endured greatve pain or witnessed great pain.

. >> we have to come together, federal partners, state and local partners. public, private partners. schools and communities across sectors, across states. look around. look around you in this room. this is what change looks like. this is what leadership is all about. so, lot me say, we are all in on this partnership. you all have a partner you can count on and we will be working side-by-side with you doing everything we can to help you move the needle for the nation's youth, children and families.

thank you very much. [applause.]. >> we don't have a teletype for questions but we know we have people in cyber space watching. so we have a question from our social media outlet. >> 300 folks participating in the summit today. here is a question from twitter: is there any research from a long-lasting affects of awareness raising events? is that only a spike in terms of impact? >> so awareness raising is certainly part of the pieces of the puzzles when you are thinking about putting together a blame prevention initiative. we have a long line of public health research that shows that raising awareness is an

important part but you need the skill development to follow up. so when you talk about awareness raising event, we recommend that happen within a broader set of activities. the one shot deal of a symposium or a program for kids in schools generally have not shown to be effective. they might be a kick-off event that could be combined with other things. the research generally shows that you need to spend time developing skills and talking about these issues on a regular, ongoing basis. the skill development happens for kids as well as adults around them. so, awareness raising, i think, is important, and we certainly have seen some national evidence of awareness raising over the past several years in terms of increasing the general population's awareness of the issue of bullying. it will be exciting hopefully to see trends in terms of it transmitting that to outcome. it's further evidence it's going to take more than awareness raising to actually change

behavior. >> do we have any other questions from the audience? i ask that you go to one of the microphones so everyone can hear you. there is one right there and one right here. go he had? >> my question is primarily for tom snyder. i had the opportunity last year to participate on a panel to discuss revising the bullying measures. i am wondering if you can speak to that. right now, the question on the supplement are behavior-based and don't take into account repetition or potential to be repeated or ti wonder when we might expect these? >> i can't speak to that specifically because i am not working on the survey, myself. we will be releasing information later this year from the '13 survey. >> will still be the old wording

because, if you know, it would have been implemented then we could review the the 2016. you can check on that or contact catherine chandler. thank you. >> okay. we will take one more question. go ahead. >> my question was generated by dr. lu's sharing of the knowledge base and things that we know work. i am curious if you have any familiarity or knowledge about how restoreative justice or restoreative practice works with students that have been involved in bullying. >> i know a lot of these good practices, interventions out there and what we are trying to figure out is that instead of the sharing to occur by accident, can we engineer that collaborative innovation so that

we can really accelerate our ability to move the needle over the next five years. >> thank you. >> again, a warm round of applause to our speakers. thank you very much [applause.] this next panel looks at what schools can do. speakers two officials from the just advertise department and a deputy assistant education secretary. >> sarah and bob listonbe join

me. i think we have enough microphones. while they are getting situated, let me go ahead and do just quick bios about both. so we have sarah hinger who was at the department of justice and she is a trial attorney in the educational opportunity section of the department of justice civil, civil rights division. welcome. sarah's work is specifically targeted to addressing the range of harassment and discipline issues in elementary and secondary schools. prior to joining the division, sarah worked for the new jersey institute for social justice and

the american civil liberties union aclu. she received her ba from the university of virginia. i hear that we have a jefferson scholar in the room? okay. so you guys need to connect before you leave. her inmate from the university of cambridge and her j.d. from xlum -- from columbia. we have robert l. listen b. i just call him "bob." bob is the administrator for the office of juvenile justice. before his appointment, mr. liftonbee was the chief of the juvenile defender association for philadelphia for about 16 years and was a trial lawyer with the association for 27 years. he was instrumental in creating the juvenile defender association of pennsylvania throughout his career here, he has served on multiple state and national organizations and commissions that addvocate for gender, race and ethnic fairness

in the treatment of juveniles and improvements to juvenile justice policy and juvenile indigent defense including the national legal aid and defender association, the national juvenile defender center. he was -- he served as a co-chair of the attorney general's national task force on children exposed today violence and a member of the federal advisory committee on juvenile justice. he received his ba from harvard university and his law degree from the bolt hall school of law at the university of california at berkeley. again, can we welcome our two panelists? as i was introduced, i am jonathan brians, deputy assistant secretary. i spent 20 years as a middle school and high school assistant prairnings, a district

administrator where i was responsible for student sport and safety in three large districts and three states. and i also have, you know, a bunch of degrees including a doctorate from harvard university with a focus on the usualban super intendency. so my first question to my panel, i would like you guys to give us about 30 seconds to a minute of some sort of overview of what you think are the big issues for bullying and how it fits into your current work. >> i guess what i would say is speaking about bullying and harassment and the relationship with discipline, i think the biggest issue is really addressing school climate

wholistically. so, i think that, you know, there may be a perception that addressing, perhaps more effectively, maybe it's difficult to do while also addressing discipline appropriately in keeping in mind trying to avoid disparate or excessively harsh discipline, but i think that, in fact, in our work, we are looking at those issues, we are looking at addressing them effectively, being many of the very same tools, meaning a positive school climate will address both discipline issues and bully harassment issues. >> first of all, i would like to say thank you to the last two pams. you guys are outstanding. the knowledge i gained from listening to you is insightful. my colleagues, let me recognize you. our office provides considerable

funding for 44 h and other mentoring organizations i think what the last panel show us isfalls youth space is critical. this is happening in youth space. they are experts on these issues. researchers at the universities and offices like mine may be able to gather data but if we are going to be able to develop the new norms for this environ, we are going to have to turn to young people much more than we have perhaps in other states. so that's my first take-away from this. it's a learning lesson because i just learned that within the last, you know, hour and a half since i have been sitting here. i wish i had been here the whole time. unfortunately, i couldn't. >> that's my first take. the second is that we at the federal level are going to have

to continue to expand with the department of justice and many other agencies so that we can pool our resources, collaborate more effectively to have common tools that are really acceptable to our communities across america because a lot of stuff we create is so obscure and hidden, most people never find it. even when we get everybody together, we are going to have to figure out really how to work at this issue over the long-term rather than just doinguring the short time that we have. as a part of that, let me just flag something. the attorney general, eric holder and the secretary of education, arnie duncan in between started the supportive school initiative to address school climate and problems within school involving suspensions and ex pulses. i think we need to applaud them for the extraordinary work

that's happened under their leadership, with other philanthroppy about the whole phenomena about suspensions and ex pulses of students. they have worked on new civil righ rightsgized that make it possible for communities across america to gather information about what's happening in their local schools. so, if we have a situation where oakley wants to go back to his school or will wants to go back to his school and find out what's happening with suspensions and ex pulses or he wants to go back to the school before he became a little older -- excuse me -- then we can go and look at what the local school looks like in this area. so we have a baseline for figuring out where we are going to go. those are two things. >> thank you. i guess the one thing that struck me by the last panel was the idea of the fight doesn't

start, didn't start in school. right? like the fight actually started last evening on twitter because everybody was chiming in, and school is the place where kids meet up and settle it face to face. and what that means -- well, sometimes. right? sometimes they meet up like in the neighborhood and settle it. right? but the real sort of issue for school administrators and teachers is about having a connection and having those relationships that they are on sort of the twitter feed or they are close enough to some student in the building or their parent who finds out about it and they get the information early enough that they can intervene. it really means that their job has become that much more difficult, but, also, that building those great relationships is much more

paramount because without them, they are never going to get the informati information they need which leads to the second point. bob, you actually started talking about the work of the supportive school discipline initiatives. could you give us, in your opinion -- and then i will ask sarah, as you have looked at this work over the last couple of years, what i am interested in is why this fits in a conversation about bullying. right in the what's the connection between -- and i think sarah earlier alluded to the idea of, you know what? we are not necessarily targeting bullying. we are now starting to talk about having safe and supportive environment. and so can you just talk about it from that perspective? >> part of the question i see -- and again, let me celebrate all of you who are here after 5:00 o'clock on the second day of your summit. so you are courageous souls to begin with. let me say that. part of what i want to stress is

that the supportive schools initiative focuses on the bullying. we talked about bullying, how we prevent it, how we reduce it how we recognize it. but how we really treat the person who is a bully? how about one of those young people who has been bullying and is unrepenting? you know, they want to be a bully for a long time. i think we have to recognize suspensions and ex pulses are not the only answer. we have alternative schools, alternative programs within schools. we need to somehow get to the root causes of what causes a young person to bully. one of the things we know is that young people who have been exposed today violence, who have been traumatized may have their normal developmental processes de-railed. we know that because at ojjt, we have done many studies that show 60% of our children in america are exposed today violence, were

exposed in the year prior to the study, violence on the street and violence in their home in particular and we know that many of them, though some are resilient, many are de-railed from normal processes. they end up in fights in schools and ends up bulking and often in the journal justice system because we have not figured out how to develop the appropriate assessment toomz tools to assess their trauma and where, where appropriate, get trauma care for young people. so we know that. sew that every child will have the proper assessment and if that child has been exposed to trauma, we need to make sure that child gets the proper trauma informed care so that child does not begin to act out. the mention is if you are a bully, let's find out the reason

why. let's see if we can address you're under lying issues, which may be mental health issues. then we won't have to shut you off into the juvenile system. some need to go into the delinquency system and need to go into really well qualified thenquency systems that can address their needs. the challenge we face is many do not address those needs yet. we are working on them. the reason i know that is because a survey in this room as to our juvenile justice system as i have done in many different locations. i found that less than 1% are willing to trust our juvenile justice system with their

children. >> what are seeing in terms of is bullying addressing bulking in ways that would help to protect children that are being bullies is there do of this over arching plans to prevent bullying from taking place? >> this is something we think about when we working with al settlement agreement. we look for training for the school as a whole. those sorts of things can prevent likelihood by teaching students about respect, diversity. before they engage in bullying

behavior, getting teachers prepared to respond to an incidents if one has occurred being ready before you are faced with that situation can really help to ensure that the response is effective. and, you know, as we heard just on the last panel as bob said s, i think it's really important when a student is engaging in bullying or harassing behavior discipline may not always be the most effective or sufficiently effective so engage with that students, whether it's through counseling, early intervention, so that you can address more minor behaviors and catch them

early can assist not just the student who is being bullied but the student who is engaging to florida bullying. >> i can't -- in that bullying. >> i think that was helpful. one of the things that i would also add is the need on the part of adults in schools to respond quickly. and i just find it pretty problematic that in some cases, the delayed response allows the issue to grow when the response had been quicker, you know, you could have really sort of doused the situation and allowed people to move on we see bigger problems. that would be one thing for school administratos that i would suggest. the next to the last question, and then i think we are going to take some time to see if we can get any questions from our

audience. in terms of ssdi, supportive school initiatives, are there any recommendations you would make to our audience for things that they could do, one or two things that they could do that would make a difference in their communities, in their cities or their school districts that would really be helpful so that people would understand the connection between building a better school climate, helping to present bull,ing, as well as the work that we have done around reducing out-of-school suspensions and ex pulses. it seems like it's a counter intuitive argument. right? every time, you know, i was in madison wisconsin yesterday speaking to teachers and administrators before the start of their school year. and i have to admit, folks, when we talk about reducing suspensions and ex pulses, we talk about limiting disparities.

but when we overlay those issues with the issue of bullying, it seems what we will really want to do is take that bully, get that kid and get them out of the building. >> that's not always the right decision. with or two things that would be helpful to share as they go back to their communities. if you could look up on the ojjt website, you would find there was a concenrous sus report, probably about 700 pages. the consensus report is an extensive report developed based upon interviews all across the nation for the last several years. we have spent a lot of money on it to try to make sure we have good recommendations to of the of the folks who are involved in addressing issues of school climate. we would like for you to take a look at it and see if some of

the recommendations might apply in your specific area. i think that will be one major recommendation i would have. i guess the second thing i would just stress is going back to where i started. the one thing that i have learned is that every time i go to a panel or discussion and you hear the adults talk for an hour and then you hear 10 minutes of young people, you come away feeling like young people have the answer, maybe they should have been the main part of the program. we have to recognize they are important in the process. secondly, we are going to have to develop appropriate institutional structures that help them learn how to talk the language of professionals because they need the opportunity to be at the board room tables but they need to be

informed so they can be taken seriously by people who show case them and then ignore them. we need to find out how institutionalized and policy making around a lot of issues that are impactful on young people. i think this is critical. we hear about youth courts in schools as one of the mechanisms. there are a lot of other mechanisms. we need to have young people help us really work toward developing these long-term solutions and begin to communicate with each other as leaders that may be hard because we haven't done it yet. i think we need to figure out how to do that. there are some institutions within health and human serves that i admire. we need to make this a bigger issue for ourselves and go forward. >> well, as usual, bob's got all great points. a couple of specifics that really follow along the same

lines, i think, starting those conversations is important. having students involved and participating in reviewing school policies incorporating expectations about bullying and harassment and thinking about discipline models that are positive-oriented together at the same time can really be an effective starting point involving students in creating that school's climate andsponding after an incident may occur. so for example >>, some of our agreements, we have had student panels or committees created to develop curriculum around diversity

inclusiveness, anti-bullying, res storetive justice practices giving students ownership for that in their school, i think, is exactly critical. >> i guess thoe last question i have and i probably should have asked this a little earlier: so if an incident of bullying occurs -- because this is like a real practical, on-the-ground question for, like, how we deal with it at the federal level. but what it looks like at the school level. if an incident of bullying occurs on twitter, on facebook, unfortunately, over the weekend, not on school property, kids come back to school on monday. clearly there is some distress. administrators and teachers end up spending considerable amount

of time interacting, diffusing the situation. from a perspective of all of the things we have done trying to reduce out-of-school suspensions and ex pulses, to restore the community and to have schools being these places where they are safe and supportive environments, what do you think administrators should do if this tarrant county resolve the situation if no physical altercation took place but there was still the issue of bullying? what would you -- because it's the thing that keeps me awake at night. no two situations are alike. every response should be, you know, specific to the particular

school, specific context. again, not to like it but it points too strongly but thinking about these things ahead of time of how your school can always be saying, what's the model that's going to work? thinking about it before you have to face that issue. but i think, you know, some examples would be making sure there is time in a home room or in, you know, a weekly discussion period at the start of the day where there are issues that are coming up. there is a point in the day of the start of the day where those things can sort of be acknowledged, looked for, making sure that students also know who they can talk to in the school, whether they are experiencing bullying issues or if not bullying, whether they are in some tension with another student, if they know about something else that's happening and have that be the space that

students aren't going to feel like they are tattle telling but there is going to be a disciplinary mechanism put in place, i think, encourages students to feel comfortable sharing and enable a more successful response. >> yeah. i think that's an interesting perspective. i don't know having been responsible for a large district, 200 schools, 85,000 kids, i do wander how much time administrators have, and so i do think that there needs to be just like you mentioned, if you can structure things like morning meetings, have, you know, advisories, at the end of the day, what you want is you want adults in the building to know children and to have relationships with them to the

extent that they are going to actually come forward and they are going to say, you know what? i am about to have a problem with someone. we got into it on twitter or facebook or whatever last night. and if you don't resolve it, i think it's going to get physical. so, i think that is sort of the answer that most administrate orders are going with. i think codes of conduct, student code of conduct, you know, in most districts in some ways talk about things that happen on campus versus off campus. if the things that happen off campus don't come on campus, and i would strongly encourage those folks responsible to start thinking about the responsibility they have for events that occur off campus that impact the educational environment that require them to

spend, you know, resources, time, attention. there has to be a way for them to make parents and students aware that yes, even though this happened at home, this is a school issue that we are going to address. i don't think it needs to be pun i have been. i think it should be a restorative process but i think it's difficult as heck in the middle of a day for principals to end up dealing with this. >> a true admit straighter at school. let me go back to a comment that was made by i think it was a resident of facebook or maybe someone who spoke before that. so please forgive me for not mowing the name but someone said we are at the beginning of developing of introducing into the modern social media. i think we have to recognize we have a long way to go. it's going to take us years and years and years to integrate our

community valves into the new social media set and that it's not going to happen easily. we are going to have to work very hard at it. the basic division that we have now says that if it happens off school, that you can't hold children responsible. i have litigated those issues on expulsion and suspension hearings in school for an awful lot and i have won simply because it didn't happen on school grounds. it happened before school, at the mcdonaldts one block away. therefore, my client was not suspended or expelled but johnson raised a lot of issues about the tremendous impact upon administration, tremendous impact upon the school consult tour, disrupt of the school climate that's going on. well, we have to think differently about this. we have to grabble with these issues of what the new normal should be. we can't do it without extensive student parsicipation. we have to recognize first

amendment rights we have for freedom of expression and other kind of communications rights. because those things are real and part of our culture and they are basic fundamental values, we will have to develop mechanisms for grab brink with the issues and recognizing there are not going to be any hard and fast issues, the way we are going to develop it is on a case-by-case basis, building up over time a series of understandings that become our newspaper culture in the context of social media. it's going to take you a lot of time and it's going to take all of us a lot of time to grapple with these things for many, many years and you and i will have gray hair or no hair and be in our rocking chairs before these issues are worked out because they are tough, tough issues. what i admire and i heard here today was the courage and the enthusiasm to grapple with the issues. if we can transport that to our schools so that we don't have knee-jerk, hardcore responses

that just kick kids out and don't try to grapple with their problems, if we can transmit that to folks that, yes, we have to work hard at it, i think that will be a big success or one of the many coming out of this summit. we are going to try to take two or three questions. i see someone has approached the mic right here. we are going to ask the woman right here to go to the mic. all right. let's start right here. >> this gets better and better. i am a 30-year teacher, veteran. >> god bless you? >> i work in an urban academy of 842 people on facebook. i am so pleased with what facebook is doing. what i want to know is: how can we diversify the voices of children to include our other minority children and it may be some parents because it's a pretty wide audience. i don't mean any harm but if you want us to be a part of the solution, we have to be a part of the conversation. what can we do? >> i am going to take that, and i am going to take

responsibility. i know that the team, our partners at samsung, the department of justice, we certainly want to be as inclusive as possible. i think in some ways, it means that we have to make even the extra, extra step to make sure that we have distributed information to community-based organizations, to other organizations that are interested in this issue that may not necessarily be on that first cut. right? you i think bob mentioned this or sarah, that a lot of times, the audience we pick tend to be long on academic credentials. right? it becomes a very academic-focused conversation. well, i think we can increase the conversation by making sure

that we have diverse constituents that are as well academically credentialed but come from different environments as well aslo local community-based organizations that have had experience dealing with young people that are being bullied and can really offer something to that. so i will tell you next time we do this -- >> thank you? >> you should see more diversity. >> okay. we've got a line over here. anybody want to run over to the open mic? >> within the field of supporting students and children with significant disabilities, there is a mantra that says that all behavior is communication. and i think we have to really intentionally and purposefully connect the dots between bullying and bullying behavior and the behavior that takes place in school and the quality of instruction that's happening in the classroom. if kids are really meaningfully and intentionally engaged in at

a time act of lefrning, we know that their behavior decreases and i feel like as i have been here since this morning and i realized i was here last year at the summit and we haven't talked a lot about the quality of instruction and really saying it out loud. we think that we are doing it, but i would encourage all of us to revisit it and be very intentional and purposeful in connecting those dots because we know that they are completely inextricably linked. i want to say it out lookout. it's a not a question but statement but thank you for the opportunity. >> you are welcome i think all of the educate orders in the room, who have been in k-12, e pre-k what it meant the quality of instruction and classroom management helps to prevent student unrest. it, however, does not solve all

problems. and for some students that have -- i think sarah mentioned, have experienced trauma either in their homes or their communities, the best instructional plan, the best lesson plan that day is not going to deal with the trauma that they -- when she saw someone outside in the community shot and killed. it's not going to deal with the gang that is creating havoc or, you know, the people saying, you know, don't live in our neighborhood. get out. and so schools really become that place that have to deal with all students and i think part of the issue is good instruction takes care of kids that are generally aren't dealing with those issues or those issues haven't manifest but for the kids where those issues are manifest, it is about intentionally connecting the

wrap-around supports and the related service to help them be successful. so dually noted. last two. >> so the kid who is tweeting something unpleasant or nasty at night is home with someone. i am wondering what your thoughts are about reaching and teaching parents and partnering with parents in this effort? >> i think it's essential. some of our agreements do include having parent or communities review discipline or general school policies, bringing parents in, whether it's, you know, at the start of the school year or in other ways to make sure that they are also aware and, you know, we deal with a lot of cases that have reached the point where unfortunately, we are

investigating a civil rights violation and, in that case, we may, for example, if there is a minority community that's been the target of harassment, we may have a committee that the involves folks from the community who are there as recommend presentatives of the minority students sort of as a go-between, between those students and school officials for whatever issues may come up. those are some of the ways that we looked at involving parents and the broader community. >> let me take a quick crack at your question: the president has made mentoring of youth a critical component of moving forward and improving opportunities for youth in america. there is a big gap between the young people who have a supportive adult in their lives and those who don't. i think the numbers have been

calculated from anywhere from 10 to 16 million kids who do not have that supportive adult in their lives. now, whatever teachers may want to do in their classroom and we, of course, will give them the instruction they need for classroom management and instruction, but there is also the problem of having those, those millions of young children who do not have a supportive adult in their lives as a mentor. now, we have a society. my colleagues, the baby boomers, are retiring at very high rates and many of them still want to give to our society for the kinds of lives they have had. i think it's been incumbent upon us to find ways to encourage people to give back to millions of these young folks in constructive ways. it may be just an hour or two a week over a period of a minimum of after year being well-trained and doing it in accordance with the best practices of menning. i think we need to think about how we do that because we can does parents, with that one-parent household or that two

parent household where the parents are working three jobs, it just may not -- we may not be able to get that help. we need to think and recognize that we are going to have to go beyond our standard answers to these kinds of problems. we are going to have to create movement of folks who are trying to answer these questions. >> the other thing i would add is, i think great schools find time in their academic programs to teach young people acceptable uses for technology. i think they then connect and bring parents in and give parents a variation of that. i think -- i think technology is so knew that young people and parents, everybody needs to be educated. you know, there are some -- there are some apps that you can use, that you can send a text and it disappears off of your phone and stuff. right? like this stuff is moving quickly. right? and so part of this is about

educating children about what's acceptable, what's not, educating the parents about what they should be looking for and then building like bob mentioned, it's going to take us time to incorporate societal norms into this new digital space but we can do it. one more -- okay. i see two people. we are going to take them quick because i need to close, close us out. it's friday. >> take a deep breath. i appreciate everything that was said in this panel. one thing that seems to be the overarching thing that i hear is that these sproepz are add-ons the right? we have a bullying program. we have an assembly, you know, all about youth empowerment but, you know, kids are kids and we can't put too much pressure on them to be the change-makers in school. so my question to you really has to deal with now that we have the research that shows that

children and adults who learn social and emotional kills live health year, happier more effective lives. when will al policy take place that kids are learning these in their preparation programs? >> i am going to say something that is going to sound like i am a heletic. i think -- a heretic. i think at this practice. in schools and school systems there are people that realize the social/emotional development of their students is good for a couple of reasons: number 1, it's just the right thing to do for the development of children and help them to grow and become successful contributing adults in our society. no. 2, it has a very strong correlation to students becoming academically successful. right? and so, what i think's going to

happen is practice is going to lead the -- it's going to lead school systems and schools in to do can this and then policy makers are going to follow-up with, oh, you know what? it would be a good idea if schools would have, you know, build really supportive climates and cultures and focus on things like normal childhood and adolescents development because if we do those things, we help children to be safe and secure. then we can really, you know, sort of fill them up with the algebra i and the fizzics and chemistry and the music and fine arts, all of the other things we want them to get. but i don't think it's policy that's going to lead. i think it's practitioners going to lead that effort. >> can you say that again? i have to add on i agree with y you.

how long will it take for all of these practices to turn in to something that's more formal? >> i am not a fortunate teller but i would say if you look over probably the next four or five years, i think you are going to see some dramatic improvement, and i think one of the reasons why is that over the six years of this administration, there has been a real focus on removing structural obstacles that make it difficult for young people to be successful. you know, the release of discipline guidance, the release of the civil rights data collection, which has shown a light. everyone knows in the room that 8,000 childrenne a light. everyone knows in the room that 8,000 children between the ages of 3 and 5 were suspended from public schools in this country in 2012. right? >> what the civil rights data collection tells us. >> release has led to school districts saying, you know what? guess what we are going to do.

we know that sometimes, kids, jud young kids in school, in the district i have yesterday, they have a roll that children in kindergarten through grade 3 cannot be suspended. can't be suspended. it is absolutely developmentally appropriate. and i think you are going to see more of that. it's going to take 4 or five years. >> all right. thank you very much. >> you are welcome. >> last question. got to close out. it's friday. it's after 5:00. you guys are a great audience. >> this actually is a really good segway from your last one. this is a question: from a fulbright scholar, a teacher in brooklyn high school in massachusetts asks: what should teachers do? and this is a good question thinking about the efforts of ssei. what should teachers do when they catch students bullying other students?

>> great question thank you. >> you are welcome. >> i think it's a great question. i think number 1, that all teachers, all members of school faculty, whether it's the custodian, the lunch line person, the school bus driver, any time they find or some student brings it to their attention, i think they have to stop what they are doing and they have to address the situation and then refer where appropriate to the next person that can intervene and here is why: if they see it and they see the student actually committing the act of bullying and they don't do anything about it, it sends two signals to the bullyer, it sends the message of

you get away with it in front of an adult. if you do it once, do you care it multiple times. >> that's not the signal we want to send. to the child who is being bullied, who sees the adult somewhere in their peripheral vision, it says, i am all on my own. no one's here, no adult in this building is here to help me. and so in my 20 years in education, i will tell you i am not afraid of the bullyer. i am very, very concerned of the children that are bullied because that child that is bullied may become so fearful that they decide, you know, i am being bullied. there is no adult in this building that's here looking out for me that's helping me. i need to protect myself. and if that's the case, then they decide to go and get a weapon and now, i don't have just have a bullying situation. i now have a kid in a building with a weapon, either thinking

about doing harm to themselves or harm to others. so my answer to that is: anybody, any adult in the school should be tasked, should be charged, should be empowered by the principal to react to an incident immediately and then refer it to the next person to make sure that it is handled appropriately, that the community is restored, that that child apologizes and gets the appropriate support and intervention. i am not talking about sending them home, but they do need the appropriate intervention so that they don't do that again and the other child that has been bullied needs to feel that they are in a place that they are having their educational opportunity protected. so that would be my answer [applause.] >> a brief answer action i would add, is simply this: one of the most important pieces of new knowledge that we have in our society is about trauma.

we must come to understand how every child who comes into our school system needs to be screened for trauma, and we need to have appropriate tools for screening and then we need to decide that if children are found to have been traumatized, we need to get them appropriate trauma-informed care. if we do that at the beginning, when they start school, we will be able to help those children who might otherwise become bullies and who will be in the halls disrupting classes and dru disrupting our schools. we know from studies, in-depth studies we have done at the department of justice that children who end up in our detention centers and our juvenile justice systems in some cases as many as 90s % of them have been traumatized, experienced one or more traumas. we know that as many as 56% of them have had four more trauma ins their lives. we know from the study that we did in chicago that only 25% of those children who experienced trauma actually received any kind of care for it. so, if

children in our juvenile delinquenc system aren't getting it, imagine how many students in our school systems aren't getting it and aren't being able to address their own needs. we must think about trauma, we must recognize it's important, we must use developmentally appropriate ways of addressing children in our schools. if we do that, we will diminish the number of children who are going to be disruptive in our schools and kids who are coming into our juvenile justice and criminal justice. we need to incorporate it into our every day practices as rapidly as we can to benefit our children. otherwise, we know from studies that they will have detrimental health effects into that you are 40s, 50s and 60s. the knowledge is powerful. he search is solid, rigorous. we need to use what we know and to help kids, prevent them from going in to their adulthood with the same kind of problems they had. trauma doesn't disappear. if you don't get care for it, we

know that as a fact. >> thank you. sarah? you good? >> we could leave it on that note. >> got it. can we give our panelist, sarah hinger and robert listenbee a hand? [applause.] . >> so as we close out i would just like to, number 1, just say thank you to everyone who had the opportunity to either look in online or on c-span, the folks that are here in the audience, as we reflect on today's summit, we recognize that it was an opportunity to really have a great dialogue. we were asked and hopefully we were able to answer some pretty difficult questions, and most importantly, we have, i think, identified some potential averages moving forward -- avenues moving forward. i think today was a great opportunity for networks to engage with new and old colleagues in the field. maybe you have even come up with new ways to work together and to

collaborate on some ideas. today was also about sharing what we know about bullying prevention and recognizing that while we have some ideas and some answers, we still have many challenges left that we have to face. and as bob mentioned, you know, we are going to do this over a period of years to really get it right, to incorporate those societal norms into this new digital space. we have heard from a variety of videos who represent a variety of organizations, state educational agencies, local education agencies and federal agencies. they and you, our audience, have come together to discuss what's working and most importantly, what's not. today also provided us with the opportunity to view bullying prevention efforts through the broader lens much school climate which broadens our focus.

you buy this program or buy that program. we are not talking about buying a specific program. we are talking about a focus on changing the overall climate and culture of school buildings. if we change that overall climate and culture, if we focus on social or emotional learning, then a natural by-product is that kids are going to do better. when kids do better, they do better as well academically. >> that's what we hope to really get from this. broad enemy our focus, including related to disruptive and high-risk behavior like hazing and teen dating violence. school climate is essential to keeping students safe and engaged and plays a key role improving, as i mentioned, their academic performance. targeting school climate of which bulking is a part will help reduce other dangerous behaviors. before we leave this afternoon, i would like to extend a heart-felt thanks to all of our speakers, all of our panelists, audience members, both in person

and virtual. the contractors at west over and whitmeyer, the federal partners in bullying prevention and last but not least, the summit planning committee without whom there will be no summit and although this is what they gave me in my notes, i've got two other people i want to thank you. i want to thank david esquith, the director for the office of safe and healthy students. david, stands up. can you give him a hand? [applause.] . >> thank you. and i don't know if she is in the room but sarah, one of david's team members, sarah, stands up. give her a hand, please. thank you. [applause.] she wrote my notes. >> but i can just tell you that the office of safe and healthy students which is the program which is in the office of the elementary and secondary education really did a great job of trying to pull all of this together. it's so critically important. and so with that, i will say, thank you for being here. thank you for participating. we look forward to the great

work that you are going to do as you move in to the community and everyone have a great evening and a great weekend. thank you. [applause.]

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