Policy Analysis:

Bullying in Fairfax County Public Schools

Presented By: Kulsoom Basharat
Date: May 9, 2015

Introduction
Bullying as defined by the Board of Education in the Commonwealth of Virginia:
Bullying means systematically and chronically inflicting physical hurt or psychological distress on
another person. Bullying involves physical and emotional behaviors that are intentional, controlling,
and hurtful, thus creating harassing, intimidating, hostile or otherwise offensive educational
environment.. (Virginia, 2013)

Significance in Society

Ripple effects on individuals, systems, and infrastructure

Weakening of families, schools, communities, and neighborhoods
Financial and economic consequences
Major public health and safety issue
Victims are driven into isolation, depression, poor grades/dropping out of
school
Can also lead to suicide or outburst of violent behavior

Bullying in FCPS
FCPS Findings
50% of 7th and 8th grade students in Fairfax County reported being
bullied in 2013
75% of bullies reported being bullied themselves
28% of depressed students reported they were cyberbullied in 2013
7,900 students in grades 6-12 were cyberbullied
Bullying victims are between 2 to 9 times more likely to consider
suicide than non-victims

Current Anti-Bullying Strategies/Policies in FCPS

Defined roles and responsibilities

Access to informational material
Access to therapeutic programs
Community engagement

Stakeholder Analysis

Stakeholder

Policy Relevancy (How are they relevant to this issue?)

Policy Implications (What do they want a policy to

address/include?)
VictimsThis group experiences the bullying behavior, and they sustain short and
This group wants a safe environment and to be fully aware on
Direct
long term effects of this behavior.
how to report bullying behavior without negative repercussions
and to be equipped with tools and techniques to deal with
mental and physical trauma.
BulliesThese individuals cause the short and long term emotional and physical
This group needs tools and techniques in addressing mental
Direct
trauma.
health issues in a positive and healthy way.
Parents and Siblings of VictimOnce the victim returns home, this group has to deal with the aftermath of Safety for their child/brother/sister is a priority. They want a
Direct
bullying behavior at home. This causes a great deal of stress and tension
happy/stress-free home and school life. This group also wants
within the family dynamic.
to be aware of ways to handle bullying behavior, ideally they
Parents need to be informed on a schools anti-bullying policy, be involved want to be engaged and involved in the resolution process as
when incidents occur, and be included in the resolution of such matters.
well.
Parents and Siblings of Bully- Direct Root causes can stem from issues at home for the bully. Child abuse/neglect This group could benefit from a policy that addresses or
could potentially contribute bullying behavior at school. Family members
provides some form of family therapy/counseling or techniques
can contribute to a student becoming a bully when there is some form of
to deal with negative emotions.
abuse or turmoil at home.
Teachers-Direct
This group spends the most time with the students and have first-hand
Teachers number one priority is to teach students in a safe and
access to seeing, hearing and being mindful of such behavior under their
non-confrontational environment. They want to be equipped
supervision. At times students confide in teachers in regards to the
with information, technology and structure to identify, report,
happenings between students. Teachers have the ability to prevent such
and address bullying behavior. Teachers could learn effective
behavior in classrooms by have a zero tolerance and swiftly addressing such and sustainable methods to handle and resolve incidents and
behavior.
promote anti-bullying policies within their classrooms.
School Counselors/
This group plays a significant role in identifying, addressing, and resolving
This group would bolster a policy by providing mental health
Psychologists-Direct
bullying behavior. In most cases they are the first line of defense for the
advice that coincides with an implemented policy and would
victim and are in the position to deal with the bullys emotional
provide methods to address conflict and manage stress and
behavior/outbursts.
tension.
Peers/Friends- Direct
This group can help to intervene and report bullying behavior. They may
This group would benefit from a robust policy that included
witness such bullying behavior physically, or via use of technology.
their support in reporting bullying behavior. Individuals in this
group need a policy that includes guidelines on how to report
such behavior without any negative repercussions.
FCPS Vice/Principals/
As an incident may escalate, this group is involved in disciplinary actions and This group works to improve their prevention, intervention, and
Superintendent - Direct
follow through of rules and regulations.
disciplinary action techniques through active participation with
policy decision makers they work to implement and enforce
policies designed to address bullying behavior. They are
answerable to the victim, victims family, and must regard the

Stakeholder Analysis
Stakeholder
Nurses- Indirect
Virginia School Board- Indirect

FC Police Department- Indirect

After School Program (including

sports staff) Leaders/StaffIndirect

School Bus Drivers- Indirect

Fairfax County Public OfficialsIndirect

Fairfax County Citizens- Indirect

Neighboring Counties- Indirect

Policy Relevancy (How are they relevant to this issue?)

Policy Implications (What do they want a policy to

address/include?)
This group helps to identify physical scars that can be associated with A proper reporting structure to communicate such findings would be
bullying behavior.
beneficial to this group.
This group must keep standard operating procedures current and
This group needs a comprehensive plan that can be implemented
monitor and assess bullying activity within the State.
throughout the State and can be a measurable annually.
This group must be notified if incidence are out of the control of
school administrators and parents or victim wants to press charges
against a bully.
Similar to teachers, this group spends a considerable amount of time
with students and has the obligation to report any such activity that
could harm another student both mentally and physically. They must
communicate and swiftly address bullying behavior in the same
manner in which FCPS are held liable to.
Significant number of bullying incidences occur to and from school.
While it is difficult for bus drivers to drive vehicles and discipline
students, they must also be held liable for incidences that occur while
students are under their supervision. Ignoring such matters is not an
option.
This could impact whether or not people choose to live within the
county or choose to have their children attend any FCPS school.

Bullies may get expelled from one county and may have to attend
schools in another county and this could create problems for
administrators of that school system.

This group can partake in implementing the policy and educating all
stakeholders on the consequences of bullying behavior and
understanding the legal implications.
Increased awareness and vigilance is key. This group needs be
involved in the process of when an incident occurs during school
hours and after hours. This group needs to be involved in swiftly
addressing and reporting bullying behavior.
Leveraging simplified reporting structures would encourage school
bus drivers to report incidences and be mindful of problematic
students.

Citizens want a safe environment and school systems that are

reputable and maintain low to none violence on their grounds. If a
school is infamous for its negligent attitude towards bullying
behavior, that could increase the violence and crime in the area and
therefore decrease the value of the property.
Through a transparent system, other counties could share solutions
and methodology on how to improve this issue.

Evaluation of Criteria
Criteria

Evaluation

Efficient

Ease in implementation and economically

feasible

Informative

Promotes awareness and knowledge

Robust

Comprehensiveness

Effective

Reduction in bullying incidences

Sustainable

Long term success/empowerment

Policy Alternatives
Policy Alternatives

Approach

360

Holistic- focuses on training, solicits active

involvement and provides classroom curriculum, and
therapeutic programs

3 Strikes

Punitive- focuses on punishing bullies

Tailored Course

Educational- focuses on prevention

Do Nothing

Status Quo

Evaluation of Alternatives
Criteria

Alternatives
360

3 Strikes

Tailored Course

Do Nothing

Efficient

10

Informative

10

10

Robust

10

Effective

10

10

Sustainable

10

Alternatives

Ratings

360

.25x5+.25x10+.25x10+.25x10+.25x10=11.25

3 Strikes

.25x1+.25x5+.25x5+.25x10+.25x1=5.5

Tailored Course

.25x10+.25x10+.25x1+.25x5+.25x5=7.75

Do Nothing

.25x5+.25x5+.25x1+.25x5+.25x1=4.25

Selection of Policy
360 Policy:
Provides training to teachers/school staff
Provides classroom curriculum to students
Requires active engagement and accountability from key stakeholders

360 Short Term Outcomes:

Lowered incidences of bullying behavior
Increased awareness on bullying behavior among key stakeholders

360 Long Term Outcomes:

Stakeholders are equipped with essential tools and knowledge to combat bullying
behavior

Path Forward
Evaluation of Success
On-going modifications/adjustments to policy to keep up with
changing time and challenges

10