engages private and public organizations. this is 45 minutes. good morning, everyone. i would like to introduce the first session which is entitled bullying trends where we have been, where we are now and where we are going. we have three excellent speakers for the session. first up is mr. tom snyder from the department of education. he is the director of annual reports and information staff at the national center for education statistics and is a recognized expert on education statistics. [ applause ] >> thank you for this opportunity to come talk to you about some of the data that we collect and compile at the national center for education statistics. many of the things i am going to talk about to you today you may be familiar with and certainly working with bullying there are many things you are well aware of from your own observations. i think there is something here for everybody that is going to be some new things that we can talk about. there is a lot of new sources coming out with bullying data. there are new sources that you can take advantage of that may be useful in your presentations. here we go. there is a number of sources for bullying data. some of them go back further in time and some are very recent. in particular there is a survey on school crime and safety that is done based on public schools. this survey has been in process since 1999-2000. this survey unfortunately was terminated in 2009-'10 but there is a process underway to begin the survey again. there is a survey done based on health statistics from the world health organization. and that is on health behavior in school aged children. it covers children in grades six through eight. this particular survey is based on individuals unlike the public school survey which is actually a survey of schools. also, the traditional survey that we have used at the national center for education statistics and in particular in our indicators of school crime and safety survey is the national crime victimization survey. we use what is called the school crime supplement. this is the specific survey that has the information on the bullying. there is also an excellent survey from cdc, the youth risk behavior surveillance system. we actually use that in our school indicators report, as well. that covers grades 9 through 12. this is an individual level survey. it covers children in grades 9 through 12. one thing i think is interesting, this is an observation in terms of recognition of the problem of bullying across the world is the new surveys that are coming out from some of the international organizations. i do a lot of international educational statistics, as well. in my work with colleagues i am getting a lot of feedback that people are interested and have many programs going on about bullying and specifically in the nordic countries very aggressive moves towards preventing bullying. i'm looking at charts i have that highlight bullying statistics. this is based on the national crime victimization survey which covers children ages 12 through 18. basically you can see that there is no real trend in terms of bullying going up and down for males and females together. there is a decline over time in bullying for males. however, we don't see that for females. there is really no trend for females. differences there are nonsignificant. we are in position where difference between males and females is not significant in 2005 but now females are more likely to be bullied than males. if we look at the kinds of bullying that studentstypically report you can see that the ones most frequently reported are being a subject of rumors, having fun made of them. some of the bullying articles i have been reading have focused more on physical bullying but that is actually less of the actual bullying occurrences. we have to recognize it may not be readily observable. perhaps it is worth notice that the differences for males and females is highlight here is rumors and being made fun of is much higher for females than for males. for males they are more likely to be involved in sort of a physical bullying incident. the males are slightly more likely to be pushed or shove or tripped than a female. if we turn towards the grades that students are most likely to be bullied at. middle school is the period of time where children are most likely to be bullied so grades six and seven. for cyber bullying grades 10 and 11 students are more likely to be cyber bullied than grades 6 and 7. if we look at bullying by race ethnicity white students are more likely to be bullied than hispanic and asian students. black students are also less likely to be cyber bullied than white students. turning towards the locations where children are most likely to be bullied mosttypically it is actually inside the schools. sometimes people think maybe school buses are more common location. there is certainly bullying on school buses or on school grounds most bullying does occur on hallways or stair wells inside the classrooms. if you are thinking about middle school or high school students you have a lot of potential for things to happen in between classes and that is what the data shows. in terms of differences between males and females the only substantial difference here is between males and females with respect to bullying and bathrooms or locker rooms. it turns out that males are more likely to be bullied in those particular locations. one of the things i think is particularly important as a practitioner or dealing with bullying problems is to know about how often you are actually alerted by the students that a bullying incident has occurred. it turns out that the younger children are more likely to report a bullying incident than an older child. this is important because it may effect your knowledge about what is actually occurring in the school and when we turn to look at school reported data you will see that there is huge potential for incidents not being reported. even in here in the best case among sixth graders only about half of the incidents are reported. turning now to look at some of the data that is actually reported by schools. this contrasts with what we were just talking about which were actually data reported by students themselves. this does show a decline in terms of the bullying being reported to the schools. what the schools were asked to report back was whether bullying incidents were occurring at least once per week. and i think you have to think in terms of this is what is coming up to the principal's office, something the principal is dealing with at least once a week. it is certainly not reflective of what is happening for individual students but tells you about the more extreme cases that are arising to the principal's level where they would be logical to report that. we see a decline here between '99-2000 and 2010 dropping from 29% of schools reporting this occurring every week to 23%. you are looking at the same data but at the various types of schools. you can see as might be expected from student reported data that middle schools are most likely to report frequent bullying occurren occurrences. you see about equal percentages of elementary schools and high schools. reinforcing unfortunately we don't have a lot of information about elementary school students. this is one of the few places where we have something. children younger than sixth grade are really not able to report. they don't have the understanding of the questionnaire instruments, too complicated for them. while they can report to an adult on an individual level they can't fill out survey forms in a large scale survey for something like this. there is also problems with sensitivity, as well. that is another issue with gathering information from very young children. i want to turn now to talk briefly about some of the other data sources that you may be able to use and may be of interest to you. the health behavior survey is done by w.h.o. this survey is not readily extensible. there is important research using this survey but the website doesn't really provide information. you have to obtain raw data sets and do your own analysis. while i think you may encounter this data source looking at journal articles or references it may not be convenient to use. i should note that the survey has identified that there was a decline in bullying for this age group. it is, again, looking at middle grade students and they have a decline from 12.6% to 7.5%. you will notice that the bullying data don't align across the surveys. some of it has to do with survey methodology. in this case it is also important that the reference period is the past couple of months. it is not a year long reference period. the information we were looking at before was a year long reference period. the children reporting about bullying that occurred over an entire school year. one of the surveys i am most enthusiastic is on the youth risk behavior surveillance system. this covers grades 9 to 12. this website gets my recommendation for being one that is easy to use. i encourage people. they have a very nice data tool that you can actually get bullying data for your state. and so i think this is a really good reference point for you and you can obtain the information easily. i am going to briefly mention two international studies. there is a bullying question on surveys but in the context of student assessment. it is a small part of the survey but does illustrate that bullying is important in other countries and is a serious problem. it is about the same level as the united states. there is a bullying question in the program for international student assessment and concerns on 15 year olds. somewhat surprisingly bullying is reported more of a problem in some of the very high achieving countries. i wasn't able to assemble that in context for you but it was an interesting observation. i wanted to wind up the presentation there. i want to welcome you to look at our indicators of school crime safety report. it has a wealth of information about bullying and other aspects of crime and misbehavior in schools. we have a crime and safety survey group and there is a website to access more information on our surveys. thank you. [ applause ] our next speaker is dr. katherine bradshaw from the university of virginia where she is professor and associate dean for research and faculty development. some of her research projects include examining bullying in school climate and the design, evaluation and implementation of evidence-based prevention programs in schools. [ applause ] >> thank you so much for inviting me here today. i am pleased to report out some findings from an institute of medicine work shop that was held recently just this past april on the topic of bullying. it is really quite a thrill not only to participate in an iom activity but also just to see the institute of medicine focus on the issue of bullying. those of us who have been doing this work for sometime felt it was an educational issue or school issue. to see it rise to the level based on the federal partners pushing it and wanting it be covered through an iom report is very exciting and i think will help chart it as a top priority both within the medical field as well as within education and other fields so i am really very excited about that. so i am speaking here as a member of the panel and not an official briefing on the institute of medicine report. there is an official briefing that just got released today that is on the table there. i want to make sure you see that and you can take a quick look at that today and perhaps do a more thorough read. it was intended to have a more practitioner and research base summary for a wide audience. so i am going to give you a quick overview of some of the material that was covered in the report and some of the highlights. the overall theme was really just to pull together information about bullying including its prevalence, impact, what do we know in terms of strengths of the field and what are the gaps and different partners we need to work with in terms of putting together a more systematic bullying prevention initiative. a couple of themes came out as we started thinking about the reflections on this particular event. and one of which was the interdisciplinary group that helped organize this. we were led by fred rivera who is the editor of jamma pediatrics and has led a number of different efforts around consensus reports and iom reports. so it is really quite an honor to work with him as our chair. there were a number of other people from different disciplines. it is a really important piece for the iom to make sure different disciplines are represented there. i come from several disciplines myself in terms of education, psychology, public health so that was nice. and then nina fred ln is from the field of nursing. nancy guerra is a developmental psychologist. denise is a criminologist who has perspective on the field. megan morano is a pediatrician and then we were joined by a lawyer on our team, jonathan torres who provided a nice perspective around legal issues. in terms of general themes that i extracted and then i will delve into particular topics more specifically i thought it was quite important and very exciting to see iom embrace the idea of different perspectives. so we actually convened a youth panel that were there as well as a practitioner panel. so i helped put together the practitioner panel. i knew a couple of youth who were strong advocates in this area. they weren't just tacked on at the end. they were front and center. we began the event having them speak about their experiences and perspectives. they were in many ways providing us ongoing dialogue and feedback about the topics. it was really great to have that perspective in house and not just a tack on. it was truly embedded throughout and paused many times to ask for their feedback on these particular issues. the interdisciplinary i talked about the connection between physical health and mental health is one that iom does so nicely and was really great to see in terms of how we knit together the different topics that were covered under the broader heading of bullying prevention. as a developmentalist the life course perspective was really nice. the original title had a life course perspective. we struggled a little bit about how to bring that in since most of the work was focused on school aged youth. we talked about bullying or adulthood and long term impacts. as we start thinking about the notion of bullying showing up in work place violence and other concerns for adults so it is not just a kid phenomenon although there is tension between that and definition put forward by cdc. it is interesting to think about the different definition and how we can stretch that. cultural and contextual considerations are critical for this issue. rather than having a panel on cultural factors we wanted to weave that through different topics. there were times we had to stop and make sure we were respecting and reflecting a cultural on this. that is one area we need to improve. and evaluating the strengths as well as the gaps in the literature. to drill down a little bit more the sessions began with an opening by sue limbburg who has done a lot of work in the area and provided a little bit of the state of the science and what we know about prevalence and introduced the bullying definition by cdc. she prepared a longer report that will be covered in greater detail by the iom eventually. then we had a panel. dorothy was one of our fabulous panelists in the session talking about different issues related to the development of outcomes associated with bullying. we heard a little bit from robert faris about social networks and the peer context of bullying and issues related to culture as it is embedded within that. dorothy talked about a rich body of research that she has been leading and others have contributed to around harassment and teen dating violence. tracy vallen cort had a presentation about how bullying gets under the skin and citing research about brain development and intersection between stress and coping strategies as it relates to bullying and some of the work she has done originally and citing others, as well. that was a unique perspective and one that was poigant. this is one of the graphics down at the bottom that she displayed about children's brains and showing this. i think the original citation for this is a bruce perry study several years ago looking at the impact of trauma on the brain and you don't have to be a neurscientist to see the two brains, the one on the left of a developing child and the one on the right that experienced abuse. it provides the frame for thinking about trauma and adverse childhood ev