awareness of the issue and how students may intervene. Third, the further implementation of classes or groups that teach coping skills, feeling expression, and non-violent self-protection techniques for students who are exposed to bullying are necessary. Overall, in order to promote the safety of children and adolescents in the school environment, parents, personnel, and community members must take steps to protect those who are most vulnerable.

Reference
Appleby, G. A., Colon, E., & Hamilton, J. (2007). Diversity, oppression, and social functioning: Person-in-environment assessment and intervention (2nd ed.). Boston: Pearson Education, Inc.