Maryland's Model Policy to Address Bullying, Harassment, Or Intimidation

Maryland's Model Policy to Address Bullying, Harassment, Or Intimidation
Author: Maryland. State Department of Education
Publisher:
Total Pages: 11
Release: 2016
Genre:
ISBN:

In accordance with the provisions of Section 7-424.1 of the Education Article of the Annotated Code of Maryland, the Maryland State Board of Education has developed and adopted a Model Policy to address bullying, harassment, or intimidation. This report presents the Model Policy, which is organized into the following eight points: (1) Prohibition of Bullying; (2) Definition of Bullying, Harassment, or Intimidation; (3) Prevention, Intervention, Remediation, and Consequences; (4) Standard Consequences and Remedial Actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation and for persons found to have made false accusations; (5) Model Procedures for Reporting Acts of Bullying, Harassment, or Intimidation; (6) Model Procedures for the Prompt Investigation of Acts of Bullying, Harassment, or Intimidation; (7) Types of support services available to the student bully, victim, witnesses, and any bystanders; and (8) Information regarding the availability and use of the bullying, harassment, or intimidation reporting form. A glossary is included.

Harassment and Intimidation (Bullying) in Maryland Public Schools. A Report to the Maryland General Assembly on Incidents Reported Under the Safe Schools Reporting Act of 2005

Harassment and Intimidation (Bullying) in Maryland Public Schools. A Report to the Maryland General Assembly on Incidents Reported Under the Safe Schools Reporting Act of 2005
Author: Maryland. State Department of Education
Publisher:
Total Pages: 31
Release: 2008
Genre:
ISBN:

The Safe Schools Reporting Act of 2005 requires that county boards of education and the Baltimore City Board of School Commissioners report incidents of harassment or intimidation against students in public schools under the county board's and commission's jurisdiction. The reporting period for the third report encompasses the 2006-2007 school year, and provides information gathered as a result of the implementation of the law, including local school system (LSS) practices and procedures employed in order to meet reporting requirements. Findings from LSS reports include incident rates, locations and descriptions of the incidents, ages of victims and perpetrators, alleged motives of the perpetrators, investigative methods used, corrective actions taken by schools, number of days missed by victims and perpetrators, and the number of false allegations reported. Maryland's educational plan aims for all schools to be "safe, drug-free, and conducive to learning." During the 2006-2007 school year, over 1,400 incidents of harassment or intimidation were reported in Maryland's public schools. All school systems reported incidents, with most occurring at the middle-school ages. The nature and severity of the incidents varied. The number of incidents reported in Maryland represents 1.7 reports filed per 1,000 enrolled students. The extent of harassment or intimidation in Maryland public schools is likely underreported by these figures, due to the need for victims or parents to take the initiative to file a report. Findings from surveys, where students self-report in a confidential manner, generally demonstrate a higher incidence rate of bullying and harassment. Incidents of harassment and intimidation will continue to be collected this year, and for the next two years in accordance with Safe Schools legislation. MSDE will continue to assist LSS's as they develop and implement system-wide and school-wide programs of prevention and intervention to address harassment and intimidation. It is important that school systems and schools continue to educate students and parents about bullying and harassment, provide resources for prevention, encourage victims to report incidents when they do occur, and follow up with thorough investigations and corrective actions. Four appendixes are included: (1) Reporting Form; (2) School Investigation Form; (3) Incident Reporting Instrument; and (4) Directions for Local School Systems. (Contains 3 footnotes and 13 figures.).

Ensuring Student Cyber Safety

Ensuring Student Cyber Safety
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Healthy Families and Communities
Publisher:
Total Pages: 72
Release: 2010
Genre: Computers
ISBN:

Law & Education Inequality

Law & Education Inequality
Author: Susan C. Bon
Publisher: IAP
Total Pages: 195
Release: 2015-07-01
Genre: Education
ISBN: 1681231751

Over the past decade, No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions. Similarly, state policies in terms of school funding, school choice, teacher qualifications, student bullying, and other measures have added another layer of complexity to the education law and policy dialogue particularly when addressing matters of education inequality. These emergent policies beget the question: how have these policies contributed to easing the effects of educational inequality? The purpose of this book is to examine the role of law as potentially countering or impeding desirable education reforms, and it calls on readers to consider how policymakers, lawyers, social scientists, and educators might best alter the course in an effort to advance a more just and less unequal educational system.

Censorship and Student Communication in Online and Offline Settings

Censorship and Student Communication in Online and Offline Settings
Author: Oluwole, Joseph O.
Publisher: IGI Global
Total Pages: 643
Release: 2015-09-14
Genre: Political Science
ISBN: 146669520X

While freedom of speech is a defining characteristic of the United States, the First Amendment right is often regulated within certain environments. For years, schools have attempted to monitor and regulate student communication both within the educational environment and in student use of social media and other online communication tools. Censorship and Student Communication in Online and Offline Settings is a comprehensive reference source that addresses the issues surrounding student’s right to free speech in on and off-campus settings. Featuring relevant coverage on the implications of digital media as well as constitutional and legal considerations, this publication is an essential resource for school administrators, educators, students, and policymakers interested in uncovering the reasons behind student censorship and the challenges associated with the regulation of students’ free speech.

Preventing Bullying Through Science, Policy, and Practice

Preventing Bullying Through Science, Policy, and Practice
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Total Pages: 362
Release: 2016-09-14
Genre: Law
ISBN: 030944070X

Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.