White House Report: Bullying And The Power Of Peers

The articles “White House Report/Bullying-And the Power of Peers” by Philip Rodkin and “Measures in N.J. to Deal with School Bullying” written by Melanie Burney, have different key points but are very related. Both articles address the issue of bullying in schools. Rodkin aims to highlight the power of peers in bullying situations. Burney sheds light on the anti-bullying system in New Jersey’s high schools. Both articles display a complex understanding of bullying and how to stop it. Rodkin’s article teaches the reader about the impact that peers have on bullying-reduction programs. He aims to show that peers can be a constructive or destructive force in bullying. Schools using anti-bullying programs involving peer intervention have not been

This shows how teachers and staff were not prepared for bullying previously and need to learn more. Teachers could still be learning strategies and solutions for possible bullying while the programs begin. There needs to be a strong adult in these bullying situations. If teachers cannot receive proper and quick training, they may not be able to help as many students. This shows how anti-bullying programs fail in the way of improper training of staff members. Another reason why anti-bullying policies and programs fail to solve bullying is unreasonable goals. When a school adopts a new anti-bullying program, the school must adjust to the goals the program implements. Most programs goals are to prevent bullying, decrease the negative impact on victims, and to create a positive environment in schools. Rodkin shows how “anti-bullying programs have not been rigorously evaluated” and that we need to “assess whether student social norms are really against bullying” (133). Students may not want to even solve bullying as a society. This shows how the goals of anti-bullying programs may not even suit the student’s