Pub. 3 2013-2014 Issue 2

18 Bullying Prevention and Intervention BY CHRISTINE LASHER, EARLY LIGHT ACADEMY I t is widely known that stu- dents who are bullied are more likely to suffer both emotionally and academically. Students need to feel that their school is a safe and supportive environment in order for them to thrive. However, bullying con- tinues to place exceptional levels of stress on students across the country. At Early Light Academy, a charter school in South Jordan that serves stu- dents in grades kindergarten through nine, bullying is rarely reported at any grade level. It seems as though the culture of our school has a lot to do with this. Administrators, teachers, support staff, parents, and students themselves have a role in creating a positive school climate. Students and parents at ELA seem to have a strong attach- ment to the school. With this strong sense of community, students feel connected to each other and look out for each other, which seems to prevent students from bullying and prevents the role of a potential victim of bully- ing from even existing. It seems as though students who feel attached to their school also feel that people who work for the school are there to help and support them. Therefore, when students receive messages from their teachers and other staff that discourages bullying, they seem more likely to accept these messages. In contrast, if students do not have a strong attachment to their school, they may be more likely to reject these messages. Parents of ELA students seem to enhance the attachment that students have to the school. It is very common to walk into an ELA classroom and see a parent volunteer working with a small group of students, teaching an art lesson, or various other helpful tasks. The presence of parents in the