In our last article we looked at the troubling phenomenon of school bullying. We explored what constitutes bullying, the effects of bullying, and some of the interventions we can employ, at home, to address bullying. However, it remains that most bullying will occur, or begin, outside the control of the parent. Most bullying occurs in the schools, at school related events, or through the social networks that are built at school.

Hence, the primary responsible party for addressing school bullying are the schools. The schools must ensure they operate with a positive school climate that will not accept or tolerate bullying. Research has repeatedly shown one of the most important determinants of effective schools is the school climate (Orpinas & Horne, 2005). A positive school climate exists where there is positive student/staff interaction, there is positive academic instruction occurring, there is an overall perception of school safety, and there is a feeling of mutual respect for all the stakeholders at the school (Marshall, 2006). When there is a positive school climate learning and positive social development occurs (Peterson, R.L., & Skiba, R., 2001). Hence, one of the chief goals of the local school and/or the local school district is to develop and maintain the climates in their schools.

If we understand this phenomena correctly we are asserting the schools have the responsibility for blending students from diverse home lives, socioeconomic strata, and most importantly, various physical and mental disabilities, into a homogenous student population. We are asking the schools to do what the general population has not learned to do. Reality says while it is their primary responsibility, they cannot achieve this alone. The prudent school system forms a partnership with the major stakeholders. So parents, what are we to do?

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