By SUSAN ENGEL and MARLENE SANDSTROM
New York Times Op-Ed
July 22, 2010
HERE in Massachusetts, teachers and administrators are spending their summers becoming familiar with the new state law that requires schools to institute an anti-bullying curriculum, investigate acts of bullying and report the most serious cases to law enforcement officers.
This new law was passed in April after a group of South Hadley, Mass., students were indicted in the bullying of a 15-year-old girl, Phoebe Prince, who committed suicide. To the extent that it underlines the importance of the problem and demands that schools figure out how to address it, it is a move in the right direction. But legislation alone can’t create kinder communities or teach children how to get along. That will take a much deeper rethinking of what schools should do for their students.
It’s important, first, to recognize that while cellphones and the Internet have made bullying more anonymous and unsupervised, there is little evidence that children are meaner than they used to be. Indeed, there is ample research — not to mention plenty of novels and memoirs — about how children have always victimized one another in large and small ways, how often they are oblivious to the rights and feelings of others and how rarely they defend a victim.
In a 1995 study in Canada, researchers placed video cameras in a school playground and discovered that overt acts of bullying occurred at an astonishing rate of 4.5 incidents per hour. Just as interesting, children typically stood idly by and watched the mistreatment of their classmates — apparently, the inclination and ability to protect one another and to enforce a culture of tolerance does not come naturally. These are values that must be taught.
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