A Research Report and Recommendations E R A P r e v e n t i o n o f B u l l y i n g Prevention of i n S c h oBULLYING o l s , C in Schools, Colleges, and Universities o l l e g e s , a n d U n i v e r s i t i e s American Educational Research Association Washington, DC www.aera.net American Educational Research Association Prevention of Bullying in Schools, Colleges, and Universities Research Report and Recommendations 2013 Washington, DC www.aera.net American Educational Research Association 1430 K Street, NW Suite 1200 Washington, DC 20005 Notice: This report was prepared under the auspices of the AERA Council, the governing body of the Association, using only funds provided by the Association. Members of the AERA Task Force responsible for preparation of the report were selected for their special competencies and with regard to appropriate balance. All Task Force members are members of AERA, and all served without compensation. This report was adopted by the AERA Council in February 2013. ISBN 978-0-935302-37-0 Additional copies of this report, including an electronic version, are available from the American Educational Research Association at http://www.aera.net. Cover design by Anna Rosich Printed in the United States of America Copyright 2013 by the American Educational Research Association. All rights reserved. Cover image © iStockphoto.com/stock-photo-8971901-old-tunnel Suggested citation: American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Washington, DC: American Educational Research Association. American Educational Research Association The American Educational Research Association (AERA) is the na- tional interdisciplinary research association for approximately 25,000 scholars who undertake research on education and learning. Founded in 1916, AERA aims to advance knowledge about education, to en- courage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good. AERA is dedicated to strengthening education research by promoting research of the highest quality, undertaking education and training programs, and advancing sound research and science policy. The Association publishes six peer-reviewed journals and research and methodology books central to the field. It also offers courses, small grants, and dis- sertation and postdoctoral training initiatives supported by federal research agencies and private foundations. iii American Educational Research Association Task Force on the Prevention of Bullying in Schools, Colleges, and Universities Dorothy L. Espelage (Co-Chair), University of Illinois, Urbana-Champaign Ron Avi Astor (Co-Chair), University of Southern California Dewey Cornell, University of Virginia Jaime Lester, George Mason University Matthew J. Mayer, Rutgers University Elizabeth J. Meyer, California Polytechnic State University V. Paul Poteat, Boston College Brendesha Tynes, University of Southern California v American Educational Research Association Council 2012–2013 Gary L. Anderson, New York University Judith A. Arter, Independent Consultant Alfredo J. Artiles, Arizona State University Ann E. Austin, Michigan State University Arnetha F. Ball, Stanford University Cathy A. R. Brant, Ohio State University, Columbus Wayne J. Camara, The College Board Dolores Delgado Bernal, University of Utah Dorothy L. Espelage, University of Illinois, Urbana-Champaign William A. Firestone, Rutgers University Marybeth Gasman, University of Pennsylvania Carl A. Grant, University of Wisconsin, Madison Mary Elizabeth (Beth) Graue, University of Wisconsin, Madison Etta R. Hollins, University of Missouri, Kansas City Felice J. Levine, American Educational Research Association Luis C. Moll, University of Arizona P. Karen Murphy, Pennsylvania State University Margaret Terry Orr, Bank Street College of Education Laura W. Perna, University of Pennsylvania Barbara Schneider, Michigan State University William G. Tierney, University of Southern California Cynthia A. Tyson, Ohio State University, Columbus Sharon H. Ulanoff, California State University, Los Angeles LuAnn Wilkerson, University of California, Los Angeles vi Contents Introduction 1 Brief 1 Looking Beyond the Traditional Definition of Bullying 5 Brief 2 Bullying as a Pervasive Problem 9 Brief 3 Bullying and Peer Victimization Among Vulnerable 15 Populations Brief 4 Gender-Related Bullying and Harassment: A Growing 25 Trend Brief 5 Legal Rights Related to Bullying and Discriminatory 31 Harassment Brief 6 Improving School Climate: A Critical Tool in Combating 37 Bullying Brief 7 Students, Teachers, Support Staff, Administrators, and 41 Parents Working Together to Prevent and Reduce Bullying vii viii contents Brief 8 Bullying and Harassment on College Campuses: 47 Misunderstood and Underaddressed Brief 9 Using Evidence-Based Programs in Schools to Take 55 on Bullying Brief 10 Putting School Safety Education at the Core of 59 Professional Preparation Programs Brief 11 Reinvigorated Data Collection and Analysis: 63 A Charge for National and Federal Stakeholders Biographical Sketches of AERA Task Force Members 67 Introduction Bullying presents one of the greatest health risks to children, youth, and young adults in U.S. society. It is pernicious in its impact even if often less visible and less readily identifiable than other public health concerns. Its effects on victims, per- petrators, and even bystanders are both immediate and long term and can affect the development and functioning of indi- viduals across generations. The epicenter for bullying is schools, colleges, and universi- ties, where vast numbers of children, youth, and young adults spend much of their time. Bullying—a form of harassment and violence—needs to be understood from a developmental, social, and educational perspective. The educational settings in which it occurs and where prevention and intervention are possible need to be studied and understood as potential con- texts for positive change. Yet many administrators, teachers, and related personnel lack training to address bullying and do not know how to intervene to reduce it.1 These circumstances drove the decision by the American Educational Research Association (AERA) to undertake this report. As a scientific association, AERA seeks to bring research to bear on significant issues related to education, teaching, and learning. In addition to encouraging science 1. This point was set forth as part of the original charge to the Task Force crafted by William G. Tierney, 2012–2013 AERA President. 1