Bullying Prevention

What does this look like for students with disabilities?

The Department of Elementary and Secondary Education (DESE) defines bullying as: "The repeated use of a written, verbal or electronic expression or physical act or gesture of any combination thereof, directed at a target."

Protection for Students with Disabilities

Did you know that your student's IEP has a section dedicated to bullying? The Team should discuss whether your child could be seen as an aggressor or a victim. If either are true, the IEP should include accommodations and/or modification to help support your student.

Regardless of whether or not your student is being bullied because of their disability, the school must act on reports of bullying to ensure your child is receiving a Free and Appropriate Public Education (FAPE).

What to do if your child is being bullied

  • Convene a Team meeting and discuss ways in which the IEP can better protect your child from bullying

  • Ask the school about their preventative measures to stop bullying.

  • Ask the school about their policies for addressing these incidents with both the victim and the aggressor

  • File a complaint with the Problem Resolution System (PRS).

  • Seek help from the Office of Civil Rights (OCR).

Tips from an Advocate

  • Consider the whole school and the IEP - What policies are in place at the whole school level and what policies are in place specifically in the IEP

  • Consider what this looks like in a structured setting like a classroom and an unstructured setting like recess

  • Make sure you have accommodations promoting effective communication and self-advocacy skills

  • Put everything in writing, always! Follow up phone calls with emails, keep dated records, etc.

Consider Adding the Following to Your Student's IEP:

  • Specific goals around self-advocacy, communication, and social skills

  • The use of age appropriate social stories to guide instruction

  • Accommodations that allow the student to access safe spaces, transition early, etc.

  • Clear language around support during unstructured times (e.g., lunch, recess, bus transportation, etc.)

  • Counseling services