Preventing bullying is a critical component of providing a positive school climate.  Bullying, as defined by South Dakota Codified Law is:

13-32-15. Bullying defined.
Bullying is a pattern of repeated conduct that causes physical hurt or psychological distress on one or more students that may include threats, intimidation, stalking as defined in chapter 22-19A, physical violence, theft, destruction of property, any threatening use of data or computer software, written or verbal communication, or conduct directed against a student that:
(1)    Places a student in reasonable fear of harm to his or her person or damage to his or her property; and either
(2)    Substantially interferes with a student's educational performance; or
(3)    Substantially disrupts the orderly operation of a school.
For the purposes of §§ 13-32-14 to 13-32-19, inclusive, bullying also includes retaliation against a student for asserting or alleging an act of bullying.
Source: SL 2012, ch 96, § 2.

Victims of bullying experience long-lasting effects, including fear, anxiety, and depression.  Some victims are so troubled and distressed by bullying, that they feel suicide is the only alternative. 

To help combat the negative effects of bullying, and to aid in the promotion of a positive school climate, South Dakota Codified Law outlines policy requirements for schools.  They are:

13-32-16. Bullying policy requirements.
Each school district policy developed pursuant to §§ 13-32-14 to 13-32-19, inclusive, shall contain the following provisions:
(1)    A statement prohibiting bullying and a definition of bullying that includes the definition listed in § 13-32-15;
(2)    A description of the type of behavior expected from each student of the school district, and the consequences for a student of the school district who commits an act of bullying;
(3)    A procedure for reporting an act of bullying, including provisions that permit a person to anonymously report such an act, although formal disciplinary action may not be based solely on an anonymous report; and
(4)    A procedure for the prompt investigation and response to any report of bullying, including a requirement that an investigation be conducted on any alleged incident of bullying committed against a child while the child is aboard a school bus, at a school bus stop, or at a school-sponsored event.
Source: SL 2012, ch 96, § 3.

The South Dakota School Safety Guide recognizes the model bullying policy set forth by South Dakota Codified Law.

13-32-19. Model bullying policy.
The model bullying policy pursuant to §§ 13-32-14 to 13-32-18, inclusive, is as follows:
PROHIBITION OF HARASSMENT, INTIMIDATION, AND BULLYING
The School District is committed to maintaining a constructive, safe school climate that is conducive to student learning and fostering an environment in which all students are treated with respect and dignity.
Persistent bullying can severely inhibit a student's ability to learn and may have lasting negative effects on a student's life. The bullying of students by students, staff, or third parties is strictly prohibited and will not be tolerated.
Bullying consists of repeated physical, verbal, non-verbal, written, electronic, or any conduct directed toward a student that is so pervasive, severe, and objectively offensive that it:
(1)    Has the purpose of creating or resulting in an intimidating, hostile, or offensive academic environment; or
(2)    Has the purpose or effect of substantially or unreasonably interfering with a student's academic performance which deprives the student access to educational opportunities.
Any staff member observing or suspecting bullying toward another individual is required to report the issue to his or her building supervisor.
This policy is in effect while students are on property within the jurisdiction of the School Board; while students are in school-owned or school-operated vehicles; and while students are attending or engaged in school-sponsored activities.
The District will act to investigate all complaints (formal or informal, verbal or written) of bullying. A formal complaint may be submitted to the building principal. Any student engaging in an act of bullying is subject to discipline pursuant to the District's student discipline procedure.
This policy may not be interpreted to prohibit civil exchange of opinions or debate protected under the state or federal constitutions if the opinion expressed does not otherwise materially or substantially disrupt the education process or intrude upon the rights of others.
Source: SL 2012, ch 96, §

School climate improves when anti-bullying policies are enacted and enforced.  Research indicates that when a school’s administration is involved in preventing and controlling bullying, bullying rates go down (Farrington, 1993, citing Stephenson and Smith 1991)/

Establishing and enforcing a model bullying policy is only one aspect of developing an effective strategy to combat the problem of bullying in schools.  School administrators and staff are also encouraged to provide teachers, staff, and students with specific actions to take if bullying occurs.  This is all part of a multi-faceted, comprehensive approach for effective responses to school bullying.  Schools are encouraged to educate and involve parents in recognizing the signs of bullying, to allow them to intervene and respond accordingly.  Meeting with parents when adopting specific strategies to deal with bullies and victims is a large part of that involvement.

School administrators and staff should encourage students to report bullying.  An anonymous reporting platform that allows students to report instances of bullying is one component to help counter the problem. It increases the chances that a bully will be identified and caught.  It also helps in convincing students that reporting bullies is the appropriate behavior. A well-developed and comprehensive reporting system that tracks instances of bullying is another component.  That system should also include interventions used with bullies and their victims.  Because most of the bullying in schools occurs during less supervised time, schools should reduce the amount of time students can spend unsupervised.  Schools can also monitor areas where bullying can be expected, i.e., bathrooms and playgrounds.  Adult supervision increases the chances that bullying will be prevented or bullies will be caught.

Schools should post signs or posters prohibiting bullying and outlining the consequences for such behavior.  School staff must follow up by consistently enforcing the rules for bullying behavior for them to have any meaning. These signs should be posted in every classroom (Sampson, 2010).

Resources

The long-lasting effects of bullying cannot be overstated.  However, schools can help prevent bullying by developing and enforcing policies and procedures that clearly outline how students should treat each other.  The South Dakota School Safety Guide recommends the following resources:

• Stopbuyllying.gov  This website provides critical information and resources regarding bullying and its effects; prevention and training; bullying policies and rules; and other valuable resources schools, students, and parents can use to combat bullying.
• Readiness and Emergency Management for Schools Technical Assistance Center (REMS)  This link provides various links to resources associated with bullying, including prevention strategies and training, as well as research regarding its effects.
• Cyberbullying Research Center   This website provides a constantly updated list of resources, laws, research, presentations and contact information for social media apps, gaming networks, and related companies – so you know where to get help for bullying, harassment, threats, and other forms of misuse.
• SchoolSafety.gov  This website introduces resources that are a starting point for learning about bullying and cyberbullying. Use these resources to support the implementation of anti-bullying initiatives at your school.
• Positive Behavioral Interventions and Supports (PBIS)  PBIS is comprised of a broad range of systemic school-wide, group, and individualized strategies for achieving important social and learning outcomes while preventing problem behavior for all students. PBIS is not a specific “model” but a compilation of effective practices, interventions, and systems change strategies that have been proven to be empirically effective and efficient. PBIS has relevant applications to educating all children and youth in schools or other community settings. PBIS is a data driven systems approach developed to assist schools and community settings achieve socially important behavior change. Systems are put in place to support staff while they teach and encourage positive, healthy behaviors.