school presentation on bullying

Fast Facts: Preventing Bullying

Bullying is a form of youth violence and an adverse childhood experience  (ACE). CDC defines bullying as any unwanted aggressive behavior(s) by another youth or group of youths, who are not siblings or current dating partners, that involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm. Common types of bullying include:

• Physical such as hitting, kicking, and tripping
• Verbal including name-calling and teasing
• Relational/social such as spreading rumors and leaving out of the group
• Damage to property of the victim

Bullying can also occur through technology, which is called electronic bullying or cyberbullying. A young person can be a perpetrator, a victim, or both (also known as “bully/victim”). For more information about bullying definitions please see Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements, Version 1 [8.64 MB, 116 Pages, 508] .

Bullying is widespread in the United States. Bullying negatively impacts all youth involved including those who are bullied, those who bully others, and those who witness bullying, known as bystanders.

• Bullying is common . About 1 in 5 high school students reported being bullied on school property. More than 1 in 6 high school students reported being bullied electronically in the last year.
• Some youth experience bullying more than others . Nearly 40% of high school students who identify as lesbian, gay, or bisexual and about 33% of those who were not sure of their sexual identity experienced bullying at school or electronically in the last year, compared to 22% of heterosexual high school students. About 30% of female high school students experienced bullying at school or electronically in the last year, compared to about 19% of males. Nearly 29% of White high school students experienced bullying at school or electronically in the last year compared to about 19% of Hispanic and 18% of Black high school students.
• Bullying is a frequent discipline problem . Nearly 14% of public schools report that bullying is a discipline problem occurring daily or at least once a week.
• Reports of bullying are highest in middle schools (28%) followed by high schools (16%), combined schools (12%), and primary schools (9%).
• Reports of cyberbullying are highest in middle schools (33%) followed by high schools (30%), combined schools (20%), and primary schools (5%).

Bullying can result in physical injury, social and emotional distress, self-harm, and even death. It also increases the risk for depression, anxiety, sleep difficulties, lower academic achievement, and dropping out of school. Youth who bully others are at increased risk for substance misuse, academic problems, and experiencing violence later in adolescence and adulthood. Youth who bully others and are bullied themselves suffer the most serious consequences and are at greater risk for mental health and behavioral problems.

Bullying is preventable. There are many factors that may increase or decrease the risk for perpetrating or experiencing bullying. To prevent bullying, we must understand and address the factors that put people at risk for or protect them from violence . CDC developed, Youth Violence Prevention Resource for Action [4 MB, 64 Pages] , to help communities take advantage of the best available evidence to prevent youth violence. This resource is also  Cdc-pdf available in Spanish [3.89 MB, 68 Pages, 508] and can be used as a tool in efforts to impact individual behaviors as well as the relationship, family, school, community, and societal risk and protective factors for violence. The approaches in this resource, particularly universal school-based programs that strengthen youths’ skills and modify the physical and social environment, have been shown to reduce violence and bullying or key risk factors.

Different types of violence are connected and often share root causes. Bullying is linked to other forms of violence through shared risk and protective factors . Addressing and preventing one form of violence may have an impact on preventing other forms of violence.

See Youth Violence Resources for articles, publications, data sources, and prevention resources for bullying.

• Gladden RM, Vivolo-Kantor AM, Hamburger ME, Lumpkin CD. Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, Version 1.0. Atlanta, GA; National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education; 2013. Available from https://www.cdc.gov/violenceprevention/pdf/bullying-definitionsfinal-a.pdf.
• Centers for Disease Control and Prevention. Youth risk behavior surveillance—United States, 2019. Morbidity and Mortality Weekly Report–Surveillance Summaries 2020; 69(SS1). Available from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2019/su6901-H.pdf
• Diliberti, M., Jackson, M., Correa, S., and Padgett, Z. (2019). Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2017–18 (NCES 2019-061). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch .
• Farrington D, Baldry A. Individual risk factors for school bullying. Journal of Aggression, Conflict and Peace Research 2010; 2(1):4-16. Available from https://doi.org/10.5042/jacpr.2010.0001.
• David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. (2016). Youth Violence Prevention Resource for Action: A Compilation of the Best Available Evidence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.  Note: The title of this document was changed in July 2023 to align with other Prevention Resources being developed by CDC’s Injury Center. The document was previously cited as “A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors.”

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What Is Bullying

Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems .

In order to be considered bullying, the behavior must be aggressive and include:

• An Imbalance of Power: Kids who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people.
• Repetition: Bullying behaviors happen more than once or have the potential to happen more than once.

Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

Types of Bullying

Where and when bullying happens, frequency of bullying.

There are three types of bullying:

• Name-calling
• Inappropriate sexual comments
• Threatening to cause harm
• Leaving someone out on purpose
• Telling other children not to be friends with someone
• Spreading rumors about someone
• Embarrassing someone in public
• Hitting/kicking/pinching
• Tripping/pushing
• Taking or breaking someone’s things
• Making mean or rude hand gestures

Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the Internet .

There are two sources of federally collected data on youth bullying:

• The 2019  School Crime Supplement  to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 22% of students ages 12–18 experienced bullying.
• The 2021  Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that, nationwide, 15.0% of students in grades 9–12 report being bullied on school property in the 12 months preceding the survey.

See also " Frequency of Cyberbullying ."

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Presentations

The first step to preventing bullying is making sure students, educators, parents, and other community members are educated about bullying and related behavior. The following presentations are offered by Alberti Center team members and can be offered in a variety of formats, including keynotes, workshops, and virtual webinars. If you are interested in hosting any of these presentations, or have questions or specific needs, please contact [email protected] .

Bullying Prevention and Intervention

Faculty and staff at the Alberti Center can present a wide variety of presentations on bullying in today’s schools and communities, exploring its impact upon students’ learning and sense of safety.  These presentations include practical solutions, interventions, and strategies, and resources for identifying and combating these challenges to promote a safe school climate.

Cyberbullying and Digital Media Use: What Educators Need to Know

Although technology and social media use can be positive for many teens, problematic media use and cyberbullying can be a concern for many parents, educators, and other professionals working with adolescents. This presentation will provide an overview on technology and social media use among children and teens, with a focus on cyberbullying. Specific strategies and resources will be shared for educators to prevent cyberbullying and promote safe and respectful behavior in online spaces.  

Dignity for All Students Act (DASA) Follow-Up Training

This workshop is a customized training on DASA for individual school districts’ administrators and DASA coordinators.

These customized sessions address the on-going training needs for school administrators and DASA coordinators. Content is determined through consultation with the district and those who will be attending the session. Previous DASA Follow-Up trainings have focused on: school social climate and its correlation to bullying and aggression; the difficulty of addressing allegations of bullying in a climate “where everything is bullying;” strategies that focus on the safety of the target as opposed to punishment of the bully; a deep dive into what constitutes a “material incident” of bullying; how to build relationships with parents of bullies and victims so that they become willing to support the school’s efforts to address the problem; social-emotional learning and bullying; and how to approach interventions that do not depend on harsh punishments for bullies.

Promoting Social-Emotional Strengths Through Assessment and Intervention

As part of a balanced, comprehensive understanding of children’s mental health, it is important to not only examine the problems that interfere with functioning, but also to assess and build upon social-emotional strengths. Social-emotional skills create a sense of accomplishment, contribute to satisfying relationships, enhance the ability to cope with stress, and promote social and academic development. This presentation includes advantages of focusing on social-emotional strengths, an overview of strength-based assessment measures, and approaches to developing these strengths at the individual, small group, and school-wide levels.

Child Sexual Abuse Prevention Education: Reality, Challenges, Barriers, and Opportunities

Child sexual abuse (CSA) is a serious public health concern that merits continued monitoring and study.  This session will review current statistics on CSA, signs that a child is being abused, effects of CSA, characteristics of perpetrators and their grooming behaviors, and how to respond to a disclosure of CSA. Additionally, this session will review educational materials for parents and PreK-grade 5 educators that have been evaluated by the Alberti Center. Findings from these studies will explore the challenges and barriers faced by parents and educators as they attempt to protect children from CSA. Opportunities and needed changes to policy and practices will be discussed that protect children while supporting their development, as well as how to support parents in these efforts. This training is for professionals who work with CSA victims and their families, and who educate parents and teachers about CSA.

Supporting Student Mental Health and Alleviating Distress

In addition to academic learning, educators are crucial in supporting their students’ social-emotional behavior. Now more than ever, mental health challenges and stress are a common concern for many students. This presentation will provide an overview of mental health needs among youth and how educators can identify and support students’ mental health. Specific strategies and resources will be shared on how to promote student well-being and alleviate distress within the classroom. 

Bullying Prevention and Intervention for Parents and Families

Faculty and staff at the Alberti Center can present a wide variety of presentations for parents and families on bullying in today’s schools and communities. These presentations include an overview of bullying, the different forms of bullying, and signs that your child may be involved. The presentations also include practical solutions and strategies for parents and families regarding identifying, preventing, and intervening with bullying situations.

Cyberbullying and Digital Media Use: What Parents Need to Know

Although technology and social media use can be positive for many teens, problematic media use and cyberbullying can be a concern for many parents, educators, and other professionals working with adolescents. This presentation will provide an overview on technology and social media use among children and teens, with a focus on cyberbullying. Specific strategies and resources will be shared for parents to prevent cyberbullying and promote safe and respectful behavior in online spaces.  

Being Positive for Our Kids: Promoting Social Emotional Strengths

Interdisciplinary research from the fields of education and psychology make it clear that we should be focusing on the social emotional health of children and adolescents. Social emotional skills create a sense of accomplishment, contribute to satisfying relationships, enhance the ability to cope with stress, and promote social and academic development. This session will describe the concept of social emotional learning, the importance of strength-based approaches, and what parents can do to enhance the social emotional strengths of children and adolescents. Resources are provided that can be utilized within home or educational settings.

Bullying: What It Is and How You Can Help

Despite hearing the word bullying on a daily basis, we find that many students, teachers, parents and community members are left questioning what it really is. The consequences of bullying can loom large for perpetrators, victims and bystanders as well as the broader climate. This impact can be seen in both the short and long term. This talk is designed to briefly overview what bullying is and why we need to respond to it. In addition, particular attention is paid with regard to what individuals can do to prevent and intervene when it comes to bullying. This presentation is differentiated based on age of attendees as well as to address specific concerns within a particular setting. In addition, it can be adjusted to small groups with a variety of hands on learning activities as well as for larger assembly style presentations based on need.

Bystander Intervention in Bullying (and Sexual Harassment)

Despite the fact that most students see and hear bullying (and sexual harassment) incidents when they occur, most do not intervene. There are many reasons for this, including fear of retaliation, not knowing what to do, and thinking that it is not their business. The Alberti Center has developed training for students of different ages (late elementary, middle, and high school) that leads them through the research-based 5 step model of bystander intervention. Using examples, discussion, videos, and role-plays, students learn about barriers to intervening and strategies to use in a variety of different situations. The entire training is 4 hours and is best delivered in groups no larger than 30 students (this can be broken up into smaller segments), although it can be modified for shorter time periods.

Cyberbullying

Cyberbullying is a subset of bullying that can be particularly difficult to manage due to the high rates of communication through electronic means in today’s society. The increased access and anonymity found in cyberbullying contribute to the complexity of the issue. This talk is designed to briefly overview bullying with a particular emphasis on cyberbullying. Prevention and intervention methods are a key component of this talk in an effort to empower audience members to find ways to decrease rates of cyberbullying and promote a more positive school and community climate. This talk can be adapted to a larger assembly style presentation or as a workshop depending on needs.

Don't see your group listed? Contact us for additional options at  [email protected] !

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Bullying Prevention

Did you know?

According to the National Center for Education Statistics, 1 in 5 students ages twelve to eighteen reported being bullied at school. The impact of bullying on the school culture and climate, as well as the mental health of both the target and those who bully, is significant and the need for further understanding of how we can prevent bullying is essential.

Developed with funding from the New York State Office of Mental Health, MHANYS School Mental Health Resource & Training Center has put together a comprehensive series of resources for schools to make the connection between mental health education and bullying prevention, and information and resources for parents, caregivers, and educatorsto become more involved. We hope you find these tools helpful in creating a safe space in your schools, homes and communities.

Safe Space: Creating a Positive School Culture to Prevent Bullying (eBook)

The purpose of this publication is to help schools, families and communities identify strategies and resources to create a safe learning environment for all children; one where bullying is not given the opportunity to flourish. Instead, kindness and respect become the mainstays of the school-community culture, replacing the divisiveness that has become all too common in our society.

Cyberbullying: Webinar & Resources

According to Cyberbullying.org, approximately 44% of NYS students reported that they have experienced cyberbullying at some point in their lifetime. It is critical that schools, families and caregivers, and the youth understand what cyberbullying is, its impact on mental health, and how to help prevent it.

This recorded session, developed for educators, families and caregivers, will provide an understanding of cyberbullying behaviors, including frequency and impact, as well as strategies and resources for prevention.

Youth Cyberbullying: From Understanding to Prevention (Recorded Session)

Lesson Plan for Youth: Creating a S.A.F.E. Space

A Social & Emotional Learning (SEL) Guided Lesson Plan designed to prevent bullying in schools through the advancement of SEL skills. In this presentation, students will learn about creating a supportive, accepting, friendly, and empathetic space to promote positive school culture. Throughout the presentation, each focus area is connected to Core SEL Competencies that promote mental health and safety of everyone in the school.

Additional Resources

• Alberti Center for Bullying Abuse Prevention
• Sesame Street Videos on Anti-Bullying (pre-school and school-age kids)

Stop Bullying Now Webisode Series (older-age kids)

• Helpful Resourcesfor Adolescents on Cyberbullying from Cyberbullying Research Center

Pacer Center’s Kids Against Bullying

Pacer Center’s Teens Against Bullying

Special thanks to our Bullying Prevention Project Workgroup:

Amanda Davidson Communications Coordinator Families Together in NYS

Amanda B. Nickerson, Ph.D., NCSP Professor and Director, Alberti Center for Bullying Abuse Prevention University at Buffalo, The State University of New York

Dawn Bialkowski School Counselor Gilboa-Conesville Central School

Dr. John Kelly School Psychologist New York Association of School Psychologists

Gretchen Rymarchyk, MSW, PhD Deputy Director & Director of Research and Evaluation Rural Schools Association of NYS

Nicole Bycina Office of School Climate/MTSS Buffalo Public Schools

Stephanie Fredrick, Ph.D., NCSP Associate Director, Alberti Center for Bullying Abuse Prevention University at Buffalo, State University of New York

MHANYS’ Bullying Prevention Project is funded by New York State’s Office of Mental Health

Southwick school officials address recent racial bullying in committee meeting

S OUTHWICK, MA (WGGB/WSHM) - The Southwick Regional School Committee held a meeting on Tuesday discussing a racist bullying investigation.

This latest effort from the district’s leadership isn’t the first update we’ve gotten on this situation. The regional school has been in the spotlight over the last few months after a Black female student reported racially charged bullying by her white classmates at her expense. Those white classmates even put her up for a mock-slave auction.

That student and her family have fought back. Just last week, with the help of Lawyers for Civil Rights, they filed a federal complaint against the school district and the regional school through the U.S. Dept. of Education’s Office of Civil Rights and there’s more pushback from leaders. The Hampden District Attorney’s Office not only criminally charged those six students involved with bullying that student, but also promised to have their community safety and outreach unit deliver new curriculum to the district on hate and bullying.

We received an update on those plans from Jim Leydon, spokesperson for the Hampden D.A.’s office. He noted: “Three weeks ago, their safety unit visited Southwick for a meeting with students and parents. The meeting focused on the apps that could cause the most issues. The D.A.’s office will now work with the Massachusetts A.G.’s office to provide a presentation on bullying and hate crimes next school year.”

We’re also heard from a former school parent on Tuesday, who saw her openly-gay son endure severe bullying and teasing in that district a few years ago. Dissatisfied with how superintendent Jennifer Willard responded to her concerns, she pulled him out of the district, but has continued to follow the meetings. Michele Parrow is actually expected to be at Tuesday’s meeting, but she told Western Mass News that there’s one way for a brighter day for the school district.

“The positive outcome would be for Jennifer Willard and Serena Shorter to resign. They have allowed under their watch racism, discrimination, hatred to occur,” Parrow said. “It is time for all the students they have hurt and discriminated against and let this hatred to occur. It is time for them to have some peace and these administrators need to resign.”

We’re told from a source that major news expected to come out of this meeting is another assembly on hate will happen before kids are let out for the summer.

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Kissimmee student taken to hospital after classmate gave him marijuana edible, mother says

Woman reports incident at kissimmee middle school to police.

Treasure Roberts , Reporter

KISSIMMEE, Fla. – The mother of a seventh-grade student at Kissimmee Middle School said she’s had enough; she does not want her son to attend the school any longer.

The mother asked to remain anonymous for her safety and her son’s.

“I just don’t feel safe with my son here anymore,” she said.

Wednesday, the mother learned that a classmate had given her son a piece of candy, which turned out to be a marijuana edible.

[EXCLUSIVE: Become a News 6 Insider (it’s FREE) | PINIT! Share your photos ]

When she picked her son up from school, she noticed something was wrong.

“He looked like he was really sick,” she said.

After questioning her son, he told her that after he ate the piece of candy, and said the other student revealed it was an edible.

The mother was concerned for her son’s health, so she rushed him to the hospital, where a urine test confirmed marijuana was in his system.

She immediately reported the incident to Kissimmee police and the school resource officers.

News 6 contacted school officials for comment regarding potential disciplinary action against the student who provided the edible.

“We are unable to comment on student discipline because of student confidentiality laws,” a spokesperson for the school district said.

The mother emphasized the need for stricter measures in school so that this doesn’t happen to other students.

“I think they need to start searching all of these kids, patting them down like if they’re going into a jail, honestly,” she said.

Her son has ADHD and takes medication regularly, but that morning, he didn’t take his medicine because they were in a rush to school.

“Had I given him that medication, he probably (would’ve) passed out,” she said.

The mother is adamant about transferring her son to a different school, awaiting a response from the district about his eligibility for the Hope scholarship .

The mother applied because she feels like her son is being peer pressured into doing things that can harm him.

The scholarship is created to support families whose students have experienced bullying. It can help with tuition, transportation and educational resources.

“I gotta’ do whatever it takes to take care of my baby,” she said.

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About the Author

Treasure roberts.

Treasure joined News 6 at the start of 2021, coming to the Sunshine State from Michigan.

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Helping Your Child With Type 1 Diabetes at School

Managing symptoms and food choices..

Posted May 5, 2024 | Reviewed by Jessica Schrader

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• Re-establishing a routine will help reduce stress at school for your child with Type 1 diabetes.
• Food is an important component of school culture and a joyful part of your child's school day. 
• Discuss your child's Type 1 diabetes with teachers and school nurses.

Has your child missed school because of Type 1 diabetes? If so, you know that getting back into a regular routine can be difficult. However, re-establishing a routine is the best way to reduce stress and pave the way for positive interactions with all those engaged in your child's care. Remember that in order to stick to routines, children need positive reinforcement, a healthy amount of encouragement, loving-kindness, and celebration.

Helping Your Child Make Healthy Food Choices at School

What your child with Type 1 diabetes eats is only one of several factors that influence their blood sugar levels. Food is an important part of school culture, and it can be a pleasant, social, and joyful aspect of your child's school day. Whether you and your child with Type 1 diabetes decide to make lunch, buy lunch, or do both, getting into the habit of selecting foods together will help your child enjoy school while also giving them a sense of control over their Type 1 diabetes symptoms.

Snack and Lunch Time

The ideal snacks and lunches for a child with Type 1 diabetes are those that complement their insulin schedule. Whether a kid with Type 1 diabetes brings their own snacks and lunch to school or purchases lunch at school, it is critical to encourage your child to select the foods they will actually eat.

Assist your child in selecting meal combinations that include nutritious carbohydrates, fiber, fat, and protein. Planning snack and lunch meals with your child can give them a sense of freedom. They will be more likely to eat items that keep their blood sugar stable. preparing snacks and lunches for a child with Type 1 diabetes is similar to preparing for a child without diabetes because the most essential thing is to have a balanced diet .

If you decide to buy a school lunch for your child with Type 1 diabetes, it may make him feel more included. One method to ensure success is to establish a weekly habit of reviewing the school menu with your child and then estimating the carbohydrate amount of the meal to receive an accurate insulin dose.

Japanese bento boxes are one method for planning balanced snacks and meals. The compartmentalized boxes are useful for preparing lunch for a child with type 1 diabetes since they provide numerous options for a well-balanced meal while appealing to your child's eating preferences.

Bento boxes can also transform your child's favorite treats into a nutritious meal. For example, your child's Bento boxes could include slices of cheese, whole-grain crackers, grape leaves, crisp carrots with yogurt dip, sliced berries, and sliced apple. One technique to encourage your child with type 1 diabetes to check their carbohydrate levels is to write the number of carbohydrates on the bento box's lid along with an encouraging remark or picture for them.

Coordinating Care at School in 4 Steps

1. Start the Conversation

In an ideal world, a parent of a kid with type 1 diabetes would notify the school once their child has been diagnosed and then consult with the principal, their child's teachers, and the school nurse. However, due to teacher schedules, it may be difficult to organize a single appointment when you can express your concerns and hopes for your child while they are in school. You may need to book multiple appointments and then send a summary of your conversations to everyone involved.

2. Build Your Team

Assume your school team is unfamiliar with type 1 diabetes. In that scenario, you may need to arrange a meeting with a pediatrician to provide a brief presentation on T1D in school-aged children. Use this opportunity to ask your child's school to become a partner in their care. Discuss how to best communicate with your child about their type 1 diabetes, as well as their safety and health at school.

3. Assemble a School Diabetes Emergency Kit

If an emergency happens while your child is at school, a diabetes emergency kit for your child can give you peace of mind. When it is time to replenish the diabetes emergency kit, it will allow you to revisit your child's school plan and check in with your child's school team. According to the Juvenile Diabetes Research Foundation, your child's school diabetes emergency kit should include the following:

• Extra insulin, about a 2–3 day supply for emergencies like hurricanes, earthquakes, lockdowns, etc...
• Extra insulin pen needles, syringes, or pump infusion sets.
• Low blood-sugar treatments.
• If your child's management plan calls for them, snacks like crackers, energy bars, etc.
• A glucagon kit, the use of which should be reviewed with school personnel.
• A brief outline of your child's insulin regimen and meal plan.
• And anything else that you can think of that would be necessary for the caring of your child by someone else.

4. Learn About 504 Plans In building a partnership with your child's school, it is essential to understand 504 Plans. They help hold your child's school accountable for your child's healthcare needs while in school. Every child with Type 1 diabetes should have a 504 plan for the teachers and the school nurse. This type of plan falls under Section 504 of the Rehabilitation Act of 1973. This is part of the federal civil rights law prohibiting discrimination against public school students with disabilities. A 504 plan outlines how a child's specific needs are met with accommodations, modifications, and other services. These measures "remove barriers" to learning. Scheduling time with your child's teacher and the school nurse to review the 504 plan can prevent mishaps. The 504 Plan should address the specific needs of the child and provide detailed instructions related to the following:

• Times/places for blood-glucose monitoring, including accommodations for testing and treating
• Ensuring that staff members are trained in checking blood-glucose levels, recognizing and treating high and low blood-glucose symptoms, and administering both insulin and glucagon
• Allowing the student to eat whenever and wherever necessary, including eating lunch at an appropriate time and allowing enough time to finish eating
• Allowing extra trips to the bathroom or water fountain
• Ensuring the student's full participation in all sports, extracurricular activities, and field trips, with the necessary care and/or supervision
• Permitting extra absences for medical appointments and sick days when necessary, without penalty
• Parent's role in the 504 process

You and your child deserve a plan that works for you. Try to approach the situation as an ally while looking out for your child's needs.

Type 1 Diabetes Symptoms Vs. Behavioral Issues

Help your child, their teachers, and school personnel understand that low blood sugar in a child with type 1 diabetes can occur suddenly and must be handled immediately. Ask your child's teacher and school nurse to help them remember to check their insulin levels before lunch and recess to ensure they are eating enough and not overdoing it during recess and gym classes. Children with type 1 diabetes exhibit various low blood sugar symptoms, therefore school personnel should be aware of your child's individual symptoms. Type 1 diabetes symptoms can be mistaken as behavioral difficulties. Low blood sugar symptoms could include:

Nervousness or anxiety

Sweating, chills, or clamminess

Irritability or impatience

Dizziness and difficulty concentrating

Hunger or nausea

Blurred vision

Weakness or fatigue

Anger , stubbornness, or sadness

Before the school year begins, is the best time to discuss your child's type 1 diabetes with their teacher and school nurse. Ask your child's teacher and school nurse for scheduled calls or emails about your child's school routine. This will help ensure your child's type 1 diabetes symptoms are being managed well in school and offer more support at home to your child if needed.

Helping your child with type 1 diabetes navigate the changing school environment is not for the faint of heart. It's challenging, demanding, and downright tricky at times, but creating a routine will help you manage different tasks. Most importantly, routines will help your child with type 1 diabetes be more thoughtful, confident, and responsible while at school. Remember, take it one day at a time, be flexible, be kind to yourself, and encourage your child to ask for help when needed.

http://main.diabetes.org/dorg/PDFs/Advocacy/Discrimination/504-plan.pdf

https://www.understood.org/en/school-learning/special-services/504-plan…

http://www.diabetes.org/living-with-diabetes/parents-and-kids/diabetes-…

JoAnn Stevelos, MS, MPH, has dedicated her life to service and studying programs that respond to the youth suicide, bullying, and obesity epidemics.

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Effects of Bullying

Effects of bullying presentation, free google slides theme, powerpoint template, and canva presentation template.

Bullying is a widespread problem in schools across the world. If left untackled, it can damage a child’s sense of security and leave scarring consequences. Use this new medical template to raise awareness and join the fight against bullying.

This template uses a clean and pleasant layout for a minimalistic style that is ideal for medical presentations. For the palette, we combine white, a soft shade of peach orange, and grape purple for a gentle touch and approach to the issue of bullying. Round shapes feature across the medical presentation in part by emanating from the corners and as a whole circle to relay the gravity and urgency of the problem. The typography used brings together an elegant sans-serif typeface for headings and a legible font for easy reading.

Features of this template

• A simple and unblemished design with round shapes and pictures
• 100% editable and easy to modify
• 23 different slides to impress your audience
• Contains easy-to-edit graphics, maps and mockups
• Includes 500+ icons and Flaticon’s extension for customizing your slides
• Designed to be used in Google Slides, Canva, and Microsoft PowerPoint
• 16:9 widescreen format suitable for all types of screens
• Includes information about fonts, colors, and credits of the free resources used

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