Education Commons^™

The Bully-Free School Zone Character Education Program: A Study Of Impact On Five Western North Carolina Middle Schools., Richard Alan Spurling

Electronic Theses and Dissertations

In today's schools bullies have the power to be more tenacious, more vicious, and meaner than ever. We are all beginning to understand that victims of bullying are at a greater risk for depression, suicide, and hurting others through violent acts. The purpose of this qualitative study was to investigate common threads of effective Bully-Free School Zone character education programs as perceived by administrators, teachers, and parents in five middle schools in Western North Carolina. Through this strategic inquiry, I attempted to determine if the views of administrators, teachers, and parents were consistent with published research on anti-bullying programs.

Specifically, …

Keeping Schools Safe: Why Schools Should Have An Affirmative Duty To Protect Students From Harm By Other Students, Alison Bethel

The University of New Hampshire Law Review

[Excerpt] "Federal statutes have attempted to make schools safer by providing grants to assist schools in becoming violence-free. Similarly, some states have passed “bullying laws,” which mandate procedures for school officials to follow when dealing with bullying. These statutes, however, do not provide adequate remedies for students who are harmed by their peers during the school day. The majority of courts that have addressed student- on-student violence have declined to hold that compulsory education creates the type of special relationship needed to impose an affirmative duty on schools to protect students from harm by other students. While I agree that …

A Comparison Of Bullying In Four Rural Middle And High Schools, Jody Isernhagen, Sandra Harris

The Rural Educator

Bullying in rural school settings is clearly a problem and some of our students are suffering as a result.. Bullying is defined in this study of 819 rural middle and high school students as when a student is exposed repeatedly to negative actions by one or more other students. Students responded to a questionnaire about how often and where bullying occurred and who students told. Analysis of the data reported frequencies, and the Pearson chi-square was used to test for significance (p <.05) for gender and school level. Results indicated that while there are many similarities, there are some differences in bullying at these two levels that should be considered when reducing bullying. First, students should be encouraged to develop positive strategies to react to name calling and teasing particularly at the middle school level. Second, administrators and teachers must communicate better with students that they care about reducing bullying, especially at the high school level.