Let’s Talk About Bullying

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. https://www.stopbullying.gov/resources/get-help-now 


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


Temkin, D., & Snow, K. (2015, August 18). To prevent bullying, focus on early childhood. NAEYC. https://www.naeyc.org/resources/blog/prevent-bullying-focus-early-childhood


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.

Paula Steffen
By Paula Steffen July 23, 2025
"What you do makes a difference, and you have to decide what kind of difference you want to make." – Jane Goodall As I bring my career to a close, I find myself reflecting not only on the years that have passed, but on the people, places, and purpose that shaped my professional journey. It has been a privilege to serve the early childhood education community, and I am filled with gratitude for the relationships, growth, and shared mission that defined my work. My time at the McCormick Institute for Early Childhood at National Louis University has been deeply rewarding. Since joining in 2007, I’ve worn many hats — from Assessor to Training Specialist to my final role as Quality Supports and Evaluation Manager. Throughout it all, I’ve been fortunate to work with a team of dedicated professionals who believe, as I do (and learned from Paula Jorde Bloom), that leadership rooted in quality can transform the lives of children and families, “Leadership is not a position. It’s a disposition — a way of being.” Paula Jorde Bloom Over the years, I had the honor of helping others grow into their roles — whether that meant guiding assessors to reliability on Program Administration Scale (PAS) and Business Administration Scale (BAS) , co-creating training materials, or leading professional development sessions for directors, consultants, and educators. My work as a national anchor and trainer has taken me across Illinois and beyond, where I’ve been inspired by the resilience, insight, and compassion of those working in the field. Before my time at the McCormick Institute, I was privileged to serve in various leadership positions — at the Illinois Network of Child Care Resource & Referral Agencies, Joliet CCR&R, and as co-owner of Bright Ideas Children’s Center. Each chapter brought new challenges and new joys, but the thread that tied them all together was a simple belief: children deserve our best, and so do the adults who care for them. "Do the best you can until you know better. Then when you know better, do better." – Maya Angelou I’d like to thank my colleagues — past and present — for your friendship, support, and shared wisdom. I am especially grateful to those who challenged me to keep learning, those who trusted me with their own growth, and those who reminded me daily why this work matters. As I step into retirement, I carry with me not just the lessons learned, but the hearts touched. To those I've mentored, assessed, trained, or simply stood beside — thank you. I hope our paths crossed in a way that left you encouraged and empowered. "To the world you may be one person, but to one person you may be the world." – Dr. Seuss Though I will no longer be in the field day-to-day, I remain an advocate at heart. My career has been one of service, and I step away proud of the difference we’ve made together. With appreciation and hope, Paula Steffen
Show More