middle school bullying case study

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• West J Emerg Med
• v.12(3); 2011 Jul

A Case Study with an Identified Bully: Policy and Practice Implications

Bullying is a serious public health problem that may include verbal or physical injury as well as social isolation or exclusion. As a result, research is needed to establish a database for policies and interventions designed to prevent bullying and its negative effects. This paper presents a case study that contributes to the literature by describing an intervention for bullies that has implications for practice and related policies regarding bullying.

An individualized intervention for an identified bully was implemented using the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004) with a seventh-grade middle school student. Ecological and culture-specific perspectives were used to develop and implement the intervention that included psychoeducational sessions with the student and consultation with the parent and school personnel. A mixed methods intervention design was used with the following informants: the target student, the mother of the student, a teacher and the school counselor. Qualitative data included semi-structured interviews with the parent, teacher and student, narrative classroom observations and evaluation/feedback forms filled out by the student and interventionist. Quantitative data included the following quantitative surveys (i.e., Child Self Report Post Traumatic Stress Reaction Index and the Behavior Assessment Scale for Children). Both qualitative and quantitative data were used to evaluate the acceptability, integrity and efficacy of this intervention.

The process of intervention design, implementation and evaluation are described through an illustrative case study. Qualitative and quantitative findings indicated a decrease in internalizing, externalizing and bullying behaviors as reported by the teacher and the mother, and a high degree of acceptability and treatment integrity as reported by multiple stakeholders.

Conclusion:

This case study makes important contributions by describing an intervention that is targeted to specific needs of the bully by designing culture specific interventions and working with the student’s unique environmental contexts. Contributions also are made by illustrating the use of mixed methods to document acceptability, integrity and efficacy of an intervention with documented positive effects in these areas. In addition, implications for policy and practice related to the treatment of students identified as bullies and future research needs are discussed.

INTRODUCTION

Bullying is one of the most significant school problems experienced by children and adolescents and affects approximately 30% of students in U.S. public schools. 1 This included 13% as bullies, 10.6% as victims and 6.3% as bully-victims. 2 Bullying has been defined as repeated exposure to negative events within the context of an imbalanced power relationship. 3 Bullying is a serious public health problem that may include verbal or physical injury, as well as social isolation or exclusion. 3 – 4 As a result, research is needed to establish a database for interventions designed to prevent bullying and its negative effects within the context of school policies. 4

Researchers have found that bullying may have deleterious effects for both perpetrators and victims, including social, emotional, mental health and academic concerns, as well as loss of instructional time. 5 – 12 For example, a relationship has been found between bullying behavior and internalizing problems (i.e., depression and anxiety), as well as externalizing problems (i.e., aggression and hyperactivity). 11 – 12 Further, bullies have been found to have more conduct problems and less favorable views of school than their non-bullying peers, which may lead to academic disengagement. 5

Rationale for the Case Study

The purpose of this case study is to describe the implementation of an individualized psychoeducational intervention with an identified bully and to report the outcomes of the intervention in terms of acceptability, integrity and efficacy. 13 This case study was unique because we used mixed methods (i.e., both qualitative and quantitative methods) to contribute to the database on acceptability, integrity and efficacy by providing a rich description of the cultural and contextual variables that may influence the implementation and outcomes of the intervention. 14 This case study was distinctive because it used the Participatory Culture-Specific Intervention Model (PCSIM) to design, implement, and evaluate the intervention. 15 Based on an ecological-developmental stance, PCSIM addresses individual and cultural factors related to mental health and promotes cultural competence using culturally valued resources and coping skills. 16 – 18 PCSIM uses an iterative data collection process that incorporates feedback from stakeholders to promote treatment acceptability and cultural validity, treatment integrity and efficacy. 15 The research questions were: (1) What was the nature of acceptability from the perspectives of stakeholders? (2) What was the treatment integrity of intervention implementation? (3) Was there a reduction in this student’s: (a) externalizing symptoms, (b) internalizing symptoms and (c) bullying behaviors?

Context and Informants

We conducted this study in a southeastern urban public school district with 2,484 students and 499 students at the target middle school. The population was diverse with respect to ethnicity (approximately 40% African American, 52% Caucasian, 2% Asian, 2% Hispanic and 4% multiracial) and socioeconomic status (30% free and reduced lunch). The research team had an ongoing collaborative relationship with this school district for eight years. 19 Bullying behavior was addressed in the district discipline policies, which were distributed to students at all grade levels. The school response to bullying depended on severity and could include: student participation in a conference with school personnel, assignment to alternative lunch area, partial or full day in-school suspension (ISS), out of school suspension, financial restitution for the repair of any damage, or consideration of an alternative placement for up to 10 school days.

The informants included the mother of the target student, the interventionist, a classroom teacher, the seventh-grade school counselor and the target student. The target student’s mother, Ms. S., was an African-American woman who worked in the education field. The interventionist was an African-American female doctoral-level school psychology graduate student who was certified as a school psychologist and had 10 years of classroom teaching experience. The seventh grade counselor was an African-American female masters-level school counselor who had been employed by the district for many years. Based on the tenets of PCSIM, stakeholders participated as informants by providing data to develop intervention goals and to assess intervention acceptability, integrity and efficacy. 15

Qualitative Data

All interviews were semi-structured and produced qualitative data. Interviews were conducted with the mother, teacher and the target student. Interviews were conducted with all informants prior to intervention to facilitate development of the intervention sessions. The pre-intervention student interview was audio taped, transcribed and coded for major themes. The interventionist took ethnographic notes during all other interviews. Teacher and parent interviews were conducted post-intervention to enhance outcome data. Parent interview questions included a focus on the target student’s behavior at home and school, parent concerns related to his behavior, and the results of previously employed strategies. The course instructor, which this student received the lowest conduct grade, participated in data collection (i.e., interviews, observations, and surveys). Examples of the questions from the student, teacher and parent interviews are reported in Table 1 .

Sample interview questions asked of the bullying student, his parent and teacher.

Behavioral observations

The referred student was observed in structured (classroom) and less structured settings (hallway, lunch) to determine the frequency and nature of bullying behaviors and to aid in intervention development. We used a narrative approach (i.e., rich description) for conducting behavioral observations to gain information regarding peer and teacher interactions.

Evaluation/Feedback Forms

We used qualitative student evaluation and interventionist feedback forms to gather narrative information related to intervention implementation, including acceptability and integrity of the intervention. The student feedback forms were completed at the end of each intervention session and were used to determine what the participant liked about the session, as well as what he would change about the session. The interventionist feedback form was completed following each session and provided documentation about culture-specific modifications as well as treatment acceptability and self-assessment of the interventionist’s performance.

Quantitative Measures

Behavior assessment scale for children: second edition.

The Behavior Assessment Scale for Children (BASC-2) was administered to the teacher, parent and student pre- and post-intervention. 23 These data from the student were not considered because of observations indicating that the student did not read the items carefully and, instead, provided invalid responses. The BASC-2 is a behavior rating scale that was designed to evaluate personality characteristics, emotions, self-perceptions or parent/teacher perceptions of adolescents. At-risk T-scores range from 60 to 69 while T-scores of 70 or above are considered clinically significant. This instrument has high test-retest reliability ( r = .91) and internal consistency ( α = .89). 23 We used the internalizing, externalizing and bullying scales for this case study.

Child Self Report Post Traumatic Stress Reaction Index

The Child Self Report Post Traumatic Stress Reaction Index (CPTS-RI) was administered before and after the intervention to determine change in symptoms related to post-traumatic stress experienced by the target student. 20 The CPTS-RI was used to supplement information provided by the BASC-2 regarding internalizing problems. The CPTS-RI has high internal consistency ( α = .86) and test-retest reliability ( r = .84). Although the CPTS-RI does not yield standard scores, raw scores of 38 and above have been described as clinically significant in previous research. 21 , 22

Qualitative Data Analysis Procedures

The qualitative data (interviews, observations, & evaluation feedback forms) were subject to thematic analysis by having one coder read through each piece of data to create a list of themes that were reflected by these data. 24 We employed a deductive approach to coding in which the coder identified information regarding externalizing, internalizing and bullying behaviors in the data. 17 After the first coder had read through all data to generate a list of themes, a group of three coders read through all of the data again and used a consensus-based approach to confirm or modify each theme. This team also selected quotes illustrating these themes. 25

Quantitative Data Analysis Procedures

We analyzed the pre/post quantitative data (internalizing and externalizing from the BASC-2) using a two-step process that included calculation of the Reliable Change Index (RCI) and determination of whether an observed change was clinically significant. 26 – 28 We calculated the RCI based on the standard error of measurement or reliability of the instrument and the student’s pre- and post-scores for each instrument. We used the following formula based on Jacobson & Truax (RCI = X 2 − X 1 /S diff ). S diff is calculated by taking the square root of 2(S E ) 2 , where S E is the test’s standard error of measurement. 27 RCI scores of 1.96 or greater are considered to be statistically significant. Mean scores from the CPTS-RI and bullying content scales were analyzed descriptively. We did not calculate RCI scores for these two variables because standard scores are not reported for the CPTS-RI and there are insufficient data about reliability and standard error of measurement for these two instruments.

Background of the Case Study

The target student for the intervention was David, a 12-year-old African-American student in the seventh grade. David’s mother (Ms. S.) provided background and medical information. David lived with his mother and nine-year-old sister. His family history included a recent martial separation. However, regular contact with his father was maintained through weekend and extended holiday visitation. David’s medical history included a diagnosis of Attention Deficit Hyperactive Disorder, which was managed through medication and counseling.

Reason for referral

David was referred for the bullying intervention by members of the administrative and counseling staff and was described as a “provocative bully” by administrators and teachers. An administrator indicated that David had a tendency to “annoy” his peers verbally until they “reach[ed] their limit” and as a result became physically aggressive with him. The administrator described David’s behavior as verbal bullying. The school counselor expressed concerns about his limited ability to engage in prosocial interactions with peers and school personnel, as David appeared to “ignore the comments of adults” and seemed unaware of how his actions or remarks were perceived by peers. Ms. S. (David’s mother) expressed concern that her son was becoming verbally aggressive in reaction to being bullied at school. She cited school reports of inappropriate comments to teachers and peers as evidence of David’s verbal aggression and indicated that his bullying behaviors persisted or escalated irrespective of school and home interventions. Ms. S. and the school personnel stated that they were interested in determining the best ways to intervene.

INTERVENTION

Data obtained from interviews, surveys, review of records and observations were used to develop an individualized eight session intervention to address David’s bullying behavior. 29 Intervention sessions are described in Table 2 including the sessions, the goals, and cultural modifications that resulted in the individualization of the curriculum. 29

Sessions, goals, and cultural modifications used to individualize the curriculum.

Note. Adapted with permission of the authors.29 Please contact second author for more details regarding the curriculum.

Consistent with the PCSIM, we evaluated this case by examining both the process and the outcomes of the intervention that was implemented with a student who had been identified as a bully-victim. We answered the acceptability, integrity, and efficacy of the intervention for this case study. 15 , 30 – 32

Acceptability: Research Question 1

We defined acceptability as the extent to which stakeholders (e.g., mental health professionals, parents, teachers and students) find a particular treatment or intervention to be fair, appropriate, reasonable and consistent with their expectations of treatment. 31 We collected acceptability data through parent, facilitator, student and teacher report and used data to modify the curriculum in an effort to increase acceptability and efficacy. 15 For example, David reported in the session evaluation that activities that were less contingent upon verbal interaction were more acceptable than those that required him to discuss emotions. Through the recursive process of the PCSIM, subsequent sessions were adapted to allow for choice between various less verbally demanding tasks, such as those that allowed David to respond to the curriculum by creating artwork such as drawings or collages. 16

Examples of high acceptability also were revealed through post-intervention data obtained from all stakeholders. For example, Ms. S. indicated that she viewed the intervention as an important resource to address her son’s social deficits related to interpersonal relationships with peers and family members. David’s teacher acknowledged the value of the intervention as a reinforcement tool by informing David of her ongoing communication with the interventionist to encourage him to behave appropriately in order to have positive remarks relayed about his behavior. We also obtained measures of acceptability from the interventionist after each session, suggesting that initial sessions were less acceptable due to the resistance encountered and the slow development of rapport between the interventionist and the target student. However, treatment acceptability increased during subsequent sessions as rapport developed due to curriculum modifications made based on student feedback (i.e., less verbal input was required).

Integrity: Research Question 2

We defined integrity as the degree to which core program elements are implemented and cultural adaptations are documented. 15 This study employed a partnership model to maintain treatment integrity, by focusing on collaboration with stakeholders in order to be culturally responsive while maintaining the essential components and content of the intervention. 30 We obtained integrity data through the interventionist feedback forms to evaluate the ways in which session goals were met. Based on a thematic analysis of these forms, treatment integrity was high as session goals were met in all of the intervention sessions (meeting the threshold of greater than 80% implementation of intervention components). 31

Efficacy: Research Question 3a –Externalization

We collected qualitative and quantitative results related to David’s externalizing behaviors from the teacher and parent report. The teacher reported in an exit interview that David no longer engaged in disruptive activities after completing assignments but instead chose to read. David’s mother reported a decrease in the number of phone calls received regarding disciplinary concerns from the school during and after the intervention. There was a clinically significant difference in the teacher pre- and post-intervention BASC-2 scores reflecting reduced externalizing behaviors (RCI = − 3.74). There was no change indicated by the parent pre- and post-test BASC-2 scores on externalizing behaviors ( Table 3 ).

Pre-post scores for internalizing, externalizing and bullying.

Efficacy: Research Question 3b- Internalization

The school counselor reported that David was less withdrawn at the end of the intervention. For example, she indicated that he made eye contact and acknowledged the statements or requests of school personnel, which were skills addressed in sessions related to empathy and perspective taking. Although David’s CPTS-RI raw score of 20 did not meet the threshold of clinical significance (i.e., 38 and higher), his post-intervention score of seven suggested a lower perception of internalizing symptoms associated with post-traumatic stress after the intervention. Specifically, he indicated that he had fewer bad dreams and was better able to concentrate at school. Quantitative findings from the BASC -2 included a clinically significant decrease in Internalizing Behaviors based on Teacher report (RCI = −3.79). However, there was no change related to internalizing symptoms based on parent report.

Efficacy: Research Question 3c- Bullying

The results of the BASC-2 completed by his teacher revealed that David’s bullying behavior decreased based on pre-post test data. His score on the bullying content scale from the teacher BASC-2 decreased from the at-risk range (SS = 66) to within normal limits (SS = 59) for students his age. Ms. S. reported no change on the parent BASC-2 from pre- (SS= 62) to post-test (SS = 62) in regards to David’s bullying behavior. However, as mentioned earlier, she reported the number of discipline referrals decreased during and after the intervention. Further, qualitative findings from school personnel also suggested improvement in David’s behavior after the intervention. Additional support for positive change in this area is that there were no additional counseling or disciplinary referrals for the remainder of the school year ( Table 3 ).

This case study contributes to the literature related to intervention with bullies by providing an in-depth description of a promising intervention model and by using mixed methods resulting in evidence that this intervention had high acceptability, integrity and efficacy. 13 Using the PCSIM, this intervention successfully integrated data about the culture of bullying within the target school, as well as using knowledge gained through collaboration with parents, teachers and school personnel. 15 , 20 This psychoeducational intervention engaged multiple stakeholders, including school personnel, the mother, and the target student, to facilitate intervention acceptability and integrity and thereby increased the likelihood that the desired outcomes would be achieved. 15 , 30 Further, the use of mixed methods and multiple informants strengthened validity of the intervention and evaluation by examining findings across multiple informants and multiple sources of data. 14

An important finding in this case study was related to the efficacy of this intervention. Based on prior literature, the referral concerns and the pre-intervention data, the intervention was designed to reduce behaviors and symptoms associated with externalization, internalization, and bullying. 11 – 12 Predicted reductions in externalizing behaviors and bullying were partially confirmed with quantitative findings reflected by the RCI for externalization and clinical significance on the bullying scale from the BASC-2. 26 – 28 Additional support was provided by qualitative data from interviews and observations. Similarly, the predicted reductions for internalization were partially confirmed based on the RCI for internalization on the BASC-2 as well as by descriptive data from the CPTS-RI. These quantitative findings were confirmed by qualitative data obtained from school personnel. However, it is noted that the findings for internalizing were not supported by parent report.

The participatory approach to problem identification and intervention development incorporated in the PCSIM was successful in several ways. 15 For example, school personnel and the target student’s mother identified ongoing communication with the interventionist as a strength of the intervention. This enabled teachers to provide insight into the daily interactions of the students, the previous intervention efforts of school personnel, and an overview of the student’s social, emotional and academic strengths and challenges. Further, collaboration with the interventionist provided teachers with an opportunity to experience the target student in a different light by examining the influence of family context on the student’s behavior. This interaction between stakeholders and the interventionist exemplified the recursive nature of the PCSIM and illustrated the potential importance of mental health consultation in facilitating positive outcomes when intervening with bullies. 15 , 33

LIMITATIONS AND FUTURE RESEARCH

Since this case study was conducted with a single participant, more research is clearly needed to demonstrate the acceptability, integrity and effectiveness of this individualized intervention with identified bullies. In addition, given the range of findings from both the parent and teacher, future efforts should be designed to include input over time from multiple participants and to use these data for recursive revision of intervention plans. School-based (e.g., school counselors, school psychologists, school nurses) and mental health practitioners are uniquely qualified to design and implement culture-specific interventions for bullies in schools by using their relationships with stakeholders, along with ongoing data collection, to increase intervention acceptability, integrity and efficacy. 15 Future research may include a greater emphasis on systematic evaluation of the processes used to consult with educators and parents, particularly since educators and parents can have different views, while also having great potential to influence children. Based on information gained through the iterative process of the PCSIM, the intervention might be used as a method of primary prevention by extending it to younger students. 15 Further, research is needed to examine the range of ways that this intervention may need to be modified to address the characteristics of other bullies and their unique cultural and ecological circumstances. Such modifications might include multiple sessions per week, meeting with members of the target student’s peer group, and a greater focus on behavior management strategies.

POLICY AND PRACTICE IMPLICATIONS

This case study has important implications for practice in the context of public policy. While the ideas discussed in this paper may have the potential to create meaningful change in some bullies, it requires intense levels of data collection and analysis to address the acceptability, integrity and efficacy of this type of intervention. This requires a public commitment to the expense needed to carry out such intervention effectively. It also may require research based on public health models that seek less expensive methods of intervention and that emphasize a full range of preventive interventions, including primary prevention. 4 In this context, it is noted that policies in place within a school, school district and/or community may play a role in strengthening intervention efforts. 4 For example, the intervention described in this paper was implemented in the context of school policies that did not tolerate bullying and that had clear guidelines for school responses to bullying. Also, schools policies of service delivery referred to as response to intervention that include a simultaneous focus on a range of services including primary prevention, risk reduction, secondary prevention and tertiary prevention. 34 Research is needed to develop an understanding about the impact of such policies on the efficacy of individualized interventions such as this.

Acknowledgments

We would like to thank the student, parent, and school personnel who participated in this intervention. Funding for this work was supported by the American International Group, Inc. Additional funding was provided by the Center for School Safety, School Climate, and Classroom Management and the College of Education Dean’s Office at Georgia State University.

Conflicts of Interest: By the WestJEM article submission agreement, all authors are required to disclose all affiliations, funding sources and financial or management relationships that could be perceived as potential sources of bias. The authors disclosed none.

Reprints available through open access at http://scholarship.org/uc/uciem_westjem .

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Snezana’s story: from being bullied to ending conflicts at school, peer mediators in kosovo (scr 1244) help keep school safe for everyone.

MITROVICA, Kosovo (SCR 1244), 6 September, 2018 - Sixteen-year-old Snezana Dzogovic vividly remembers when her classmates started to bully her. She was in sixth grade at her school in Mitrovica, northern Kosovo (SCR 1244).

“I went ‘into’ myself and did not talk to anyone about it.  I started avoiding school.  My grades fell because I did not go to school. I could not study at home,” she says.

Snezana says the bullying started when she began listening to rock music and dressing differently than the other girls. She liked bands like Nirvana and Guns n’ Roses and she cut her hair short.

Verbal and physical abuse followed. Her classmates would damage her belongings when she wasn’t looking.

One day Snezana came home with her backpack and books ripped and her mother asked her what had happened.

“When I started to talk, my mother felt shocked and embarrassed that I had not shared it before. My mother went to school and spoke to the class teacher, but she (the teacher) avoided resolving the issue,” says Snezana.

Violence, an everyday lesson for millions

According to a new report released by UNICEF today, Violence in Schools: An Everyday Lesson , peer violence, defined as the number of children who report having been bullied in the last month or having been involved in a physical fight in the last year – is a pervasive part of young people’s education around the world.

The report finds that approximately half of all students aged 13 to 15 – 150 million girls and boys – experience peer-violence. This violence exists in every region of the world and in every community.

The report explains that the effects of peer to peer violence are unacceptably high on individual young people as well as society as a whole. Violence decreases self-esteem, reduces attendance, lowers grades and leads many children to drop out of school completely.

From being bullied to mediating conflicts

Snezana explains that during the time she was being bullied, a new group of peer mediators were brought into her school. She had never heard about the group and was admittedly skeptical.

“At first I did not feel comfortable.  I thought it was yet another group that would bully me,” she said.

But this group was different.

The group is organized by UNICEF and partner organization in Kosovo (SCR 1244) DOMOVIK as part of a school-based violence prevention programme. The peer mediators are student volunteers who are trained to resolve conflict at school – often cases of bullying and psychological abuse. They are also trained to refer more serious cases of violence to appropriate officials, including social welfare authorities and the police.

The peer mediators work with school administrators, teachers, the student council as well as psychologists and education specialists.

Snezana decided to join the group. During the first year of being a peer mediator the bullying she was experiencing stopped. She also brought positive changes into other student’s lives. 

“When I joined, I found it to be a wonderful group and started to work on myself,” she says.  “I now put in extra effort when I see a child being bullied, and also suggest the child to join the peer mediation team.”

Over the last five years Snezana has helped end approximately 50 school-based conflicts or cases of bullying. She recalls one particular instance when she convinced two boys who had been fighting that physical conflict would not help.  She explains that she approached the situation as a friend, wanting to listen to both of the boys. 

“That is how it was resolved,” she says.

Another important part of Snezana and the other peer mediator’s work is visiting neighbouring schools and re-enacting cases of bullying. During the reenactments, students learn how to identify bullying and resolve conflict. 

So far, the peer mediation programme has benefitted at least 15,000 students in Kosovo (SCR 1244).

Snezana will never forget the pain of being targeted by bullies, but she says she has moved on.

“I decided to let them know that I was equal to them,” she says about the kids who used to bully her.  “At the end of the day I forgive them because they were children.”

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• Tips for Parents of Middle Schoolers

Bullying Prevention for Parents of Middle School Students

Middle school is when bullying happens most.

You’re now the parent of a child in middle school. It’s the transition from childhood to adolescence—when children become more independent and want to make choices for themselves. They are also in a developmental period when friends and social circles are increasingly important. And it’s the time when children can experience bullying most.

Bullying is most frequently reported in grades six through eight. In 2019, about 28% of 6th-, 7th-, and 8th- graders reported being bullied at school during the school year. In high school, the percentage of students that reported being bullied was lower at about 19% on average, according to the National Center for Education Statistics .

To prevent bullying, you need to know the warning signs to look for, what your school does to address it, and how to handle it if your child experiences or contributes to bullying.

Types of bullying

Students can be bullied in different ways, for instance: 

Physical bullying like being pushed, shoved, punched, tripped, spit on; or being made to do things they did not want to do.

Verbal bullying like being the subject of rumors, taunting; being called names; being threatened; receiving offensive notes or gestures.

Relational bullying like being excluded from activities on purpose; isolating someone from their peers; purposely ignoring someone; intentionally harming someone’s reputation; posting derogatory comments or embarrassing images in a public space or online.

Damaging property on purpose, like clothing, books, electronics, and jewelry.

Where bullying and cyberbullying happen

Students report being bullied at school (hallways, stairwells, classrooms, bathrooms, locker rooms or cafeteria), outside (school grounds), or on the school bus. 1 They can also be bullied on the way to/from school, and at school-related events. 

Students may also be cyberbullied, which is bullying that takes place over digital devices like cell phones, computers, and tablets. It can occur through SMS, text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else.

Understand the roles children play in bullying

During middle school, your child will encounter new social dynamics with their peers. They might lose old friends and make new ones, change their social circles, or feel adrift in the rapidly changing groups and alliances being formed. Social hierarchies are often established in middle school. Peer opinions of each other take on a lot of importance. Unfortunately, bullying is one way that adolescents exclude peers from their groups or activities. Since you are the most consistent relationship in your child’s life, it’s important to know the different roles that adolescents play in bullying situations so that you can prevent or address it.

Any child can witness bullying, bully others, or be bullied. Those who witness bullying – also referred to as bystanders – could choose to become defenders of the person being bullied, or they can be reinforcers or assistants to the one who bullies. When children are involved in bullying, they often play more than one role. Sometimes they are both the one who is bullied and one who bullies others. They could also be bystanders who witness it happening to other students and who have it happen to them.

Know the warning signs for bullying

As a parent, you are your child’s number one protector. It’s up to you to recognize the warning signs of bullying. Not all children show warning signs, but if you notice any of the following, it might be that they’re being bullied:

• Your child has unexplainable injuries
• If they “lose” or have destroyed clothing, books, electronics, or jewelry
• If they have frequent headaches or stomach aches, or often feel sick or fake illness
• If you notice changes in their eating habits, like suddenly skipping meals or binge eating
• If they have difficulty sleeping or frequent nightmares
• If they have declining grades
• If they have loss of interest in schoolwork or don’t want to go to school
• If they have sudden loss of friends or avoid of social situations
• If they have feelings of helplessness or decreased self-esteem
• If they have self-destructive behaviors, such as running away from home, harming themselves, or talking about suicide

If you think your child may be bullying others

Though no parent wants their child to be a perpetrator of bullying, it does happen. Your child  may be bullying others if your child:

• Gets into physical or verbal fights
• Has friends who bully others
• Is increasingly aggressive
• Gets sent to the principal’s office or to detention frequently
• Has unexplained extra money or new belongings
• Blames others for their problems or doesn’t accept responsibility for their actions
• Worries about their reputation or popularity

Know the warning signs for cyberbullying

Many of the warning signs that your child is experiencing cyberbullying can be seen in how they use their device. Their behavior may change. For instance, you may notice increases or decreases in their device use, including texting. Your child may have visible emotional responses (laughter, anger, upset) to what is happening on their device. Your child may hide their screen or device when others are near and avoid discussion about what they are doing. Other signs of cyberbullying are that their social media accounts are shut down or new ones appear. Your child may start to avoid social situations, even those they enjoyed in the past. They may become withdrawn or depressed or lose interest in people and activities.

You can help prevent bullying

Help your child understand bullying. Talk about what bullying is and how to stand up to it safely. Ask questions about bullying they may have witnessed, experienced, or heard about. Keep the lines of communication open. Check in with your child often. Listen to them. Know their friends, ask about school, and understand their concerns. Prepare them for what to do if bullying happens to them. Know who to contact at school when bullying happens.

How to prevent cyberbullying

The digital world is constantly evolving with new social media platforms, apps, and devices, and children and teens are often the first to use them. Common types of cyberbullying are posting hateful, mean, or derogatory messages or content and participating in negative group conversations. There are other types of cyberbullying tactics , and it can also happen during gaming . While you may not be able to monitor all your child’s activities, there are things you can do to prevent cyberbullying and protect your child from harmful digital behavior:

• Monitor a teen’s social media sites, apps, and browsing history.
• Review or re-set your child’s phone location and privacy settings.
• Follow or friend your teen on social media sites or have another trusted adult do so.
• Stay up-to-date on the latest apps, social media platforms , and digital slang used by children and teens.
• Know your child’s user names and passwords for email and social media.
• Establish rules about appropriate digital behavior, content, and apps.
• Teach your child good digital citizenship skills .
• Use a parental monitoring software to restrict content, block domains, or view your child’s online activities without looking at their device every day.

Learn about your school’s bullying prevention policies

An important part of protecting children from bullying and cyberbullying are state laws, policies, and regulations. Each jurisdiction, including all 50 states, the District of Columbia and U.S. territories, address bullying differently.  Some have established laws, policies, and regulations. Others have developed model policies that schools and local educational agencies (districts) can use to develop their own local laws, policies, and regulations. You can learn about your state bullying prevention laws, policies, or regulations on StopBullying.gov .

You should also ask the school what their bullying and cyberbullying policies and rules are. Knowing how the school handles bullying will help you take the right action if your child is involved in it.

What to do if your child is involved in bullying

Find out what happened. Get the facts. Get the story from several sources if possible, both teachers and other adults who may have witnessed it. Listen without blaming. It may be difficult to get the whole story, especially if multiple students are involved or the bullying involves social bullying or cyberbullying. Collect all available information.

To determine if this is bullying or something else, consider the following questions:

• What is the history between the kids involved? Have there been past conflicts?
• Is there a power imbalance? A power imbalance is not limited to physical strength. Sometimes it not easily recognized. If the targeted child feels like there is a power imbalance, there probably is.
• Has this happened before? Is your child worried it will happen again?
• Have the children dated? There are special responses for teen dating violence .
• Are any of the kids involved with a gang ? Gang violence has different interventions.

What to do if your child was bullied

• Listen and focus on them. Learn what’s been going on and show you want to help. 
• Assure them that bullying is not their fault.
• Consider referring them to a school counselor, psychologist, or other mental health service as children who are bullied may struggle with talking about it.
• Give advice about what to do. This may involve role-playing and thinking through how your child might react if the bullying occurs again.
• Ask your child what can be done to make them feel safe. Remember that changes to routine should be minimized. Your child is not at fault and should not be singled out in school settings.
• Develop a game plan. Work with the school. Discuss the steps that are taken and the limitations around what can be done based on policies and laws. Remember, the law does not allow school personnel to discuss discipline, consequences, or services given to other children.
• Never tell the child to ignore the bullying.
• Do not blame your child for being bullied. Even if they provoked the bullying, no one deserves to be bullied.
• Do not tell your child to physically fight back against the one who is bullying. It could get your child hurt, suspended, or expelled.
• Don’t contact the other parents involved. It may make matters worse. School or other officials can act as mediators between parents.

What to do if your child is bullying others

• Talk about it. Make sure your child knows what their problem behavior is, and why and how their behavior is wrong and harms others.
• Show them that bullying is taken seriously. Calmly tell your child that bullying will not be tolerated. Model respectful behavior when addressing the problem.
• Sometimes children bully to fit in. They could benefit from participating in positive activities. Involvement in sports and clubs can enable them to take leadership roles and make friends without feeling the need to bully.
• Other times, children act out because of something else going on their lives like issues at home, school, abuse, or stress. They also may have been bullied. Ask a professional, like a pediatrician, school guidance counselor, or school social worker to help determine if your child needs additional support to help them cope, such as mental health services.
• Work with the school to develop appropriate consequences that help your child learn empathy and repair the situation.

What to do if your child is cyberbullied

If you notice warning signs that your child may be involved in cyberbullying, take steps to investigate their digital behavior. Because cyberbullying happens online, responding to it requires different approaches.

• Notice – Recognize if there has been a change in mood or behavior and explore what the cause might be. Try to determine if these changes happen around a child’s use of their digital devices.
• Talk – Ask questions to learn what is happening, how it started, and who is involved.
• Document – Keep a record of what is happening and where. Take screenshots of harmful posts or content if possible. Most laws and policies note that bullying is a repeated behavior, so records help to document it.
• Block – Consider blocking the person who is cyberbullying from social media, phone, and apps.
• Report – Most social media platforms and schools have clear policies and reporting processes. If a classmate is cyberbullying, report it the school. You can also contact app or social media platforms to report offensive content and have it removed. If a child has received physical threats, or if a potential crime or illegal behavior is occurring, report it to the police.
• Support – Peers, mentors, and trusted adults can sometimes intervene publicly to positively influence a situation where negative or hurtful content has been posted about your child. Public intervention can include posting positive comments about the person targeted with bullying to try to shift the conversation in a better direction. Try to determine if more professional support is needed, such as speaking with a guidance counselor or mental health professional.

What your child can do if they are bullied

• Seek assistance from an adult, friend, or classmate when a potentially threatening situation occurs.
• Be assertive with the person doing the bullying (not aggressive, fighting, or teasing back) when possible.
• Use humor to deflect a potential threatening situation.
• Avoid unsafe places or walk away before a potential bullying encounter occurs.
• Agree with or “own” a belittling comment to defuse it.
• Walk with friends or a small group of friendly peers.
• Use positive self-statements to maintain positive self-esteem during an incident.
• Practice remaining as outwardly calm as possible when bullying occurs. Showing emotional upset may embolden the person bullying.

What to do if your child witnesses bullying

Give your child strategies for what to do if the witness bullying. They can:

• Defend the target of the bullying.
• Intervene as a group of students.
• Change the subject.
• Question the bullying behavior.
• Use humor to lighten up a serious situation.
• Openly state an objection to bullying.
• State approval of the victim and validate his or her social status.

If they don’t feel comfortable intervening, they can do something after it happens:

• Reach out privately to the target of the bullying to express support or concern.
• Report the bullying to a trusted adult, teacher, or school administrator.
• Reach out privately to the person doing the bullying to express concern—if they feel safe to do so.
• Model how to treat others with kindness and respect.

Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health

A Case Study with an Identified Bully: Policy and Practice Implications

• Huddleston, Lillie B ;
• Varjas, Kris ;
• Meyers, Joel ;
• Cadenhead, Catherine

Objective: Bullying is a serious public health problem that may include verbal or physical injury as well as social isolation or exclusion. As a result, research is needed to establish a database for policies and interventions designed to prevent bullying and its negative effects. This paper presented a case study that contributed to the literature by describing an intervention for bullies that has implications for research, practice and related policies regarding bullying.

Methods: An individualized intervention for an identified bully was implemented using the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004) with a seventh-grade middle school student. Ecological and culture-specific perspectives were used to develop and implement the intervention that included psychoeducational sessions with the student and consultation with the parent and school personnel. A mixed methods intervention design was used with the following informants: the target student, the mother of the student, a teacher and the school counselor. Qualitative data included semi-structured interviews with the parent, teacher and student, narrative classroom observations and evaluation/feedback forms filled out by the student and interventionist. Quantitative data included the following quantitative surveys (i.e., Child Posttraumatic Stress Reaction Index [CPTS-RI] and the Behavior Assessment Scale for Children, 2nd Edition). Both qualitative and quantitative data were used to evaluate the acceptability, integrity and efficacy of this intervention.

Results: The process of intervention design, implementation and evaluation are described through an illustrative case study. Qualitative and quantitative findings indicated a decrease in internalizing, externalizing and bullying behaviors as reported by the teacher and the mother, and a high degree of acceptability and treatment integrity as reported by multiple stakeholders.

Conclusion: This case study provided important contributions by describing an intervention that is targeted to specific needs of the bully by designing culture specific interventions and working with the student’s unique environmental contexts. Additional contributions included the use of mixed methods to document acceptability, integrity and efficacy of an intervention with documented positive effects in these areas. In addition, implications for policy and practice related to the treatment of students identified as bullies and future research needs are discussed. [West J Emerg Med 2011; XX(X)XX-XX].

Enter the password to open this PDF file:

A case study with an identified bully: policy and practice implications

Affiliation.

• 1 Georgia State University, Counseling and Psychological Services, Atlanta, GA.
• PMID: 21731789
• PMCID: PMC3117608

Objective: Bullying is a serious public health problem that may include verbal or physical injury as well as social isolation or exclusion. As a result, research is needed to establish a database for policies and interventions designed to prevent bullying and its negative effects. This paper presents a case study that contributes to the literature by describing an intervention for bullies that has implications for practice and related policies regarding bullying.

Methods: An individualized intervention for an identified bully was implemented using the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004) with a seventh-grade middle school student. Ecological and culture-specific perspectives were used to develop and implement the intervention that included psychoeducational sessions with the student and consultation with the parent and school personnel. A mixed methods intervention design was used with the following informants: the target student, the mother of the student, a teacher and the school counselor. Qualitative data included semi-structured interviews with the parent, teacher and student, narrative classroom observations and evaluation/feedback forms filled out by the student and interventionist. Quantitative data included the following quantitative surveys (i.e., Child Self Report Post Traumatic Stress Reaction Index and the Behavior Assessment Scale for Children). Both qualitative and quantitative data were used to evaluate the acceptability, integrity and efficacy of this intervention.

Results: The process of intervention design, implementation and evaluation are described through an illustrative case study. Qualitative and quantitative findings indicated a decrease in internalizing, externalizing and bullying behaviors as reported by the teacher and the mother, and a high degree of acceptability and treatment integrity as reported by multiple stakeholders.

Conclusion: This case study makes important contributions by describing an intervention that is targeted to specific needs of the bully by designing culture specific interventions and working with the student's unique environmental contexts. Contributions also are made by illustrating the use of mixed methods to document acceptability, integrity and efficacy of an intervention with documented positive effects in these areas. In addition, implications for policy and practice related to the treatment of students identified as bullies and future research needs are discussed.

4 Case Studies: Schools Use Connections to Give Every Student a Reason to Attend

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Students who feel connected to school are more likely to attend and perform well, and less likely to misbehave and feel sad and hopeless. There are even health benefits well into adulthood linked to a strong connection to school as an adolescent.

But schools are confronting a range of problems that stem at least in part from a lack of connection—perhaps most visibly: stubborn, nationwide increases in chronic absenteeism .

As they try to boost attendance and keep students engaged, some schools are turning to strategies built around the idea of connectedness. They’ve taken steps to more deliberately cultivate trusting relationships among students and adults in the building. They’ve tried to boost students’ participation in extracurricular activities to ensure they have a place at school where they feel as if they belong. And they’ve collected student feedback on what they’re learning and responded accordingly.

The work lines up with school connectedness strategies the U.S. Centers for Disease Control and Prevention has said are effective at reducing unhealthy behaviors and strengthening students’ engagement.

Here’s how two high schools and two school districts are putting student connectedness at the center of their improvement efforts.

Dive into each case study:

• Making 9th graders feel seen and heard
• Probing why some students feel they don’t belong
• Making relationships part of an early-warning system
• Using connections to battle chronic absenteeism

A Chicago school wants 9th graders to feel seen and heard

Thomas Kelly College Preparatory, Chicago

Educators at Thomas Kelly College Preparatory have homed in on freshman year as a key time to make sure students have a strong connection to the Chicago high school.

“If you’re a 9th grader, nothing is more important to you than belonging,” said Grace Gunderson, a counselor at the 1,700-student school who leads its newly formed freshman success team. “If we can get those kids involved in band or, ‘Hey, I play on the soccer team,’ or, ‘Hey, I always eat lunch in Ms. Gunderson’s office,’ now they have a connection. They have a reason to keep coming to school.”

Kelly’s efforts began with hearing from students. In the first iteration of a survey called Elevate that the school now administers to all students quarterly, students said they didn’t think teachers cared about them, they thought classes were boring, and they didn’t think what they were learning was relevant to what they wanted to do in life, Principal Raul Magdaleno said.

With that insight, school staff—led by the five-member freshman success team—deployed a range of initiatives, both large and small, to foster belonging. They worked on making sure students had a relationship with a trusted adult, that more were participating in extracurricular activities, that the school building was inviting, and that students knew their opinions mattered.

One effort was a “Freshman Cafe,” a spring event last year where nearly all the school’s 500 freshmen sat down one-on-one with an adult for five to 10 minutes and discussed how the school year had gone, asked questions about sophomore year, reviewed attendance and grades and set goals for the remainder of the year, and talked about clubs they could join. Staff members ranging from the dean to security guards participated.

Before the current freshman class arrived at Kelly last summer, the school started sending regular communications to incoming 9th graders introducing them to the school and staff members, held community-building activities for incoming freshmen run by college mentors through a “Freshman Connection” program, and hosted an outdoor “Freshman Fiesta” with snacks and swag, where students had the chance to meet teachers.

It’s definitely still a work in progress. But I think the students understand now that we want their feedback, we genuinely want to know what they think, and they feel as if their opinions are valued.

And once the school year began, the freshman success team made sure an adult would regularly check in with students flagged as high risk in the Chicago schools’ “Risk and Opportunity” framework, which uses 8th grade attendance and grades to predict students’ likelihood of success in high school.

The school relied on teachers and other staff members in the building who volunteered to do these check-ins as well as college-age mentors working through a community group, the Brighton Park Neighborhood Council, “just so they have somebody else aside from their teachers that’s talking to them, that shows them that they care, that they’re interested in their experience,” said Griselda Esparza, an assistant principal at Kelly.

In classrooms, after students said they thought classes were boring and disconnected, Kelly made this year the year of “meaningful work,” with teachers starting to rethink their instruction to make it more “culturally relevant and rigorous,” Magdaleno said.

Teachers have started working in their professional learning communities to examine whether what they’re teaching is personally relevant to students and connected to life outside the classroom. They’re also focused on whether students have opportunities to make choices about what they’re learning.

“It’s definitely still a work in progress,” Gunderson said. “But I think the students understand now that we want their feedback, we genuinely want to know what they think, and they feel as if their opinions are valued.”

A New York district probes why some students feel they don’t belong

Arlington Central School District, New York

When the Arlington Central school district in New York surveyed students after their return to campus from pandemic closures, staff discovered that older students, students of color, and students in special education felt a weaker sense of belonging at school.

So, staff from the 7,800-student district started speaking with students from those populations to get to the bottom of the problem.

In focus groups, students told staff that books they read in class weren’t relevant and that they weren’t hearing enough viewpoints in history classes. Students who weren’t athletes or musicians said they had no way to connect to their school community.

“We learned a lot, and that helped us prioritize,” said Daisy Rodriguez, the district’s assistant superintendent for curriculum, instruction, and assessment.

A first response was holding high school activity fairs, bringing information to students about clubs they could join rather than having them seek it out on their own. More informally, administrators sat with kids in the cafeteria to talk to them about their interests and potential clubs to add to the school’s roster.

Working with department coordinators, the district conducted curriculum audits, looking at the texts students were assigned and exploring whether they could swap in more relevant and current selections. And the high school added career and technical education offerings.

High school students also sit on curriculum teams, Rodriguez said. “They give us immediate feedback on programs and resources that we’re thinking about and if it makes sense to them,” she said.

At the district’s middle schools, Arlington last year established regular advisory periods, with groups of students assigned to the same adviser all three years so they can form stronger connections and don’t have to hit reset every fall. The time is set aside for regular check-ins and social-emotional learning.

We know that when kids feel like they belong in school, they have better attendance, they have better academic achievement, and just greater social-emotional support.

“Students have reported that they do feel that it’s helpful for them because they actually have a space that they can go to and talk about things that they can’t talk about necessarily in other settings,” Rodriguez said.

The district wants older students to lead more of these sessions in coming years, and it would ultimately like to bring advisory periods to the high school.

At the elementary level, students now have daily morning meetings, a time set aside for social-emotional learning and work on communication skills.

So far, the district has seen some positive results—a reduction in chronic absenteeism that Rodriguez attributes at least in part to the district’s work on connectedness.

“We know that when kids feel like they belong in school, they have better attendance, they have better academic achievement, and just greater social-emotional support,” she said.

A New Mexico high school makes relationships part of its early-warning system

Manzano High School, Albuquerque, N.M.

Manzano High School in Albuquerque, N.M., relies on a dedicated advisory time so students build strong connections with staff who can then spot warning signs that a student might be falling behind.

The 30-minute advisory period that happens every Monday isn’t new to the 1,300-student high school. What’s new about it is that, over the past couple of years, advisers have been expected to check in with their advisees and, using the school’s student-information system, review their grades, attendance, and behavior over the prior week.

If a student is struggling, the adviser fills out a referral form and sends it to one of the school’s five student-success teams, each of which includes an academic counselor. That team starts working with the student to identify a root cause of their challenges and potential solutions.

The advisory period’s conversion to a key component of Manzano’s early warning, or student success, system has involved training for staff members on becoming deliberate listeners and lunch-and-learn sessions on building relationships with students, said Jeanie Stark, the school’s student-success systems coordinator.

“When you’re listening to the students, it’s listening to what they’re saying and maybe even listening to a little bit beyond that to get to that root cause,” she said. “And you may or may not respond right away.”

It’s still a work in progress. The school has work to do to ensure all advisers are using the student-success system as the framework for conversations with students, Principal Rachel Vigil said.

Attendance has improved this year, and the number of students requiring student-success-team referrals has been dropping, Stark said. But a more immediate sign that the check-ins and related work have been successful is feedback from students.

Last spring, Manzano staff interviewed students whom advisers had referred to a student-success team. Of all the help they’d received, the regular check-ins were the most meaningful and helpful, the students said.

“Students were saying, ‘We do better when we have people doing those one-on-one check-ins,’” Vigil said. “Just, ‘Hey, how are you doing?’ It doesn’t even have to be academic.”

Grades and attendance data are readily available through the student-information system, Stark said, but students “want a lot of communication. They want that teacher to talk to them, and they want them to tell them how they’re doing.”

Now, the Albuquerque district wants to spread Manzano’s work. It’s working with other high schools in the city to craft their own student-success systems, and some of Albuquerque’s middle schools are figuring out what a student-success system looks like for younger students, said Sheri Jett, Albuquerque’s associate superintendent for school climate and supports, a new position.

Working with the student-survey company Panorama, Albuquerque has also begun conducting regular student surveys on students’ skills, habits, and mindset. Manzano staff hope these surveys will provide them with even more student feedback they can use to tailor their student-success system.

In Washington state, a district uses connections to battle chronic absenteeism

Tacoma Public Schools, Washington state

The Tacoma, Wash., school district’s work over the past two years to cut chronic absenteeism has revolved around strategies to strengthen students’ bonds to peers and trusted adults while using student and family feedback as a guide.

“We believe the relationship is the intervention,” said Laura Allen, the director of the 28,000-student district’s whole-child department , the hub for much of the school system’s student-wellness work.

With a grant from Washington’s state education agency, Tacoma two years ago hired a district attendance and engagement counselor to lead work on boosting attendance. As part of that work, the district surveyed students and families to find out why kids attend school and why they miss it.

“The No. 1 reason why kids said they come to school was to see their friends,” Allen said. “It doesn’t mean that they don’t want to do well academically, but that friendship connection was first and foremost.”

With that knowledge in hand, schools worked on creating new clubs that could provide more students opportunities to spend time with friends and foster a sense of belonging.

District data showed that Indigenous and LGBTQ+ students were more likely to attend school irregularly, so staff helped create new affinity groups aimed at giving students from those populations a place to “feel seen and heard,” said Jimmy Gere, the attendance and engagement counselor.

Some schools formed attendance clubs to build connections with students at risk of being chronically absent and work through problems that could keep them from coming to school.

Newly formed building attendance teams—sometimes existing teams that expanded their focus to include attendance—took inventories of their schools’ existing interventions for at-risk students, held listening sessions with students and staff, and took school-specific steps to address attendance challenges.

Tacoma also began working with two community organizations that provide mentors who regularly meet with students during school hours, checking in with them and working with them on social-emotional skills.

These experiences show students that “good things happen at school, whether it’s with your teachers or staff that are there every day or community partners that are set up to deliver their services within the school,” Gere said.

And one new initiative provides younger students with a safe way to get to school while giving older students a paid internship and course credit.

The Walking School Bus is an organized group of students who walk to school together each day, led by a high school student route leader or Tacoma educator, stopping at established points to pick up more students. It was a response to feedback from parents who said their kids didn’t have a safe way to get to school, presenting a barrier to attendance.

Younger students build relationships with high school students, and high school students gain a service-learning opportunity—one of the CDC’s identified strategies for building school connectedness.

“There’s an element of mentorship because elementary kids love high school kids,” Gere said.

Tacoma has seen attendance inch up since it started these initiatives. Average daily attendance has been 88.3 percent so far this year, up from 85.6 percent in 2021-22, before these initiatives began, district data show. But it’s still early, and future funding for some of the work is uncertain as the state attendance grant comes to a close alongside other federal COVID-relief money.

Still, Tacoma will be able to carry on much of the work based on building connections, Allen said. For students, she said, “it is all about making sure that they know that they’re seen and that they’re loved.”

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Teen Girls Confront an Epidemic of Deepfake Nudes in Schools

Using artificial intelligence, middle and high school students have fabricated explicit images of female classmates and shared the doctored pictures.

After boys at Francesca Mani’s high school fabricated and shared explicit images of girls last year, she and her mother, Dorota, began urging schools and legislators to enact tough safeguards. Credit... Shuran Huang

Supported by

By Natasha Singer

Natasha Singer has covered student privacy for The Times since 2013. She reported this story from Westfield, N.J.

• April 8, 2024

Westfield Public Schools held a regular board meeting in late March at the local high school, a red brick complex in Westfield, N.J., with a scoreboard outside proudly welcoming visitors to the “Home of the Blue Devils” sports teams.

But it was not business as usual for Dorota Mani.

In October, some 10th-grade girls at Westfield High School — including Ms. Mani’s 14-year-old daughter, Francesca — alerted administrators that boys in their class had used artificial intelligence software to fabricate sexually explicit images of them and were circulating the faked pictures. Five months later, the Manis and other families say, the district has done little to publicly address the doctored images or update school policies to hinder exploitative A.I. use.

“It seems as though the Westfield High School administration and the district are engaging in a master class of making this incident vanish into thin air,” Ms. Mani, the founder of a local preschool, admonished board members during the meeting.

In a statement, the school district said it had opened an “immediate investigation” upon learning about the incident, had immediately notified and consulted with the police, and had provided group counseling to the sophomore class.

“All school districts are grappling with the challenges and impact of artificial intelligence and other technology available to students at any time and anywhere,” Raymond González, the superintendent of Westfield Public Schools, said in the statement.

Blindsided last year by the sudden popularity of A.I.-powered chatbots like ChatGPT, schools across the United States scurried to contain the text-generating bots in an effort to forestall student cheating. Now a more alarming A.I. image-generating phenomenon is shaking schools.

Boys in several states have used widely available “nudification” apps to pervert real, identifiable photos of their clothed female classmates, shown attending events like school proms, into graphic, convincing-looking images of the girls with exposed A.I.-generated breasts and genitalia. In some cases, boys shared the faked images in the school lunchroom, on the school bus or through group chats on platforms like Snapchat and Instagram, according to school and police reports.

Such digitally altered images — known as “deepfakes” or “deepnudes” — can have devastating consequences. Child sexual exploitation experts say the use of nonconsensual, A.I.-generated images to harass, humiliate and bully young women can harm their mental health, reputations and physical safety as well as pose risks to their college and career prospects. Last month, the Federal Bureau of Investigation warned that it is illegal to distribute computer-generated child sexual abuse material, including realistic-looking A.I.-generated images of identifiable minors engaging in sexually explicit conduct.

Yet the student use of exploitative A.I. apps in schools is so new that some districts seem less prepared to address it than others. That can make safeguards precarious for students.

“This phenomenon has come on very suddenly and may be catching a lot of school districts unprepared and unsure what to do,” said Riana Pfefferkorn , a research scholar at the Stanford Internet Observatory, who writes about legal issues related to computer-generated child sexual abuse imagery .

At Issaquah High School near Seattle last fall, a police detective investigating complaints from parents about explicit A.I.-generated images of their 14- and 15-year-old daughters asked an assistant principal why the school had not reported the incident to the police, according to a report from the Issaquah Police Department. The school official then asked “what was she supposed to report,” the police document said, prompting the detective to inform her that schools are required by law to report sexual abuse, including possible child sexual abuse material. The school subsequently reported the incident to Child Protective Services, the police report said. (The New York Times obtained the police report through a public-records request.)

In a statement, the Issaquah School District said it had talked with students, families and the police as part of its investigation into the deepfakes. The district also “ shared our empathy ,” the statement said, and provided support to students who were affected.

The statement added that the district had reported the “fake, artificial-intelligence-generated images to Child Protective Services out of an abundance of caution,” noting that “per our legal team, we are not required to report fake images to the police.”

At Beverly Vista Middle School in Beverly Hills, Calif., administrators contacted the police in February after learning that five boys had created and shared A.I.-generated explicit images of female classmates. Two weeks later, the school board approved the expulsion of five students, according to district documents . (The district said California’s education code prohibited it from confirming whether the expelled students were the students who had manufactured the images.)

Michael Bregy, superintendent of the Beverly Hills Unified School District, said he and other school leaders wanted to set a national precedent that schools must not permit pupils to create and circulate sexually explicit images of their peers.

“That’s extreme bullying when it comes to schools,” Dr. Bregy said, noting that the explicit images were “disturbing and violative” to girls and their families. “It’s something we will absolutely not tolerate here.”

Schools in the small, affluent communities of Beverly Hills and Westfield were among the first to publicly acknowledge deepfake incidents. The details of the cases — described in district communications with parents, school board meetings, legislative hearings and court filings — illustrate the variability of school responses.

The Westfield incident began last summer when a male high school student asked to friend a 15-year-old female classmate on Instagram who had a private account, according to a lawsuit against the boy and his parents brought by the young woman and her family. (The Manis said they are not involved with the lawsuit.)

After she accepted the request, the male student copied photos of her and several other female schoolmates from their social media accounts, court documents say. Then he used an A.I. app to fabricate sexually explicit, “fully identifiable” images of the girls and shared them with schoolmates via a Snapchat group, court documents say.

Westfield High began to investigate in late October. While administrators quietly took some boys aside to question them, Francesca Mani said, they called her and other 10th-grade girls who had been subjected to the deepfakes to the school office by announcing their names over the school intercom.

That week, Mary Asfendis, the principal of Westfield High, sent an email to parents alerting them to “a situation that resulted in widespread misinformation.” The email went on to describe the deepfakes as a “very serious incident.” It also said that, despite student concern about possible image-sharing, the school believed that “any created images have been deleted and are not being circulated.”

Dorota Mani said Westfield administrators had told her that the district suspended the male student accused of fabricating the images for one or two days.

Soon after, she and her daughter began publicly speaking out about the incident, urging school districts, state lawmakers and Congress to enact laws and policies specifically prohibiting explicit deepfakes.

“We have to start updating our school policy,” Francesca Mani, now 15, said in a recent interview. “Because if the school had A.I. policies, then students like me would have been protected.”

Parents including Dorota Mani also lodged harassment complaints with Westfield High last fall over the explicit images. During the March meeting, however, Ms. Mani told school board members that the high school had yet to provide parents with an official report on the incident.

Westfield Public Schools said it could not comment on any disciplinary actions for reasons of student confidentiality. In a statement, Dr. González, the superintendent, said the district was strengthening its efforts “by educating our students and establishing clear guidelines to ensure that these new technologies are used responsibly.”

Beverly Hills schools have taken a stauncher public stance.

When administrators learned in February that eighth-grade boys at Beverly Vista Middle School had created explicit images of 12- and 13-year-old female classmates, they quickly sent a message — subject line: “Appalling Misuse of Artificial Intelligence” — to all district parents, staff, and middle and high school students. The message urged community members to share information with the school to help ensure that students’ “disturbing and inappropriate” use of A.I. “stops immediately.”

It also warned that the district was prepared to institute severe punishment. “Any student found to be creating, disseminating, or in possession of AI-generated images of this nature will face disciplinary actions,” including a recommendation for expulsion, the message said.

Dr. Bregy, the superintendent, said schools and lawmakers needed to act quickly because the abuse of A.I. was making students feel unsafe in schools.

“You hear a lot about physical safety in schools,” he said. “But what you’re not hearing about is this invasion of students’ personal, emotional safety.”

Natasha Singer writes about technology, business and society. She is currently reporting on the far-reaching ways that tech companies and their tools are reshaping public schools, higher education and job opportunities. More about Natasha Singer

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Rainstorms impacts on water, sediment, and trace elements loads in an urbanized catchment within Moscow city: case study of summer 2020 and 2021

• Published: 07 December 2022
• Volume 151 , pages 871–889, ( 2023 )

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• Sergey Chalov   ORCID: orcid.org/0000-0002-6937-7020 1 , 2 ,
• Vladimir Platonov 1 ,
• Oxana Erina 1 ,
• Vsevolod Moreido 1 , 3 ,
• Mikhail Samokhin 1 ,
• Dmitriy Sokolov 1 ,
• Maria Tereshina 1 ,
• Yulia Yarinich 1 &
• Nikolay Kasimov 1  

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In 2020 and 2021, the city of Moscow, Russia, has experienced two historical rainfall events that had caused major flooding of small rivers. Based on long-term observation datasets from the surrounding weather stations, regional mesoscale COSMO-CLM climate model results, and a detailed hydrological and water quality monitoring data, we performed a pioneer assessment of climate change and urbanization impact on flooding hazard and water quality of the urban Setun River as a case study. Statistically significant rise of some moderate ETCCDI climate change indices (R20mm and R95pTOT) was revealed for the 1966–2020 period, while no significant trends were observed for more extreme indices. The combined impact of climate change and increased urbanization is highly non-linear and results in as much as a fourfold increase in frequency of extreme floods and shift of water regime features which lead to formation of specific seasonal flow patterns. The rainstorm flood wave response time, involving infiltrated and hillslope-routed fraction of rainfall, is accounted as 6 to 11 h, which is more than twice as rapid as compared to the non-urbanized nearby catchments. Based on temporal trends before and after rainfall flood peak, four groups of dissolved chemicals were identified: soluble elements whose concentrations decrease with an increase in water discharge; mostly insoluble and well-sorted elements whose concentrations increase with discharge (Mn, Cs, Cd, Al); elements negatively related to water discharge during flood events (Li, B, Cr, As, Br and Sr); and a wide range of dissolved elements (Cu, Zn, Mo, Sn, Pb, Ba, La, Cs, U) which concentrations remain stable during rainfall floods. Our study identifies that lack of research focused on the combined impacts of climate change and urbanization on flooding and water quality in the Moscow urban area is a key problem in water management advances.

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Field studies were supported by Russian Science Foundation project 19–77-30004. The analytical experiments were done under Ministry of Science and Higher Education of Russian Federation project 075–15-2021–574. COSMO-CLM model setup is a part of RFBR project 21–55-53039. The methodology of this study is developed under the Interdisciplinary Scientific and Educational School of Lomonosov Moscow State University «Future Planet and Global Environmental Change» and Kazan Federal University Strategic Academic Leadership Program (“PRIORITY-2030”). The research is carried out using the equipment of the shared research facilities of HPC computing resources at Lomonosov Moscow State University. Streamflow patterns analysis was carried out under Governmental Order to Water Problems Institute, Russian Academy of Sciences, subject no. FMWZ-2022–0003, project 3.7.

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Faculty of Geography, Lomonosov Moscow State University, Leninskie Gory, 1, 119991 GSP-1, Moscow, Russia

Sergey Chalov, Vladimir Platonov, Oxana Erina, Vsevolod Moreido, Mikhail Samokhin, Dmitriy Sokolov, Maria Tereshina, Yulia Yarinich & Nikolay Kasimov

Kazan Federal University, Kremlevskaya St., 18, 420008, Kazan, Russia

Sergey Chalov

Institute of Water Problems of the Russian Academy of Sciences, Gubkina Str., 3, 119333, Moscow, Russia

Vsevolod Moreido

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Conceptualization, original draft preparation—Sergey Chalov; numerical experiments conducting and evaluation, precipitation data analysis, writing—Vladimir Platonov; the rainfall-runoff patterns analysis—Vsevolod Moreido; methodology, validation, writing—Oxana Erina, Dmitriy Sokolov, Maria Tereshina, Mikhail Samokhin; precipitation data preparation and visualization—Yulia Yarinich; review, editing—Nikolay Kasimov. All authors have read and agreed to the published version of the manuscript.

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Chalov, S., Platonov, V., Erina, O. et al. Rainstorms impacts on water, sediment, and trace elements loads in an urbanized catchment within Moscow city: case study of summer 2020 and 2021. Theor Appl Climatol 151 , 871–889 (2023). https://doi.org/10.1007/s00704-022-04298-9

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Received : 31 August 2022

Accepted : 23 November 2022

Published : 07 December 2022

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DOI : https://doi.org/10.1007/s00704-022-04298-9

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