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Standard Summary
Comprehensive overview in 1-2 paragraphs
The STOP Bullying Act would amend the Elementary and Secondary Education Act of 1965 to create a new state-level grant program. The goal is to help each state establish an anti-bullying task force tasked with studying, addressing, and reducing bullying in elementary and secondary schools. States would use the grants to conduct a study on bullying policies, education for teachers/parents/students, and incidents of violence and self-harm connected to bullying. The act directs states to form a diverse task force, produce a final report within one year, and publicly share best practices and recommendations for further action. It emphasizes safe, inclusive school climates and acknowledges higher bullying risks among marginalized groups.
Key Points
- 1Establishes the State Anti-Bullying Task Force Grant Program under the Elementary and Secondary Education Act to fund state-level task forces aimed at studying, addressing, and reducing bullying in K-12 schools.
- 2Use of funds: grant money must support a state study on bullying that covers local education agency policies, education for teachers/parents/students about bullying, and incidents of student violence and self-harm resulting from bullying.
- 3Task force membership and structure: the Chief Education Officer of each state designates a chair; memberships must include diverse roles (e.g., teachers, school administrators, parents, students, guidance counselors, school psychologists, paraprofessionals, lawyers, community-based organizations serving LGBTQ+ students, state education agency staff, and others as decided by the chair). Members serve for the duration of the task force, with vacancies filled in the same manner, and coordination with other state boards is allowed if appropriate.
- 4Reporting requirement: within 1 year after the state submits its study, the state task force must deliver a final report to the Chief Education Officer and the U.S. Secretary of Education. The report should include findings and conclusions, recommended legislative or administrative actions, and best practices for addressing and reducing bullying, educating staff, and helping parents recognize early warning signs. The final report must be publicly available.
- 5Broad protections and inclusivity: the act highlights the responsibility to ensure safe learning environments regardless of race, color, national origin, sex, disability, sexual orientation, gender identity, or religion, and it emphasizes addressing bullying against marginalized groups.
Impact Areas
Primary group/area affected- State education agencies and K-12 student populations in each state; school staff (teachers, administrators, counselors) involved in bullying prevention and climate improvement.Secondary group/area affected- Parents, students, school personnel (including psychologists and paraprofessionals), and community-based organizations that support marginalized students (e.g., LGBTQ+ students and students with disabilities).Additional impacts- Potential administrative and reporting burden on states and school districts as they establish task forces, conduct studies, and produce reports.- Increased emphasis on data collection and transparency around bullying incidents, student safety, and school climate.- Could influence state and local policy and practice through the recommended legislative or administrative actions and best practices identified in the final reports.
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