Below is the model bullying policy made available by the Maryland State Department of Education for school districts within Maryland to use when crafting their own bullying and cyberbullying policies. Each state’s policies vary when it comes to how they: define bullying, harassment, threats, intimidation, and violence; expect reporting and investigating to be carried out, specify response strategies, define penalties, and prescribe certain types of prevention programs and practices.

We recommend that you review and consider updating your own bullying policy on an annual basis with input from educators, administrators, counselors, mental health professionals, parents, and students themselves. That will optimize the likelihood that the policy you implement achieves its goals.

Last Updated: August 7, 2019

URL of Source: http://marylandpublicschools.org/about/Pages/DSFSS/SSSP/Bullying/index.aspx

Maryland’s Model Policy To Address Bullying, Harassment, or Intimidation

Maryland State Department of Education

Updated July, 2016

MARYLAND STATE BOARD OF EDUCATION

Andrew R. Smarick President

Dr. S. James Gates, Jr. Vice President

Chester E. Finn, Jr., Ed.D. Michelle Jenkins Guyton, Ph.D. Stephanie R. Isazrd, M.Ed. Mrs. Madhu Sidhu Laura E. Weeldreyer Jannette O’Neill-Gonzalez, MHS Laurie Halverson Barbara J. Shreeve Guffire M. Smith, Jr. David O. Edimo, Student Member

Karen B. Salmon, Ph.D. State Superintendent of Schools

Larry Hogan Governor

The Maryland State Department of Education does not discriminate on the basis of age, ancestry/national origin, color disability, gender identity/expression, marital status, race, religion, sex, or sexual orientation in matters affecting employment or in providing access to programs and activities and provides equal access to Boy Scouts and other designated youth groups. For related inquiries related to Department Policy, please contact:

Equity Assurance and Compliance Office Office of the Deputy Superintendent for Finance and Administration Maryland State Department of Education 200 W. Baltimore Street – 6th Floor Baltimore, Maryland 21201-2595 410-767-0426 – voice 410-767-0431 – fax 410-333-6442 – TTY/TDD

MARYLAND’S MODEL POLICY TO ADDRESS BULLYING, HARASSMENT, OR INTIMIDATION

In accordance with the provisions of Section 7-424.1 of the Education Article of the Annotated Code of Maryland, the Maryland State Board of Education has developed and adopted the following Model Policy to address bullying, harassment, or intimidation:

  1. Prohibition of Bullying It is the policy of the Maryland State Board of Education to prohibit bullying, harassment, or intimidation of any person on school property or at school-sponsored functions or by the use of electronic technology at a public school. It is the policy of the Maryland State Board of Education to prohibit reprisal or retaliation against individuals who report acts of bullying, harassment, or intimidation or who are victims, witnesses, bystanders, or others with reliable information about an act of bullying, harassment, or intimidation.
  2. Definition of Bullying, Harassment, or Intimidation As used in this policy, “bullying, harassment, or intimidation” means intentional verbal, physical, or written conduct or electronic communication that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, performance, or with a student’s physical or psychological well-being.

“Electronic communication” means a communication transmitted by means of an electronic device. Cyberbullying is a form of bullying, harassment, and intimidation. Cyberbullying means a communication transmitted by means of an electronic device and includes the use of social media sites. Cyberbullying shall include any future applications that fall under “electronic communication”.

Bullying, harassment, or intimidation is:

  • motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, familial status, or physical or mental ability or disability; or,
  • threatening or seriously intimidating;
  • occurs on school property, at a school activity or event, or on a school bus; or,
  • substantially disrupts the orderly operation of a school.

III. Prevention, Intervention, Remediation, and Consequences This policy recognizes that the prohibition of bullying in schools and reprisal and retaliation against individuals who report acts of bullying, as well as subsequent and standard consequences and remedial actions, cannot be effective as prevention and intervention methods unless they are included as a part of a whole-school prevention/intervention program. The whole-school program would include the following elements: prevention, intervention/remediation, and consequences.

Prevention will include:

  • At least annual professional development for administrators and all staff to increase awareness of the prevalence, causes, and consequences of bullying and to increase the use of evidence- based strategies for preventing bullying. Additional professional development may be provided

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for new employees who are hired after the start of school during the school year.

  • School-wide evidence-based anti-bullying programs implemented as a part of a system of positive behavioral supports and school improvement efforts at all grade levels.
  • School climate improvement efforts in order to promote student involvement in the anti-bullying efforts, peer support, mutual respect, and a culture which encourages students to report incidents of bullying to adults.
  • Collaboration with families and the community to inform parents about the prevalence, causes, and consequences of bullying, including its central role as a public health hazard, and the means of preventing it.
  • Biennial school/building-specific data collection on the prevalence and characteristics of bullying which is used to guide local decision-making related to surveillance, prevention, intervention, and professional development.

Intervention/Remediation will include:

  • Professional development for school staff on how to respond appropriately to students who bully, are bullied, and are bystanders who report bullying.
  • Education/intervention for the students exhibiting bullying behaviors will include teaching replacement behaviors, empathy, tolerance and sensitivity to diversity.
  • Remedial measures designed to correct the bullying behavior, prevent another occurrence, and protect the victim.
  • Support/counseling for the victim with protection from retaliation and further episodes of bullying.
  • A continuum of interventions developed to prevent bullying by addressing the social-emotional, behavioral, and academic needs of students who bully in order to prevent further incidents, while taking great care to ensure the safety of the victim.
  • Utilizing community health and mental health resources for those students who are unable to stop bullying behaviors in spite of school intervention and for those students involved in bullying behaviors as perpetrators, victims, or witnesses whose mental or physical health, safety, or academic performance has been impacted.

Consequences:

  • Consequences such as suspensions, expulsions, or protective orders should not be viewed as punishments designed to prevent bullying. Instead these are means of protecting the victims by providing community containment, while positive behavioral discipline is implemented.
  • Consequences should also include recognition for positive behavior exhibited by the student who has previously exhibited bullying behavior, the bullied student who is implementing strategies to offset past problems, and the bystander who has taken an active role in addressing bullying behaviors.

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  1. Standard Consequences and Remedial Actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation and for persons found to have made false accusations Consequences and remedial actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation and for persons found to have made false accusations should be consistently and fairly applied after appropriate investigation has determined that such an offense has occurred. The following list of consequences and remedial actions is presented in no particular order and is provided as a guide that by no means limits school systems from implementing other additional consequences and remedial actions. School systems are encouraged to develop or refine their own consequences and remedial actions consistent with the policies and procedures of their local boards of education:

Standard Consequences

  • Time out
  • Loss of a privilege
  • Verbal reprimand
  • Parental notification
  • Detention
  • Reassignment of seats in class, cafeteria, or bus
  • Reassignment of classes
  • Reassignment to another mode of transportation
  • Reassignment to another school
  • Completion of letter of acknowledgement of action, with apology, to victim (after review by staff and not in a case of sexual harassment or intimidation)
  • Reparation to victim in the form of payment for or repair of damage to possession
  • In-school suspension
  • Out-of-school suspension
  • Extended suspension
  • Transfer to an appropriate alternative program
  • Referral to law enforcement
  • Expulsion

Remedial Actions

  • Parent/Student Conference
  • Counseling with school counselor or school psychologist
  • Education about the effects of bullying, harassment, or intimidation
  • Behavioral contract
  • Positive behavioral supports – e.g. functional behavioral assessment; behavioral intervention plan; remediation of problem behaviors that takes into account the nature of the offense, the developmental level of the student, and the student’s behavioral history
  • Referral to an external agency
  • Participation in counseling (delivered by a school or community mental health provider)
  • Cooperation with a behavioral management program developed in consultation with a mental health professional
  • Satisfactory completion of community service

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  1. Model Procedures for Reporting Acts of Bullying, Harassment, or Intimidation The following model procedures for reporting acts of bullying, harassment, or intimidation are presented as a guide that by no means limits school systems from implementing other additional procedures for reporting acts of bullying, harassment or intimidation. School systems are encouraged to develop or refine their own reporting procedures consistent with the policies and procedures of their local boards of education:
  2. If a student complains that he/she is currently the victim of bullying, harassment, or intimidation, the staff member will respond quickly and appropriately to investigate and intervene, as safety permits.
  3. If a student expresses a desire to discuss an incident of bullying, harassment, or intimidation with a staff member, the staff member will make an effort to provide the student with a practical, safe, private, and age-appropriate way of doing so.
  4. Bullying, Harassment, or Intimidation Reporting Forms may be obtained in the school’s main (front) office, counselor’s office, and other locations determined by the local school system. The forms may be submitted by a student, parent, close adult relative, or staff member to school administration. A student may request assistance from a staff member to complete the form if the student wishes.
  5. Local school systems will devise ways in which the reporting forms may be submitted to school administration.
  6. Bullying, Harassment, or Intimidation Reporting Forms may also be obtained electronically from the school system’s website or a school’s website and may be submitted by a student, parent or guardian, close relative, or staff member to school administration.
  7. Bullying, Harassment, or Intimidation Reporting Forms will be included in the beginning of the year packets for students and their parents.
  8. Information obtained from the Bullying, Harassment, or Intimidation Reporting Forms shall be recorded for data collection, storage, and submission according to the requirements of Education Article § 7-424, Annotated Code of Maryland.
  9. Local school systems shall provide summary information for individual schools and the school system obtained from the Bullying, Harassment, or Intimidation Reporting Forms to their schools.

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  1. Model Procedures for the Prompt Investigation of Acts of Bullying, Harassment, or Intimidation. The following model procedures for investigating acts of bullying, harassment, or intimidation are presented as a guide that by no means limits school systems from implementing other additional investigating procedures. School systems are encouraged to develop or refine their own investigating procedures consistent with the policies and procedures of their local boards of education:
  2. All reports must be written using the Bullying, Harassment, or Intimidation Reporting Form. They must then be promptly and appropriately investigated by school administrators or the administrative designee, consistent with due process rights, using the Bullying, Harassment, or Intimidation Incident Investigation Form within 2 school days after receipt of a reporting form or as timely as possible for school administration.
  3. School administrators or the administrative designee will determine whether bullying, harassment, or intimidation actually occurred by taking steps to verify who committed the act of bullying, harassment, or intimidation and whether others played a role in perpetuating this act. Other related complaints, if any, will be reviewed in making this determination.
  4. Neither victim nor witnesses should be promised confidentiality at the onset of an investigation. It cannot be predicted what will be discovered or if a hearing may result from the ultimate outcome of the investigation. Efforts should be made to increase the confidence and trust of the victim and any witnesses. They will be informed that any information discussed and recorded will be confined to “need to know” status.
  5. School administrators or the administrative designee will immediately notify parents of the victim and offender of the incident.
  6. School administrators or the administrative designee will apply consequences and/or remedial actions consistent with due process rights using the range of listed consequences as a guide. The offender will be informed that retaliation against a victim or bystander is strictly prohibited and that progressive consequences will occur if the activity continues.
  7. The administrator/designee will create a written record of the bullying, harassment, or intimidation incident and any disciplinary actions taken, as well as the statements of the victim, witnesses, and offender. Discussions with all parties should be documented as soon as possible after the event. Any material records or evidence will not be discarded while a criminal investigation or prosecution resulting from the incident is ongoing.

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  1. The administrator/designee should be aware that some acts of bullying, harassment, or intimidation could also be delinquent acts. If they are delinquent acts, they promptly shall be reported to the responsible law enforcement agency according to the Code of Maryland Regulations (COMAR) 13A.08.01.15.

VII. Types of support services available to the student bully, victim, witnesses, and any bystanders. The following list of the types of support services available to the student bully, victim, witnesses, and any bystanders is presented as a guide that by no means limits school systems from including other additional support services. Interventions and programs should be implemented as appropriate based on context, situation, age, and severity. School systems are encouraged to provide a list of the types of available support services based upon their available resources and those available in the communities in which their schools are located, and consistent with the policies and procedures of their local boards of education:

School/System Counseling Conflict resolution Problem solving skills training (proactive, constructive, relationship-building) Social skills/competency training Anger management training Educational programming Parental involvement Peer support groups Schedule modifications Targeted use of monitors (e.g. hallways, cafeteria, buses)

Community/Family Public or private community-based mental health services Faith-based services Multi-service centers Health Department Programs Youth Development Organizations Community Mediations Department of Juvenile Services Department of Social Services Law enforcement agencies

  1. Separate conferences with the victim and offender will occur within two weeks after the investigation to determine whether the bullying, harassment, or intimidation has continued and whether additional consequences need to be implemented. These conferences may occur as part of the counseling intervention. Another follow-up conference or conversation will be held with the victim four weeks after the initial follow-up conference to determine if the bullying, harassment, or intimidation has ceased. Local school systems will determine which school system staff will conduct the conferences.

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VIII. Information regarding the availability and use of the bullying, harassment, or intimidation reporting form. The following information regarding the availability and use of the bullying, harassment, or intimidation reporting form is presented as a guide that by no means limits school systems from providing other additional information regarding the availability and use of this form. School systems are encouraged to develop or refine their own methods for providing information regarding the availability and use of this form consistent with the policies and procedures of their local boards of education:

  1. Schools will inform staff about the availability of the form for their use during opening-of- school meetings and then periodically throughout the school year.
  2. Schools will inform students about the availability of the form and its use during orientation sessions in classes during the first week of school.
  3. Forms will be included in the beginning of the year packet for students and their parents.
  4. A description about the availability of the form and its use should be published in a school’s student/parent handbook and in its Code of Conduct.
  5. A description about the availability of the form and its use should be published on the local school system’s main website which should include the capability for downloading the form.
  6. Forms should be available in all schools in the main (front) office, counselor’s office, and other locations determined by the local school system.
  7. A student may request assistance from a staff member to complete the form at school if the student wishes.

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References

Annotated Code of Maryland, Education, 2008.

Code of Maryland Regulations (COMAR), Title 13A State Board of Education.

Delaware’s Model Bully Prevention Policy, Title 14, Section 4112D, Delaware Code Annotated.

DRAFT – Towards A Maryland’s Model Bully Prevention Policy, Jorge Srabstein, MD and Members of the Coalition for the Prevention of Bullying and Related Health Risks, September, 2008.

Indicators of School Crime and Safety: 2007, U.S. Department of Education NCES 2008-021, U. S. Department of Justice, Office of Justice Programs NCJ 219553.

Maryland State Department of Education (2005), Safe Schools Reporting Act, Directions for Students and Parents Completing Bullying/Harassment Referral Form.

Maryland State Department of Education (2008), Suspensions, Expulsions, and Health Related Exclusions Maryland Public Schools, 2007-2008, MSDE-DPA 11/08.

Maryland Youth Risk Behavioral Survey, Maryland State Department of Education, September, 2008.

New Jersey’s Model Policy and Guidelines for Prohibiting Harassment, Intimidation and Bullying on School Property, At School-Sponsored Functions and On School Buses, New Jersey Administrative Code §6A:16-7.9.

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Glossary

Bullying: exposing a student to intentional negative actions on the part of one or more other students which adversely affect the victim’s ability to participate in or benefit from the school’s educational programs or activities.

CyberBullying: means a communication transmitted by means of an electronic device and includes the use of social media sites. Cyberbullying shall include any future applications that fall under “electronic communication”.

Harassment: perceived or actual experiences of discomfort with identity issues in regard to race, color, national origin, gender, disability, sexual orientation, religion, or other identifying characteristics by a student which adversely affects that student’s ability to participate in or benefit from the school’s educational programs or activities.

Intimidation: subjection of a student to intentional action that seriously threatens and induces a sense of fear and/or inferiority which adversely affects that student’s ability to participate in or benefit from the school’s educational program or activities.

Retaliation: an act of reprisal or getting back at a person for an act he /she has committed.

Legal Guidance

7-424.1. Model policy prohibiting bullying, harassment and intimidation. (b) In general.  (1) By March 31, 2009, the State Board, after consultation with and input from local school systems, shall develop a model policy prohibiting bullying, harassment, or intimidation in schools. (2) The model policy developed under paragraph (1) of this subsection shall include: (i) A statement prohibiting bullying, harassment, and intimidation in schools; (ii) A statement prohibiting reprisal or retaliation against individuals who report acts of bullying, harassment, or intimidation; (iii) A definition of bullying, harassment, or intimidation that is either the same as set forth in subsection (a)(2) of this section or a definition that is not less inclusive than that definition; (iv) Standard consequences and remedial actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation;

Maryland Compilation of School Discipline Laws and Regulations Page 6

(v) Standard consequences and remedial actions for persons found to have made false accusations; (vi) Model procedures for reporting acts of bullying, harassment, and intimidation; (vii) Model procedures for the prompt investigation of acts of bullying, harassment, and intimidation; (viii) Information about the types of support services available to the student bully, victim, and any bystanders; (ix) Information regarding the availability and use of the bullying, harassment, or intimidation form under § 7-424 of this subtitle; and (x) Information regarding the availability and use of an anonymous two-way electronic tip program established under § 7-424 of this subtitle. (3) By September 1, 2016, and every 5 years thereafter, the State Board, after consultation with local school systems, shall update the model policy required under paragraph (1) of this subsection. (c) Development of policy by county boards.  (1) Each county board shall establish a policy prohibiting bullying, harassment, or intimidation at school based on the model policy. (2) The policy shall address the components of the model policy specified in subsection (b)(2) of this section. (3) A county board shall develop the policy in consultation with representatives of the following groups: (i) Parents or guardians of students; (ii) School employees and administrators; (iii) School volunteers; (iv) Students; and (v) Members of the community. (4) By January 1, 2017, and every 5 years thereafter, each county board shall update its policy based on the State Board’s update of the model policy under subsection (b)(3) of this section. 7-424.3. Bullying, harassment and intimidation policy. (a) (4) “Nonpublic school” means a nonpublic school that participates in State-funded education programs. (b) Adoption by nonpublic school. By March 31, 2012, each nonpublic school shall adopt a policy prohibiting bullying, harassment, and intimidation. (c) Contents. The policy adopted under subsection (b) of this section shall include: (1) A statement prohibiting bullying, harassment, and intimidation in the school; (2) A statement prohibiting reprisal or retaliation against individuals who report acts of bullying, harassment, or intimidation; (3) A definition of bullying, harassment, and intimidation that is either the same as set forth in subsection (a) of this section or a definition that is not less inclusive than that definition; (4) Standard consequences and remedial actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation, including: (i) Specific penalties for persons who repeatedly commit acts of bullying, harassment, or intimidation; and (ii) A requirement that persons who commit acts of bullying, harassment, or intimidation receive educational and therapeutic services concerning bullying prevention; (5) Standard consequences and remedial actions for persons found to have made false accusations;

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(6) Standard procedures for reporting acts of bullying, harassment, or intimidation, including a chain of command in the reporting process; (7) Standard procedures for the prompt investigation of acts of bullying, harassment, or intimidation; (8) Standard procedures for protecting victims of bullying, harassment, or intimidation from additional acts of bullying, harassment, or intimidation, and from retaliation; and (9) Information about the types of support services available to a student bully or victim and any bystanders. (d) Consultation with groups. A nonpublic school is encouraged to develop the policy adopted under subsection (b) of this section in consultation with the following groups: (1) Parents or guardians of students; (2) School employees and administrators; (3) School volunteers; and (4) Students.

  • 7–424.3.

    (a)    (1)    In this section the following words have the meanings indicated.

    (2)    “Bullying, harassment, and intimidation” has the meaning stated in § 7–424 of this subtitle.

            (3)    “Nonpublic school” means a nonpublic school that participates in State–funded education programs.

        (b)    By March 31, 2012, each nonpublic school shall adopt a policy prohibiting bullying, harassment, and intimidation.

        (c)    The policy adopted under subsection (b) of this section shall include:

            (1)    A statement prohibiting bullying, harassment, and intimidation in the school;

            (2)    A statement prohibiting reprisal or retaliation against individuals who report acts of bullying, harassment, or intimidation;

            (3)    A definition of bullying, harassment, and intimidation that is either the same as set forth in subsection (a) of this section or a definition that is not less inclusive than that definition;

            (4)    Standard consequences and remedial actions for persons committing acts of bullying, harassment, or intimidation and for persons engaged in reprisal or retaliation, including:

                (i)    Specific penalties for persons who repeatedly commit acts of bullying, harassment, or intimidation; and

                (ii)    A requirement that persons who commit acts of bullying, harassment, or intimidation receive educational and therapeutic services concerning bullying prevention;

            (5)    Standard consequences and remedial actions for persons found to have made false accusations;

            (6)    Standard procedures for reporting acts of bullying, harassment, or intimidation, including a chain of command in the reporting process;

            (7)    Standard procedures for providing notice of an act of bullying, harassment, or intimidation to:

                (i)    A parent or guardian of the alleged victim, within 3 business days after the date the act is reported; and

                (ii)    A parent or guardian of the alleged perpetrator, within 5 business days after the date the act is reported;

            (8)    Standard procedures for the prompt investigation of acts of bullying, harassment, or intimidation;

            (9)    Standard procedures for protecting victims of bullying, harassment, or intimidation from additional acts of bullying, harassment, or intimidation, and from retaliation; and

            (10)    Information about the types of support services available to a student bully or victim and any bystanders.

        (d)    A nonpublic school is encouraged to develop the policy adopted under subsection (b) of this section in consultation with the following groups:

            (1)    Parents or guardians of students;

            (2)    School employees and administrators;

            (3)    School volunteers; and

            (4)    Students.

        (e)    A nonpublic school is encouraged to publicize the policy adopted under subsection (b) of this section in student handbooks, on the school’s website, and any other location or venue the school determines is necessary or appropriate.

        (f)    A nonpublic school is encouraged to develop the following educational programs in its efforts to prevent bullying, harassment, and intimidation:

            (1)    An educational bullying, harassment, and intimidation prevention program for students, staff, volunteers, and parents; and

            (2)    A teacher and administrator development program that trains teachers and administrators to implement the policy adopted under subsection (b) of this section.

        (g)    An employee of a nonpublic school who reports an act of bullying, harassment, or intimidation in accordance with the nonpublic school’s policy adopted under subsection (b) of this section is not civilly liable for any act or omission in reporting or failing to report an act of bullying, harassment, or intimidation in accordance with the policy.

        (h)    The provisions of this section may not be construed to:

            (1)    Limit the legal rights of a victim of bullying, harassment, or intimidation; or

            (2)    Require a statewide policy in nonpublic schools relating to bullying, harassment, and intimidation.

BULLYING, HARASSMENT OR INTIMIDATION REPORTING FORM

Directions:  Bullying, harassment, and intimidation are serious and will not be tolerated.  This is a form to report alleged bullying harassment, or intimidation that occurred during the current school year on school property, at a school sponsored activity or event off school property, on a school bus, on the way to and/or from school*, or on the internet-sent on or off school property; or that substantially disrupted the orderly operation of the school.  Bullying, harassment and intimidation includes any intentional conduct, including verbal, physical or written conduct, or an intentional electronic communication, that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities or performance, or with a student’s physical or psychological well-being. (Definitions for Bullying, Cyberbullying, Harassment, and Intimidation are provided below.) 1.  Bullying – A pattern or behavior when a person repeatedly uses power in an intentional manner, including verbal, physical, or written conduct or intentional electronic communication against one or more students. 2. Cyberbullying – The use of electronic communication to harm or harass others in a deliberate, repeated, and hostile manner. 3. Harassment – Includes actual or perceived negative actions that offend, ridicule, or demean another individual with regard to race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, familial status, physical or mental ability, or disability. 4. Intimidation – subjecting an individual to intentional action that seriously threatens and induces a sense of fear and/or inferiority.

Conduct that is of a sexual nature is generally thought to mean actions, language or visual materials which specifically refer to, portray or involve sexual activity or language. Conduct of a sexual nature may include overt sexual solicitations, inappropriate touching, sexual jokes, and inquiries about a person’s sex life. Sexual harassment is the broader term that encompasses conduct of a sexual nature such as unwelcomed sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature. Sexual harassment also includes acts that are not overtly sexual but rather are directed at individuals based on their gender such as profanity or rude behavior that is gender-specific. If you are a student, the parent/guardian of a student, a close adult relative of a student, or a school staff member and wish to report an incident of alleged bullying harassment, or intimidation, complete this form and return it to the principal at the student victim’s school.  You may contact the school for additional information or assistance at any time.

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