School District Anti-Bullying Policies: a State-Wide Content Analysis

Abstract

Although all states in the United States require school districts to adopt anti-bullying policies, relatively little research explores the content of bullying policies. A content analysis of anti-bullying policies from 76 school districts across the State of Louisiana was conducted. A 63-item coding scheme was developed to guide the analysis. The overall compliance to the coding framework by the Louisiana school districts considered in this study was 64%, with many policies covering logistical aspects of bullying response such as definitions, reporting, investigating, monitoring, disseminating policies, and consequences for perpetrators. While many school districts addressed evidenced-based practices and mental health support for victims and perpetrators, few school district policies addressed the use of personally owned technology, mental health support for witnesses, evaluating programs, or enumeration of vulnerable groups. There was also a noticeable gap in policies that were culturally responsive in nature. Implications are discussed for educators, policy-makers, and researchers.

Assessment of Variation in US State Laws Addressing the Prevention of and Response to Teen Dating Violence in Secondary Schools

“… 22 , 31 Additional research on promising communication practices could help ensure that staff, students, and parents receive and understand TDV policies. 32 , 33…”

“…The lack of accountability for implementation and enforcement in states’ laws points to a need for research examining whether and how these laws are being carried out in practice. 32 , 33…”

“…22,31 Additional research on promising communication practices could help ensure that staff, students, and parents receive and understand TDV policies. 32,33 Without clear and comprehensive policies and procedures, schools may not effectively respond to incidents of TDV. In this study, very few state laws included guidance about investigating incidents once TDV has been reported.…”

Socioeconomic Effects in Cyberbullying: Global Research Trends in the Educational Context

“…International research on bullying and harassment among schoolchildren has fundamentally gone through four time periods [15,16]. From 1970 to 1980, its systematic study began, with the Norwegian researcher Olweus pioneering this analysis in his book Aggression in School: Bullies and Whipping Boys [17].…”

Research on the governance of campus bullying and prevention mechanism of students' mental health problem

“…Regarding the current problem of campus bullying, the state has repeatedly issued documents on the governance of campus bullying, and issued relevant documents and notices in recent years. In particular, in 2016, the office of the Education Steering Committee of the State Council issued the Notice on Carrying out the Special Governance of Campus Bullying ; all over the country actively launched campus bullying governance; the document stressed the importance of opposing campus bullying and advocated a harmonious and safe campus environment to let minors learn and grow in a safe and healthy environment (Aini, 2019; Stickl Haugen et al, 2020). The legal governance path of campus bullying is not only the necessary internal demand, but also the essential means to maintain social order.…”