McCormick Institute for Early Childhood

BY Sherry Rocha | June 12, 2025

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Institute for Early Childhood.

Bullying has been around for ages. That doesn’t mean it’s ok, or we should get used to it. It is a persistent problem for all ages, and now it’s reaching into our early childhood programs. What can program administrators do? Some definitions and tips are below.


WHAT IS BULLYING?


Bullying has been described as a student’s repeated exposure to negative actions on the part of one or more students in which there is an imbalance of power between bullies and the victim. Some children learn that by bullying others, they can get ahead. It can affect the goals of education if not handled well.

While the behaviors of young children can sometimes be aggressive, they lack the more strategic and deliberate actions that typically define bullying. Still, early behaviors can be precursors to later behavior, so awareness and positive interventions are needed. Bullying prevention can be embedded into SEL practices, diversity awareness, and behavior guidance practices of early childhood programs.


HOW COMMON IS BULLYING?


Most studies look at bullying as something that involves older children. Research on early childhood bullying is still developing. The Olweus Bullying Prevention Program (OBPP) is considered one of the most effective school-based anti-bullying programs that schools and centers study. Its founder, Dan Olweus, Ph.D, found that 35-40% of boys characterized as bullies in grades 6-9 had been convicted of at least three officially registered crimes by the age of 24. Bullies sometimes teach their children to be bullies.


PREVENTION AND GUIDANCE CONCERNING BULLYING


There are things parents, teachers, and friends can do to prevent or stop bullying. During the early childhood years, programs to help prevent bullying are helpful. Teachers and parents should be role models of caring behavior. Children raised in safe and nurturing environments will learn to be caring individuals. As children’s abilities develop, they can learn anger management, problem-solving skills, and decision-making skills.


TEACHERS AND PARENTS CAN ALSO:


  • Dispel myths that bullying is part of childhood.
  • Encourage a positive environment by stating desirable behavior instead of negative behavior.
  • Emphasize respect, fairness, caring, and responsibility in classrooms.
  • Incorporate lessons about appropriate social skills in classrooms and everywhere; provide words for children to use.
  • Understand the seriousness of bullying.
  • Encourage children to consider the needs of others.
  • Parents can arrange play groups for their children.


A COMPREHENSIVE PROGRAM SHOULD:


  • Promote a caring, respectful environment
  • Help victims help themselves
  • Challenge the bullies’ thinking
  • Consider the effects of peer pressure
  • Elicit students’ input


FOR FURTHER INFORMATION:


Assistant Secretary for Public Affairs (ASPA). (2025, February 5). Get help now. StopBullying.gov.


The Institute on Family and Neighborhood Life. (n.d.). Olweus bullying prevention program, Clemson University. Olweus Bullying Prevention Program, Clemson University.


Temkin, D., & Snow, K. (2015, August 18). To prevent bullying, focus on early childhood. NAEYC.


Sherry Rocha, M.S.Ed., is an assessor and training specialist at the McCormick Institute for Early Childhood Leadership at National Louis University. She holds a master’s degree in curriculum and instruction with a specialization in multicultural education. Sherry has been dedicated to children and their welfare, safety, and emotional growth for over 30 years. She designed Nurturing Creativity in Children, a curriculum that won a national award from the National Extension Association of Family Consumer Sciences (NEAFCS), and was the recipient of additional awards for state and regional diversity work as the leader of the Education and Community committees of the Chicago Latino Coalition for Prevention. Sherry took the lead in creating the coalition’s video, Choosing Quality Childcare, in Spanish with subtitles in English.

By Cara Murdoch and Sherry Rocha December 12, 2025
By Cara Murdoch and Sherry Rocha Community collaborations can strengthen your early childhood program, expand services for families, and increase your visibility and credibility as a trusted resource in the community. But effective partnerships don’t begin with a phone call—they start with a plan. Start with internal planning Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: Members of your board of directors or advisory board Program staff members Interested family members and parents of enrolled children. REVISIT your mission and goals A clear, shared understanding of your program’s purpose will guide effective partnerships: Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: What is your mission? What strengths and expertise do we bring to the community? What challenges do our enrolled families face? What support or resources would be most helpful? What can we offer potential partners in return? Clarity about these questions will ensure that your outreach to community members and organizations is focused and meaningful. Learn about local resources Begin exploring the services and organizations that exist in your community. These may become valuable referral partners or direct collaborators. Examples include: Early intervention services Family support agencies Mental health providers Multilingual tax-preparation volunteers Knowing these resources helps you connect families with the help they need. share your space and services Your early childhood center may be a valuable asset for other groups. Consider offering your space to other programs or groups to strengthen your role as a community hub. Possibilities include: Scouting America or Girl Scout meetings Parenting workshops or support groups Health screenings or nutrition programs Community committee meetings participate in community events Raising visibility in your community opens doors to partnership. Become involved in: Neighborhood clean-up days Local fairs or festivals Library literacy events Cultural celebrations School district events These types of interactions naturally build trust and relationships. build and expand your network Partnerships often begin with small conversations or shared goals. Stay curious and connected—the more people you meet, the more opportunities arise. Potential collaborators include: Museums Public libraries Human services departments Colleges and universities Local schools Cooperative Extension services Hospitals and clinics Banks and financial advisors Mental health agencies Early intervention programs Remember: partnerships are mutually beneficial Successful collaborations are built on: Clear communication Shared goals Appreciation for each other’s strengths A commitment to supporting families and the community Whether the support you receive is financial, advisory, or educational, strong partnerships help everyone thrive. A final thought Community partnerships don’t happen overnight. With the proper planning, your early childhood program can become a powerful and connected resource in your neighborhood. Start small, stay open to ideas, and let relationships grow.
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