Welcome to the Rantoul City Schools FAQ about Bullying, Aggressive Behavior, and Sexual Harassment.
The purpose of this FAQ document is to provide guidance, suggestions, and support to students, parents, and families who may be struggling with bullying behaviors. This FAQ is not a formal policy of the school district unless specifically indicated.
If you have further questions about bullying behaviors and related issues, please feel free to contact your student’s school.
The School District uses the following definition for bullying: Bullying is any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically (cyberbullying), directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:
Placing the student or students in reasonable fear of harm to the student's or students' person or property;
Causing a substantially detrimental effect on the student's or students' physical or mental health;
Substantially interfering with the student's or students' academic performance; or
Substantially interfering with the student's or students' ability to participate in or benefit from the services, activities, or privileges provided by a school.
The U.S. Department of Health and Human Services defines bullying as the following: 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 children 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: Children 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.
Reference: Board Policy 7:180; StopBullying.gov
Each RCS school holds quarterly family engagement meetings, and the district hosts two district-wide committees. The MTSS Behavior Team meets at least quarterly and the Behavioral Threat Assessment Team meets at least annually.
Please contact your student’s school and inquire about getting involved.
Reference: Board Policy 2:150; StopBullying.gov
The School District’s policy on bullying is contained in Board Policy 7:180.
Reference: StopBullying.gov
It is common that children will not tell adults that they are victims of bullying behaviors. Students may not want to be perceived as “tattling,” or “snitching,” and they may be concerned that adults will not follow through or even make the situation worse. Parents should take time to talk with students about bullying and aggressive behaviors and reinforce that these behaviors are not ok. Parents should check in regularly with their children. Listen to them. Know their friends, ask about school, and understand their concerns. Parents should model how to treat others with kindness and respect.
Reference: https://www.stopbullying.gov/prevention/middle-school; https://www.stopbullying.gov/prevention/how-to-prevent-bullying
Conversation Starters: https://www.edutopia.org/blog/film-festival-bullying-prevention-upstanders
Each incident of bullying behavior is unique and should be considered individually. Below are some common examples of reported behaviors that may or may not be bullying behaviors.
Example 1: My daughter was being teased today because of her outfit. Another girl called my daughter ugly.
Is this bullying behavior? If this was the only time the child had been teased by the other girl, then no, this is not a bullying situation because it is not a repeated behavioral act. If the child had been teased by this girl in the past and there is a pattern of behavior, it may be considered bullying behavior. It is still advisable to report the concerns to the school.
Example 2: My son got into a fight today at school with another boy. The other boy had been calling him names, and my son was standing up for himself.
Is this bullying behavior? Typically, a fight is not bullying behavior. A fight is a fight, and this would be managed as physical aggression behavior. The name calling may have been bullying behavior (see Example 1), but it is not justifiable to fight.
Example 3: My son is regularly being called names by a group of other boys. They make fun of him because of his weight, his glasses, and because he is smart. This has been going on for several weeks in classes and in the hallways.
Is this bullying behavior? Yes. This is repeated behavior over time and it fits the definition of bullying. The student and/or parent should immediately report the concerns to the school.
Example 4: A girl in my daughter’s math class is bullying her by calling her stupid.
Is this bullying behavior? Calling a student “stupid” one time is not bullying behavior. It is mean behavior and not appropriate. If this is part of an ongoing, repeated pattern of name calling directed at the daughter by the specific student, then it may be a form of bullying behavior. In either case, it is still advisable to report the concerns to the school.
Example 5: A group of girls is bullying my son on social media. They are calling him names, and they are threatening to have another boy beat him up.
Is this bullying behavior? From this brief example, it appears that the group has been doing this behavior over time, and the group is making direct threats. This type of behavior frequently is referred to as “cyberbullying.” Parents should save copies of the messages (by printing or saving screen shots) and contact their local police authority. Unless the messages on social media were generated at school or the threat to beat up the student was explicitly stated to take place at school, the school may have no authority over the situation. However, because of the potential negative impact on the student and a possibility that it could “spill over” to the school from home, it is advisable to contact the school with your concerns.
Document the bullying behavior including the name of the aggressor, the dates, and times of the behaviors.
Report the behavior immediately to a building administrator or school social worker/counselor.
Parents and students may report and document the behavior using our Bullying, Aggressive Behavior, and/or Sexual Harassment Reporting Form.
A student should immediately report the behavior:
to a school staff member by meeting with that adult and reporting it directly to the adult; and/or
by completing our Bullying, Aggressive Behavior, and/or Sexual Harassment Reporting Form.
by telling the parent so the parent can contact school officials.
School officials will keep information about victims confidential whenever possible.
Typically, bullying behaviors on the part of the aggressor do not end immediately, and school officials need time to work with the students and families involved. If the behavior continues from the same student or group of students, continue to document and report the behaviors.
Document the bullying behavior including the name of the aggressor, the dates, and times of the behaviors.
Report the behavior immediately to a building administrator or school social worker / counselor. by telling the parent so the parent can contact school officials.
Parents and students may also report and document the behavior using our Bullying, Aggressive Behavior, and/or Sexual Harassment Reporting Form.
School officials will keep information about victims confidential whenever possible.
No single factor puts a child at risk of being bullied or bullying others. Bullying can happen anywhere—cities, suburbs, or rural towns. Depending on the environment, some groups—such as youth with disabilities, lesbian, gay, bisexual, or transgendered (LGBT) youth, English Language Learners, individuals from diverse religious or cultural backgrounds, and socially isolated youth—may be at an increased risk of being bullied. Often, the reason these students may be targeted is because of a lack of understanding about the student’s unique characteristics or because that individual’s characteristics may be perceived as undesirable or a sign of weakness or vulnerability.
Reference: StopBullying.gov
According to the U.S. Department of Health and Human Services, “Children with physical, developmental, intellectual, emotional, and sensory disabilities are more likely to be bullied than their peers. Any number of factors—physical vulnerability, social skill challenges, or intolerant environments—may increase their risk. Research suggests that some students with disabilities may bully others as well.”
Each student with a disability is unique, and there may be particular challenges faced by the student depending on the student’s individual needs. For example, a student with social skills difficulties may perceive typical peer behaviors as bullying or may have increased difficulty coping. Some students with disabilities may be at a higher risk of being socially isolated leading to an increased perception of being a victim of bullying behaviors when it may not be bullying behaviors that lead to the isolation. Because each student with a disability is unique and each situation of bullying behaviors is unique, each student concern must be addressed individually.
Reference: AbilityPath.org
Please do not encourage your child to take physical action against a student who demonstrates bullying behaviors. Physical aggression on the part of the victim is not viewed as self-defense but as physical aggression. Please support the school’s practice of “Stop, Walk, Talk” or other established signal/routine for unwanted behavior. Through each school’s bullying prevention program, the school teaches students to tell the aggressor to stop, walk away from the aggressor, and tell an adult if the bullying behaviors did not stop. If the bullying behavior does not stop as a result of using “Stop, Walk, Talk” or other signal/routine, a student or parent should immediately report the behavior.
Reference: PBIS.org
Each reported incident of bullying behavior is fully investigated by a staff member and appropriate actions are taken, including possible disciplinary action.
Students who demonstrate bullying behavior or are victims of bullying behavior may be offered services through a social worker or may be referred a community agency.
All staff and students receive instruction on bullying prevention through our FlyFive Instruction. Staff additionally receive annual bullying prevention training through the District’s employee training platform.
More information about FlyFive can be found here: https://www.flyfivesel.org/
Any time a report of bullying is made that may reasonably fit the definition of bullying, school staff will investigate.
If the initial report is not likely bullying, by definition, school administrators will proceed through regular disciplinary processes.
If the initial report may be related to Title IX or sexual harassment, the initial report is forwarded to the Title IX Coordinator prior to investigation or taking disciplinary actions. Based on the report Title IX Coordinator may choose to pursue the Title IX grievance process in stead of the bullying investigation process.
If the initial report reasonably fits the definition of bullying, school staff will make a diligent effort to notify parents or guardians of all students involved in an alleged incident of bullying within 24 hours of the administration receiving the report. Generally, the expectation of 24 hours does not apply on non-business days. Contact efforts may be made via mail, email, phone, or other form of electronic communication.
School administrators will make a reasonable attempt to complete investigations of bullying within (10) school days after the date the report was received. During the investigation phase, the staff member doing the investigation will work to resolve the problem through various measures including restorative conversations, conflict circles, parent/family meetings, putting procedural safety plans in place, and/or traditional disciplinary measures.
When the investigation is concluded fully, the staff member doing the investigation forwards his/her findings to the district office and informs the families of the alleged victims and aggressors of the findings. It is possible that the investigation will find the reported incident to not be bullying by definition; nevertheless, appropriate actions will be taken to resolve the indecent.
Bullying behavior is specifically prohibited by School Board Policy 7:190 and Rules of Conduct outlined in the Student Handbook. Students who engage in bullying behaviors may receive a disciplinary consequence ranging from a verbal warning to expulsion from school. In general, students who engage in repeated acts of bullying behavior would receive more severe disciplinary actions in accordance with the school’s practice of progressive discipline. Typically, the parent of the student will be contacted regarding the bullying behaviors.
Because repeated acts of bullying behavior may be a sign of more complicated social or emotional issues, students who demonstrate bullying behavior may be offered services through a social worker or may be referred to a community agency.
Cyberbullying behavior is bullying behavior. According to the U.S. Department of Health and Human Services, “Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites. Examples of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites, and embarrassing pictures, videos, websites, or fake profiles.”
Parents or students should save copies (electronic or on paper) of any messages that may serve as evidence of bullying behaviors.
If cyberbullying takes place at school, then the school will work with the victim and the aggressor in the same manner as other bullying behaviors. Cyberbullying behaviors on the School District’s Internet or devices are prohibited.
If cyberbullying takes place outside of school, then the school may have no authority over the matter. School officials may be able to help resolve cyberbullying issues that occur outside of school, but, typically, the school cannot take disciplinary action. Cyberbullying outside of school may be a police matter, and parents may choose to contact their local police authority.
Reference: StopBullying.gov
According to the Centers for Disease Control and Violence Prevention, “Teen dating violence is defined as the physical, sexual, psychological, or emotional violence within a dating relationship, including stalking. It can occur in person or electronically and might occur between a current or former dating partner.”
“Dating violence is widespread with serious long-term and short-term effects. Many teens do not report it because they are afraid to tell friends and family. A 2011 CDC nationwide survey found that 23% of females and 14% of males who ever experienced rape, physical violence, or stalking by an intimate partner, first experienced some form of partner violence between 11 and 17 years of age. The 2013 national Youth Risk Behavior Survey found approximately 10% of high school students reported physical victimization and 10% reported sexual victimization from a dating partner in the 12 months* before they were surveyed.”
RCS explicitly prohibits teen dating violence and address teen dating violence. Board Policy 7:185.
Because teen dating violence is a serious problem and may be a form of bullying, harassment, and intimidation, all cases of teen dating violence should be reported in the same way as reporting incidents by completing our Bullying, Aggressive Behavior, and/or Sexual Harassment Reporting Form.
Reference: CDC Teen Dating Violence
In fall 2020, the Office of Civil Rights enacted new guidelines related to Title IX which governs issues of sexual harassment. Specifically, Title IX prohibits sex‐based discrimination, including sexual harassment (which includes dating violence, sexual assault, domestic violence, and stalking) in educational programs and activities receiving federal financial assistance. Frequently, behaviors that may be viewed as bullying, cyberbullying, and/or physical violence may also be a form of sexual harassment, and RCS uses the same reporting system for possible sexual harassment.
Examples of sexual harassment include, but are not limited to, touching, crude jokes or pictures, discussions of sexual experiences, teasing related to sexual characteristics, spreading rumors related to a person’s alleged sexual activities, rape, sexual battery, sexual abuse, and sexual coercion.
To report possible sexual harassment please complete the Bullying, Aggressive Behavior, and/or Sexual Harassment Reporting Form.
Guidelines related to Title IX are found in Board of Education Policy 2:265.
Because repeated acts of bullying behavior may be a sign of more complicated social or emotional issues, students who demonstrate bullying behavior or are victims of bullying behavior may be offered services through a social worker or may be referred to a community agency.
Typically students who are victims of bullying behavior have the opportunity to talk with a school administrator as a first step. Depending on the severity of the issue, the student may receive social work services or be referred to a community agency.
Parents may request counseling services from their family physician or may contact a third party service such as Hope Springs (217-531-2360) or the Champaign Urbana Public Health District’s Rantoul office at 217-893-0832. Individual school staff will help with referrals if needed.
The Elementary buildings formally utilize two programs or curricula:
Conscious Discipline. More information about Conscious Discipline may be found here: https://consciousdiscipline.com/
Second Step. More information about Second Step may be found here: http://www.secondstep.org/
All sudents receive instruction on bullying prevention through our FlyFive Instruction. Staff additionally receive annual bullying prevention training through the District’s employee training platform.
More information about FlyFive can be found here: https://www.flyfivesel.org/
The objective of Restorative Practices (RP) is to improve school climate and break the cycle of repeating conflict and ongoing harm by dealing with issues underlying harmful behavior and addressing the needs and feelings of individuals who were affected. RP is a term used to describe a variety of processes that focus on building relationships, identifying harm and making amends or repairing relationships, instead of excluding students from the school community. Although in some cases RP may take the place of punitive discipline, even with RP in place, students may continue to receive traditional disciplinary consequences.
RP is a broad umbrella that includes general work with all students and staff on how to listen and respond effectively to others and includes direct, intensive interventions with specific students. Most students only experience RP through activities during Eater 101. On a regular basis students participate in classroom circles, classroom-based climate discussions, and community-building activities. The purpose of these conversation-based activities is to teach and practice social skills such as listening, empathy, and clear communication with peers.
If a there is a conflict involving a student, whether at school or outside of school, students and/or staff may participate voluntarily in a Restorative Conversation. A trained staff member facilitates these conversations, and these conversations are intended to help students and staff resolve minor conflicts.
If there is a more serious conflict involving a student (e.g. physical violence, harassment, bullying, or a conflict unable to be resolved through a Restorative Conversation), whether at school or outside of school, students and staff may participate voluntarily in a Conflict Circle. A Conflict Circle is facilitated by one or two trained adult "circlekeepers" and includes the parties that were perceived to have done harm, parties who perceive themselves as having been harmed, and those who feel impacted by what happened, which may include school staff and/or family members, as well as peers
The general process of a Conflict Circle is as follows:
Initiating the Conflict Circle. Anyone involved in the conflict, including students, staff, and/or family members, may request the conflict circle. A circle may be requested by speaking with a building administrator or school social worker.
Exploration Meeting / Circle Preparation. After receiving the request, at least one trained adult will meet with participants to explore their needs and the possibility of participating in a Conflict Circle. All participants voluntarily take part in these individual or small group exploratory meetings. The purpose of the exploration meeting is to identify the conflict and the individuals who need to be present, support those individuals in gaining clarity about their feelings and needs, explain the Circle process, and obtain informed consent to participate in the Conflict Circle, if participants want to proceed.
The Conflict Circle. After all participants have been prepared for the Conflict Circle, participants voluntarily take part in the Conflict Circle. During a Conflict Circle, a particular dialogue process is followed and all parties have the opportunity to be heard. At least one trained adult facilitates the Conflict Circle.
Agreements. During the last part of the Conflict Circle, participants are encouraged to make agreements in order to repair any harm done as a result of the conflict, make amends, and create conditions in which future harm is less likely. Agreements are written and agreed to by all parties.
Follow-up. After the Conflict Circle, a trained adult will check in with the participants to see if they are satisfied with how things have unfolded after the Circle. If there are concerns with the agreements or if participants are dissatisfied for other reasons, an additional Restorative Conversation or Conflict Circle may be initiated.
