edited on October 11, 2014
1. What problem will your brief address?
The problem I would like my policy brief to address is bullying in schools.
2.Who is the audience?
The target audience is students, parents, families, school social workers, principals, superintendents, teachers and staff. Ultimately, I would want anti-bullying policies to become common knowledge to all people. Although most states have anti-bullying policies, provisions of individual state laws vary in their definitions of bullying, their procedures, and the protection afforded to students (Kennedy & Temkin, 2013). Furthermore, U.S. Department of Education (2011) reports few states follow best practices shown to be effective in reducing bullying . I would like there to be comprehensive, universal federal policies enacted to help protect all children from the harmful effects of school bullying.
Why is the problem important to them?
Bullying is important to this population because in most cases it negatively impacts their daily lives. “Bullying in schools has become widely viewed as an urgent social, health, and education concern that has moved to the forefront of public debate on school legislation and policy" (Stuart-Cassel, Bell & Springer, 2011, p. 1). Bullying takes a physical and emotional toll on victims, bystanders and bullies, the effects often lasting well into adulthood. Bullying was first taken seriously following the massacre at Columbine High School in April, 1999, after learning the shooters had allegedly been victims of bullying for years. According to a report by Stuart-Cassel, Bell & Springer (2011), kids who are bullied are more likely to experience depression and anxiety, decreased academic achievement and school participation. They are more likely to miss, skip, or drop out of school. There has also been an increase in child suicides as a result of bullying. Both bullies and their victims are at an increased risk for drug and/or alcohol abuse and later incarceration.
What do you know about the audience (e.g., technical knowledge, political or
organizational culture or constraints, exposure to the issue, potential openness to the
message)?
My experience as an intern in an one elementary school on Long Island gave me an up-close look at school bullying as well as it’s physical, mental and emotional consequences. Bullying was the most frequent problem brought to the attention of the social work department by student’s and teacher’s. At this particular setting, little was done to rectify conditions.
3.What other policy or issue briefs already exist? How will your brief differ (e.g., different
information, perspective, aim, or audience)?
Anti-bullying policies vary state to state. Currently there is no no federal law which directly addresses bullying, although in some cases bullying may overlap with existing federal laws. For example, schools that receive federal funding are required by law to address discrimination if it relates to a protected class (race, color, national origin, sex, disability, or religion).
Stuart-Cassel, V., Bell, A., & Springer, J. F. (2011). Analysis of State Bullying Laws and Policies. Office of Planning, Evaluation and Policy Development, US Department of Education.
1. What problem will your brief address?
The problem I would like my policy brief to address is bullying in schools.
2.Who is the audience?
The target audience is students, parents, families, school social workers, principals, superintendents, teachers and staff. Ultimately, I would want anti-bullying policies to become common knowledge to all people. Although most states have anti-bullying policies, provisions of individual state laws vary in their definitions of bullying, their procedures, and the protection afforded to students (Kennedy & Temkin, 2013). Furthermore, U.S. Department of Education (2011) reports few states follow best practices shown to be effective in reducing bullying . I would like there to be comprehensive, universal federal policies enacted to help protect all children from the harmful effects of school bullying.
Why is the problem important to them?
Bullying is important to this population because in most cases it negatively impacts their daily lives. “Bullying in schools has become widely viewed as an urgent social, health, and education concern that has moved to the forefront of public debate on school legislation and policy" (Stuart-Cassel, Bell & Springer, 2011, p. 1). Bullying takes a physical and emotional toll on victims, bystanders and bullies, the effects often lasting well into adulthood. Bullying was first taken seriously following the massacre at Columbine High School in April, 1999, after learning the shooters had allegedly been victims of bullying for years. According to a report by Stuart-Cassel, Bell & Springer (2011), kids who are bullied are more likely to experience depression and anxiety, decreased academic achievement and school participation. They are more likely to miss, skip, or drop out of school. There has also been an increase in child suicides as a result of bullying. Both bullies and their victims are at an increased risk for drug and/or alcohol abuse and later incarceration.
What do you know about the audience (e.g., technical knowledge, political or
organizational culture or constraints, exposure to the issue, potential openness to the
message)?
My experience as an intern in an one elementary school on Long Island gave me an up-close look at school bullying as well as it’s physical, mental and emotional consequences. Bullying was the most frequent problem brought to the attention of the social work department by student’s and teacher’s. At this particular setting, little was done to rectify conditions.
3.What other policy or issue briefs already exist? How will your brief differ (e.g., different
information, perspective, aim, or audience)?
Anti-bullying policies vary state to state. Currently there is no no federal law which directly addresses bullying, although in some cases bullying may overlap with existing federal laws. For example, schools that receive federal funding are required by law to address discrimination if it relates to a protected class (race, color, national origin, sex, disability, or religion).
Stuart-Cassel, V., Bell, A., & Springer, J. F. (2011). Analysis of State Bullying Laws and Policies. Office of Planning, Evaluation and Policy Development, US Department of Education.
originally posted on September 7, 2014 at 8:58 PM