An Examination Of Best Practices For Teachers To Promote Empathy And Decrease Bullying Based On Ethnicity
Abstract
This project examines intervention and prevention education to interrupt bullying behaviors among elementary age school children. It explores specifically how students based on culture, ethnicity, immigration status, and/or identification as an English language learner are targeted in a suburban metro district in the upper Midwest. In the context of this project, a connection is drawn between a rise in bullying behaviors based on bias in today’s political climate. It is noted that while the research on traditional bullying is vast, there is a gap in the research on bullying based on the aforementioned profile. This project provides strategies for understanding and proactively addressing bullying in the form of five trade book lessons that explore shared experience based on culture, immigration, cultural competence, and empathy.