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Table of Contents
Page
City of Wauwatosa Cyberbullying Campaign
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Table of Contents
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I.
Background Research__________________________________1-3
II.
Background Research on other campaigns__________________4-11
III. Primary Audiences____________________________________11-17
IV. Secondary Audiences__________________________________17-21
V.
Primary Channels_____________________________________21-22
VI. Non-Target Audience__________________________________22-23
VII. Communication Plan
VIII. Budget and Timeline
IX. Evaluation Plan
X.
References

Background on Bullying
Bullying is unwanted, aggressive behavior among school-aged children that involves a
real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated,
over time. Bullying includes actions such as making threats, spreading rumors, attacking
someone physically or verbally, and excluding someone from a group on purpose. Bullying can
occur in-person or through technology. (CDC, 2015). While some factors have a greater
contribution to bullying, it is an act of unkindness that can be prevented. According to National
Center for Educational Statistics (2015), one out of every four students reports being bullied
during the school year. This statistic does not include the large percentage of children who do not
report bullying, despite being the bully or a victim of bullying. The American Academy of
Pediatrics, reports that 26 percent of 10, 11, and 12, years old encounter bullying either has the
bully or as the victim. It comes to no surprise that majority of bullying occurs while at school.
When surveying youth from the urban, suburban, and rural areas, bullying occurs mostly on
school grounds, specifically area in the school where adult supervision is nonexistence
(Bullying, 2010). This is because school age students spend typically six to seven hours out of
the day, Monday through Friday at school. This does not include any type of after school
activities on or off the school grounds.

Bullying and Homicide:

According to Azadeh Osanloo (2014), 90% of 4th through 8th graders report being
victims of bullying. While bullying it is an obvious problem in schools across the nation, it

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seems that little is being done to prevent and stops the problem at large. In a survey performed by
Andrea Cohn and Andrea Canter (2014), 1 in 4 teachers see nothing wrong with bullying and
will only intervene 4% of the time. Without proper interventions or education on the effects of
bullying, harassment and bullying have been linked to 75% of school-shooting incidents
(MBNBD, 2009). According to the Centers of Disease Control (2013), homicide rates for
children between the age of 10-14 years old increases from 152 deaths to 4,329 deaths once they
reach the ages 15 to 24 years old.

Evolution of Bullying:
The study of bullying can be traced back to the 18th and 19th centuries. During that
time, bullying was links with, death, strong isolation or extortion in school children (Koo,
2007). Koo (2007) further explains that bullying during this time was thought to be
misbehavior among school boys and that it was all an innocent action." It was not until 1970
that bullying was first researched and considered a problem in the world (Olweus-History). Dan
Olweus, the founding father of bullying research, has been researching and intervening bullying
among children for about 40 years, noting the positive effects of his Bullying Prevention
Program (Olweus-History). Besides the positive effects of his own research, Olweus has also
influenced other researchers to further explore bullying and its effects on children. Since then,
there has been a movement to end bullying. Today, bullying is considered to be more than an
innocent act of behavior. With increases in resources each year, educators can help put an end to
bullying and help put forth better school safety laws to decrease the amount of bullying that
occurs.

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Effects of Bullying:
While the efforts to ending bullying are in place, the effects of bullying can be long last
lasting (Sharp, 2000) and sometimes nearly impossible to get past, depending on the situation.
The effects from bullying include, but are not limited to, social anxiety, lack of confidence, social
and mental withdrawal, depression, and suicidal and homicidal ideation. Based on studies, there
is a strong link between suicide type behaviors and bullying. However, these behaviors are also
influenced by depression and delinquency (Hertz, Donato, and Wright, 2013). In 2013, the
suicide rates have increased from 386 deaths during the ages of 10 to 14 years old in to 4,878
deaths between the ages of 15 and 24. The CDC and other prevention partners have linked the
seriousness of bullying and mental health. Along with increased awareness, they have
encouraged bystanders, specifically adults, to reach out to those affected.
Raising awareness about the serious effects of bullying and reaching out to those are at
higher risks such as children with disabilities, LGBTQ youth, and children with learning
differences can prompt the discussion of bullying. By doing so effective and necessary actions
can take place to help resolve the issues at hand. Along with correction of the problem, informing
the victim of possible support groups, lifelong coping skills, and increasing their involvement in
school could ultimately help further mental health damage and prevent any physical and selfinflicted harm. Students reported that the most helpful things teachers can do are: listen to the
student, check in with them afterwards to see if the bullying stopped, and give the student advice
(Davis and Nixon, 2010). Along with working with the victim, better training with school staff
and leaders could help manage bullying situations and potentially stop the process before it
occurs. According to Stan Davis and Charisse Nixon (2010), students reported that the most
harmful things teachers can do are: tell the student to solve the problem themselves, tell the

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student that the bullying would not happen if they acted differently, ignored what was going on,
or tell the student to stop tattling.

Previous Cyberbullying Campaigns

Overview:
This section will outline resources ranging from educational videos, to websites that have
been made by independent or government sources; to prevent and intervene when bullying has
taken place, and to make aware the people of the United States to the dangers and warning signs
of cyberbullying upon our society. This section will start by going over an overview of what
information cyber-bullying campaigns should withhold and display. This section will then go
through independent and government programs in place and end with independent online
campaigns that are aids to the national community.
According to Shariff (2005), there are three unique characteristics of cyber bullying.
First, it easily allows anonymity on the part of the bully, with many victims being unaware of the
identity of the cyber bully/cyber bullies. Second, it allows participation by an infinite audience
(Shariff, 2005), which leads victims to believe that everyone is aware of their humiliation. Third,
sexual harassment is a prevalent aspect of cyber bullying (Shariff, 2005). Schools have a
mandate to ensure that they are providing their students with a quality educational environment
(Bhat, 2008). Ignoring complaints about cyber bullying because it did not happen on school
grounds is not justifiable because the effects of cyber bullying are experienced in school (Bhat,
2008). School counsellors can take a leadership role in offering training to parents and students,
to make issues of cyber safety and cyber bullying more visible and comprehensible (Bhat, 2008).
Educating students about cyber bullying and empowering them to take action appears to be of
increasing importance, especially considering research indicating that students are more likely to

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report instances of cyber bullying to their friends rather than discuss it with adults in their lives
(Bhat, 2008). Students should be educated about the consequences of engaging in cyber bullying.
They must be made aware that their identity could be traced even if they have used an online
name, and they must understand that criminal charges could be filed against them (Bhat, 2008).
Wisconsin classifies Cyberbullying as harassment and offenders can be charged with a class B
misdemeanor if convicted of the crime (Legislature, 2015). Educating

students

about

cyber

bullying and empowering them to take action appears to be of increasing importance, especially
considering research indicating

that students are more likely to report instances of cyber

bullying to their friends rather than discuss it with adults in their lives (Bhat, 2008). It is also
important for parents to teach their children electronic communication etiquette and help them
understand what constitutes acceptable behaviour and what does not. It is also important for
parents to teach their children electronic communication etiquette and help them understand what
constitutes acceptable behavior and what does not (Bhat, 2008).
In a study of 30 middle school students, 70% stated that they engaged in or witnessed
bullying and school-based violence (Kerbs and Jolley, 2007). Statistically, according to statistics
posted in the American Psychological Association, only 20-40% of victims actually report this
victimization. Approximately 70% of middle school and high school students experience
bullying in the school setting. There are 7-12% of bullies who are habitual and pose a serious.
Additionally, there are 5-15% of students that are bullied constantly, and 27% are bullied because
they are reluctant to participate in sex. About 25% of students encourage bullying if not educated
in techniques of anti-bullying (Graham, 2011). School shootings have been highly linked to
bullying with 71% of the attackers being picked on and/or bullied (Graham, 2011). Pioneer
bullying program implementer, Olweus (1993), in his Bullying Prevention Program emphasizes

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three goals. These are a) reducing existing building problems among students b) preventing new
bullying problems, and c) achieving better peer relations at school. This program has been in
existence for 35 years and has been replicated in numerous studies (Hester et al., 2011). A study
(Bradshaw, Sawyer & OBrennan, 2007) investigating the bullying perception of elementary,
middle and high school teachers found that the number of students involved in bullying was
underestimated by the educators at all grade levels. However, when staff were better prepared to
effectively react to bullying occurrences, they were also more likely to intervene successfully
(Hester et al., 2011).
P.R.E.S.S Model:
Hester et als acronym for his team's program is P.R.E.S.S. (P) providing a positive,
open, safe environment, (R) having reporting systems in place, (E) educating students and
stakeholders, (S) stand up and be a bystander, and (S) create a snitch-free environment. A
school cannot become extraordinary unless it is a safe school. Students must feel comfortable
and safe before they can truly perform at their highest ability (Hester et al., 2011). According
to Yoneyama and Rigby (2006), bullying can be decreased by the presence of high teacher
morale, positive learning climate, and an organized structure of the learning environment.
Administrators must be visible in the hallways as well as teachers (Hester et al., 2011).
Teachers must make surprise visits in restrooms and be in hallways throughout the transition
time (Hester et al., 2011).
The administration of this pilot study school spent at least half the time in each school
day monitoring the hallways, classrooms, and the cafeteria. (Hester et al., 2011).

The

administrators ate lunch with students, sat in classes, participated in labs, etc. (Hester et al.,

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2011). They also encourage an environment where students want to come to middle school and
then do not want to leave middle school. (Hester, et al., 2011).
Hester, et al., 2011 mentions three types of reporting systems. There are technology
based websites and apps that give detailed reporting to school databases and can send reports
via email and text to teachers. The key to reporting for students is anonymity. Anonymity is
the most important issue when it comes to reporting, because it is essential to give students
opportunities to report bullying-related incidents without revealing identity (Hester, et al.,
2011). Giving students opportunities to report anonymously will not only hide their identity,
but save their reputation. By saving the students reputation, you save the way in which they
may perceive the way others view them.
(E) stands for educating students, and stakeholders (Hester, et al., 2011). Students need to be
led in group conversations on what bullying is and isnt, how to report it, and show statistics
on bullying. (Hester, et al., 2011). Students then should be led in group discussions allowing
time for them to respond both in group and out of group sessions (Hester, 2011). Sessions
should also be planned to educate teachers and parents on how to report cyberbullying to the
school and to the local authorities when necessary (Hester, 2011).
The first (S) represents standing up to bullying as a bystander (Hester, 2011). If
bullies pick on people at school in front of others, those bystanders watching should be brave
enough to step up, modeling behavior for other students to gather together against any form
of bullying in a non-violent way. The final (S) stands for a snitch-free environment (Hester,
2011). Schools should administer surveys to see whether students are afraid to become
labeled as a snitch, and because of the great fear that can be reported amongst students as

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being a snitch, notepads should be placed around the school so that students can
anonymously report bullying to teachers.

BPIP Model:
In Massachusetts, schools use the Bullying Prevention and Intervention Plan (BPIP).
Each school is required to have a prevention and intervention plan in their districts and schools
according to state law. The BPIP model is collaborative effort of districts, charter schools,
approved private, residential, and collaborative schools to recognize in their bullying
prevention and intervention plans that certain enumerated categories of students may be more
vulnerable to being targets of bullying based on actual or perceived differentiating characteristics
(Massachusetts, 2014). Bullying to the state of Massachusetts is a matter of teaching civility to
students, promoting understanding of the respect for difference (Massachusetts, 2014). To do this
the following requirements are to be made when conducting a plan. The public is to be involved
in developing a intervention and prevention plan (Massachusetts, 2014). Schools also need to
have an assessment of their needs and resources, by having policies and procedures to establish
partnerships with community agencies and law enforcement, along with having a team to oversee
the plan that is to be enacted (Massachusetts, 2014).
Plans should begin by 1) surveying students, on school climate and school safety issues;
and 2) collecting and analyzing building-specific data on the prevalence and characteristics of
bullying (e.g., focusing on identifying vulnerable populations and hot spots in school
buildings, on school grounds, or on school buses) (Massachusetts, 2014).

Similar tools to the

student survey can be used with faculty, staff, and parents/guardians to assist in determining
school climate needs (Massachusetts, 2014).

This information will help to identify patterns of

behaviors and areas of concern, and will inform decision-making for prevention strategies

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including, but not limited to, adult supervision, professional development, age-appropriate
curricula, and in-school support services (Massachusetts, 2014). The plan should describe the
methods the school will use to conduct needs assessments, including timelines and leadership
roles (Massachusetts, 2014).

Plans should withhold

1) receiving reports on bullying; 2) collecting and analyzing building- and/or school-wide data
on bullying to assess the present problem and to measure improved outcomes; 3) creating a
process for recording and tracking incident reports, and for accessing information related to
targets and aggressors; 4) planning for the ongoing professional development that is required by
the law; 5) planning supports that respond to the needs of targets and aggressors; 6) choosing and
implementing the curricula that the school or district will use; 7) developing new or revising
current policies and protocols under the Plan, including an Internet safety policy, and designating
key staff to be in charge of implementation of them; 8) amending student and staff handbooks
and codes of conduct to, among other things, make clear that bullying of students by school staff
or other students will not be tolerated; 9) leading the parent or family engagement efforts and
drafting parent information materials; and 10) reviewing and updating the peach year, or more
frequently (Massachusetts, 2014).
The BPIP is one of the most developed statewide programs against bullying that the
researcher had found for this project. Further detail of the BPIP can be found at
http://www.doe.mass.edu/bullying/. This paper would not be able to properly summarize all its
content, and the researchers advise that if further ideas need to be found for a school wide

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cyberbullying/bullying program, that future researchers should begin with considerations from
the BPIP mandate from Massachusetts.
Olweus Bullying Prevention Program (OBPP)
This is one of the most developed bullying prevention programs internationally and as
said before in the introduction has three main goals. The main goals of the OBPP are to reduce
existing bullying problems among students at school, prevent the development of new bullying
problems, and more generally, achieve better peer relations at school (Olweus et al. 2007). The
restructuring is intended to reduce both opportunities and rewards for engaging in bullying
behavior and to build a sense of community among students and adults within the school
environment. Positive, prosocial behaviors are encouraged and rewarded (Olweus et al., 2007).
The OBPP is based on four key principles: Adults at school should: (1) show warmth and
positive interest and be involved in the students lives; (2) set firm limits to unacceptable
behavior; (3) consistently use nonphysical, non-hostile negative consequences when rules are
broken; and (4) function as authorities and positive role models (Olweus et al., 2007). After the
first evaluation of the program enacted from 1983-1985 the study also documented significant
reductions in self-reports of general antisocial behavior, including vandalism, theft, and truancy,
and improvements in aspects of the social climate of the class: Improvements in students selfreports of satisfaction with school life, improved order and discipline, more positive social
relationships, and a more positive attitude toward school work and the school in general (Olweus
et al., 2007). The reduction of being bullied in the study of this new program went from 10.0% to
3.8% (Olweus et al., 2007). The major contributing factor to the success of this project were the
teachers who adopted the implementation of the OBPP. (Olweus et al., 2007).

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Four basic rules that the Olewus stressed were: 1.) We will not bully others. 2.) We will
try to help students who are bullied. 3.) We will try to include students who are left out. 4.) If we
know that somebody is being bullied, we will tell an adult at school and an adult at home.
(Olweus et al., 2007).
The OBPP is one of the most developed statewide programs against bullying that the
researcher had found for this project. Further detail of the OBPP can be found at
file:///C:/Users/Kyle/Downloads/Olweus%20&%20Limber%20in%20press.pdf.

This

paper

would not be able to properly summarize all its content, and the researchers advise that if further
ideas need to be found for a school wide cyberbullying/bullying program, that future researchers
should begin with considerations from the OBPP.

Primary Audiences: Children in middle school (11-14)

Behavioral:
Unintentional injuries and injuries caused by acts of violence are a leading cause of death
and disability in America. Unintentional injuries include harm to the body from falls, motor
vehicle accidents, drownings, and poisonings (City of Wauwatosa Community Health
Improvement Plan). Intentional injuries are due to acts of violence and include harm from
assaults, homicides, suicides, abuse, bullying, and neglect. In 2012, Wauwatosa residents ranked
injury and violence prevention as a top three health concern. Almost half of Wauwatosa students
feel that bullying is a problem at their school (Community Health Assessment, 2011). 75.5% of
teens reported that harassment and bullying was a problem at their school (2012 Wauwatosa
Youth Risk Behavior Survey). Approximately 14.8% of those teens have reported being
electronically bullied within the past twelve months (2012 Wauwatosa Youth Risk Behavior
Survey). Student bullying is one of the most frequently reported discipline problems at school.

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21% of elementary schools, 43% of middle schools, and 22% of high schools reported problems
with bullying in 2005-06. Bullying is the number one discipline problem in middle schools.
Languages:
The residents of the city of Wauwatosa speak a variety of languages, but the primary
language is English. Approximately 93% of the residents speak only English. Of those
individuals who speak English, approximately 32% of those residents in the age range from five
to seventeen speak Spanish (2013 Annual Report). The city of Wauwatosa consists primarily of
individuals who speak the languages of English and Spanish and only a small portion consists of
other languages. Of the 47,000 residents, approximately 3,012 or 6% speak languages other than
English (2013 Annual Report).
Ethnicity of Residents:
Wauwatosas population is considered to be somewhat diverse, yet a majority of the
population is white. The residents of the area maintain a high socioeconomic status.
Approximated numbers of the ethnic groups are as follows; 78% of individuals are White, 13%
African American, and approximately 17% Hispanic (2014 Key Demographics).
Genders in the population:
Wauwatosa is a diverse community of approximately 47,000 residents (2013 Annual
Report). According to the U.S Census Bureaus American Community Survey, the demographics
of Wauwatosa are similar to that of the United States as a whole. Approximately half of the
population consists of females and the other half males. There are about 25,134 females or 53%
and 21,866 or 47% males in the population of Wauwatosa (2014 Key Demographics).
Ages in the population:

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Wauwatosa consists of individuals of a variety of ages, but a majority of the population is
between the ages 18-64-years old. This consists of about 62% of the population (2013 Annual
Report). Of the members in the population that fall into the youth category, about half of the
youth falls in the age range of 15-19 and the other half falls in the range of 10-14, which is our
target area (2013 Annual Report). About half of the youth are high school age and the other half
middle school age. The approximated numbers in the age range of 15-19 are 2,370 and 2,515 in
the 10-14 age group. The remaining population consists of individuals 65 or older, which makes
up 16.6% of the entire population (2013 Annual Report).
Economic Status:
The individuals living in the Wauwatosa area would be considered middle class residents.
The median household income in Wauwatosa is $68,674 (2013 Annual Report). When comparing
to the national level, Wauwatosa residents are making a considerable amount more. The
nationwide median income is $53,046 (2013 Annual Report). In 2012, when the state was
struggling with high amounts of unemployment, the city of Wauwatosa was not dramatically
affected. Wauwatosa maintained a fairly low unemployment rate compared to the city of
Milwaukee as a whole, Milwaukee County, and the state of Wisconsin. Approximately only 5%
of families in Wauwatosa fell below federal poverty, which is substantially lower than the
national level of approximately 15% (2013 Annual Report). Amongst the individuals over the
age of 25, a great majority have earned a high school degree, Bachelors degree, or higher (2013
Annual Report).
Education:
The Wauwatosa School District consists of nine traditional elementary schools. At the
secondary level, there are two middle schools, two traditional high schools, and one 2-year trade

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schools. In addition to the public school there are also 14 private schools located in Wauwatosa.
A majority of the children in the population are attending school, amounting to a total of 4,117
children in 5th through 12th grade (United States Census). Amongst these age groups, students are
either attending public or private schools. The population of students attending private schools is
about half of the total amount of students. Grades 5th through 8th seem to have more students
attending private schools over public school in comparison to grades 9 th through 12th in which a
majority of the students are attending public schools. It seems to be a trend that a majority of the
younger population attend private school, whereas when the students reach high school age, they
begin attending public schools. Education statistics on current elementary and secondary schools
show that Wauwatosa students are more likely to receive their diploma compared to the rest of
the state. Wauwatosa schools also have a lower percentage of dropouts, retention rates, truancy,
expulsion and suspensions The Wauwatosa youth are doing fairly well in school and their ACT
scores resemble that. The average composite ACT score for Wauwatosa students graduating in
spring of 2011, was 23.7 out of 36 (Community Health Assessment, 2011). Average composite
scores among students graduating in the spring of 2011 are higher in Wauwatosa than statewide
scores of 22.2 and national scores of 21.1 (Community Health Assessment, 2011).
Nutrition:
Nutrition refers to the overall eating habits that promote good growth and health. Physical
activity consists of athletic, recreational, and occupational activities that require physical skills
and utilize strength, power, endurance, speed, flexibility, range of motion, or agility. The Center
for Disease Control recommends that children should engage in 60 minutes or more of moderate
physical activity per day (2013 Annual Report). Moderate activity includes walking quickly or
anything that causes a slight increase in ones heart rate. They also recommend that three of those

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days consist of vigorous physical activity. Vigorous physical activity refers to running,
swimming, biking, or anything that raises the heart level close to maximum rate. Of the
Wauwatosa residents, many considered themselves to be of good health. Of the adolescents in
the community, approximately 52% engage in the recommended moderate activity presented by
the Center for Disease Control (2013 Annual Report). The activity of adolescents in Wauwatosa
is slightly lower than the nationwide activity in that age group.
Tobacco use:
Tobacco use and exposure by which the toxins found in tobacco products are introduced
into the human body, is the single most preventable cause of death and disease. Tobacco use is
known to be influenced by social factors, physiological addiction, and the promotion of tobacco
products. Wauwatosa Tobacco and Prevention Control Program aims to prevent and reduce
tobacco use and exposure through education, advocacy, and treatment. When comparing to the
city of Wauwatosa, youth smoking rates fall below those reported at the state and national level
(2013 Annual Report). Many youth have reported having made at least one serious quit attempt
in the past year (2013 Annual Report). 58% of the youth made this claim and attempt. The youth
quit rate for Wauwatosa is above Wisconsin and U.S. levels. The youth quit rate just fell short of
reaching the national goal of 64%. Of the members of the youth, 1.6% reported the use of
smokeless tobacco products. This rate falls well below those levels seen at the state and national
level. Those percentages being 8% for the state and 5% for the nation (2013 Annual Report).
Alcohol Consumption:
Alcohol consumption is considered the inappropriate use and abuse of alcohol and other
drugs. These substances include pain killers, tranquilizers, sedatives, stimulants, hallucinogens,
and inhalants. The inappropriate use of these substances is a significant health, social, public

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safety, and economic problem. Inappropriate use refers to the use of a substance in a manner that
exceeds the safe or prescribed amount and frequency or that poses a health or safety risk to the
user and or others. Abuse is defined as use that results in a pattern of negative consequences,
which may extend beyond the actual user and lead to dependence and dementia. Substance use
and abuse can cost society in the form of substance abuse related illness, premature death,
productivity, and the use of the criminal justice system. The Wauwatosa youth have been taking
part in a considerable amount of binge drinking and over 15% of Wauwatosa youth have reported
binge drinking within the past 30 day (City of Wauwatosa Community Improvement Plant).
Binge drinking is defined as the consumption of five or more drinks at one time for males or 4 or
more drinks for females. The youth drinking rate of Wauwatosa comes in at 15%, which is
considerably lower than the state level of 24% and the national level of 22% (2013 Annual
Report). The Wauwatosa community still has a long way to go to reach the 2020 goal of 8.5%,
but they are headed in the right direction. Youth in the area also reported using illegal substances.
The rates of illegal substance abuse among the youth came in substantially lower than the state
and national levels (2013 Annual Report). Most Wauwatosa youth are current users of Marijuana,
but they have also reported experimentation with heroin, ecstasy, methamphetamines, cocaine, or
inhalants. The use rate of marijuana among the youth results to 20%. The nationwide goal for the
year 2020 is 6% (2013 Annual Report). The community of Wauwatosa has a considerable long
way to go in order to reach this goal in the near future.
Psychographic:
Mental health is closely associated with physical health and is considered important in
well-being, family, and interpersonal relationships. Mental illness refers to all diagnosable
mental disorders or health conditions that are characterized by alteration in thinking, mood, and

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behavior. Many efforts are made to monitor, evaluate, and mediate the burdens of the issue of
mental health in the city of Wauwatosa. This includes access to mental health services, diagnosed
mental disorders, harassment and bullying in schools, stress, depression, and inclination for
suicide in the community. The suicide rate amongst teens was about 5%, which is below the state
and national levels of 6% and 7% (2013 Annual Report). Surveys conducted and administered to
teens displayed that the teens in the survey had reported feeling sad or hopeless and had stopped
participating in their normal activities as a result. The percentage of teens who reported these
feeling was 20% (2013 Annual Report). Although these rates can be considered high, the rates of
sadness and hopelessness among Wauwatosa youth are below those reported by the youth
throughout Wisconsin and nationwide.

Secondary Audiences: Parents

Parents are not our primary audience but they are still going to be impacted by this
campaign. Parents play a key role when it comes to bullying and helping put an end to it. They
can be the reason it stops or the reason that the kids do not want to seek help from adults. This
campaign is mainly directed towards the students but it will also reach the parents of those
children. We need to build awareness about bullying in order for it to be understood and dealt
with. No parent wants to hear that his or her child is being bullied. This only makes the child
depressed and the parent feel the same. Parents need to understand how deep this can hurt kids
and their self-esteem in the long run. Parents and children need to both understand what bullying
does to people and how they can help put a stop to it.
Behavioral:

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Behaviorally parents in the Wauwatosa area are not participating in very many violent
crimes. Violent crimes are below the U.S. average and close to around the Wisconsin average
(citydata.com). The crimes that do happen in the area are related to robbery and theft. This is
understandable because these people are doing decently well for themselves. They do not seem
to be participating in very many risky behaviors. They do engage in drinking but that is not out
of the ordinary in Wisconsin. Wauwatosa engages in less drinking than the average of the state.
Much of the area does report binge drinking in the last month (Linnane, Rory). This is the
leading drug of choice in the Wauwatosa area.
Behaviorally parents are on two different sides, the bullied and the bully. Parents of the
bullied child respond in different ways. Some parents blame the bullied child that they brought it
on themselves. This is only going to make the child insecure about talking to anyone about what
he or she is going through (Colina, Stacey). Other parents are going to blame the school system
and the way they are trying to handle bullying. Parents can become overly emotional about the
situation. Teachers do not respond well to this and the situation may not get resolved as quickly
or ever. Behaviorally parents need to stay alert and aware of what is going on in their childrens
lives. Being knowledgeable about what is happening and seeing what is really going on early is
going to help. Parents cannot deny that 19% of elementary students will be bullied (GreatSchools
staff). Making the proper people aware of bullying is going to result in the situation being
handled a lot better.
Parents need to be behaviorally different if their child is the bully. Holding the child
accountable instead of placing all the blame on the parents is essential. The child needs to
understand that his actions will have consequences. Reinforcement methods are a big time factor
in handling bullies (GreatSchools Staff). A good solid system is great to have when trying to help

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a bully behave differently. Parents need to also show their children how to act. The behaviors of
the parents can be correlated to the behaviors of the children. If parents behavior is unacceptable
then the child may start to see it as acceptable. The behavior of this secondary audience can
directly impact the behavior of our primary audience.
Cultural:
Culture in the United States has a view on bullying and the negative impacts that are
correlated with it. It is no different in the Wauwatosa area. There is a common belief that your
kids could never get bullied. This is false because many children are the victims of bullies. No
parent would ever want to hear that their child is the victim of a bully or the bully themselves. As
a culture nobody likes to take the blame. We try to put the blame on others. The same occurs here
with parents. They would like to blame anyone beside themselves. The majority of Wauwatosa is
Christian (Wauwatosa Demographics). This means they have Christian beliefs and attitudes for
the most part. This helps build a Christian culture in the area, which brings with it those beliefs,
attitudes and values.
In the culture people also tend to get offended pretty easily about their children. This can
lead to negative emotions by the parents that could also hurt how they react to bullying. Parents
of the bullies could get offended and then not believe what they are hearing (GreatSchools Staff).
We have to approach parents cautiously because of this. This secondary audience could help us
tremendously when trying to reach these kids. We hope to increase awareness with the kids
mainly but the parents will obviously be involved no matter what. Approaching parents with the
culture in the back of our heads will help us reach them and the kids in an impactful way.
Demographics:

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The population in the Wauwatosa area is very even with males and females being around
50%. The parents in this area are late 20s early 30s. Based on the age of the children we are
looking at this is the usual age that the parents will be. The majority of the people in the area are
white with around 77% of the population. There are also African Americans at 13.1% and
Hispanics at 16.9%. (Wauwatosa Demographics). There is some diversity here but it is
predominantly white. In most areas of Wisconsin this is the usual. The white community is
usually dominant in the state.
The economic status in the Wauwatosa area is above the national level. The median
household income is $68,674 compared to the national average of $53,046 (Wauwatosa
Demographics). They are classified as middle class to the upper middle class for the most part. A
vast majority of the population over the age of 25 have at least a high school degree, bachelors
degree or higher. The percentage of people below the federal poverty line is around 4.8%
compared to the 14.9% nationally (Wauwatosa Demographics). As of 2010 Wauwatosa has had
maintained a low unemployment rate compared to Wisconsin and the national averages
(Wauwatosa Demographics). The majority of households in Wauwatosa are fairly stable based on
these facts. This makes it easier to fight bullying when the families at home can stay at a constant
source of support. The less trouble there is at home the better the chances are of taking care of
bullying.
Physical:
Nutrition is a key factor when looking at the overall quality of life. Nutrition and physical
activity is key to having good health and being overall physically fit. Adults in the Wauwatosa
area experience good health. Only around 6% consider themselves to be fair or poor health

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compared to the national average of 14% (Linnane, Rory). That is only what they perceived
themselves to be. In 2012 a study was done to see the percentage of overweight people. In the
Wauwatosa area it was determined that 58% of the people surveyed were overweight (Linnane,
Rory).
Tobacco use and alcohol are some components that can also hurt physical health. The
tobacco use in the area falls below both state and national averages. Adult smoking was
determined to be at around only 12%. The majority of these people, around 58%, have made at
least one meaningful attempt to quit in the last year (Linnane, Rory).Alcohol has been seen as the
number drug in Wisconsin for a long time. Around 28% admitted to have binge drinking in the
last the 30 days, which is about the state average of 22%. Binge drinking is defined as having 5
or more drinks in a single day for males and 4 or more for females (Linnane, Rory).These factors
can play when we look at the youth. They see their parents drinking and doing other things so
they believe it is acceptable.
Psychographic:
Mental health is closely related to physical health and is extremely important to the
overall success of the family. Mental illness is a diagnosable issue that has to do with a persons
thinking, mood and behavior. For the most part the Wauwatosa public is pretty happy compared
to the state and national averages. The average in Wauwatosa is 4.3 adults per 100,000 compared
to 13.0 state and 12.4 national (Colina, Stacey). The adults in the area seem to be pretty happy
and satisfied with their lives. Only around 2% of adults reported feeling sad or depressed in the
last 30 days. This is extremely good for the happiness level in the Wauwatosa area. If the people
of Wauwatosa are happier than it should be easier to focus on how to fight against bullying.

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The adults in this area are hardworking individuals. The low unemployment rate in the
area shows us that the adults in the area are doing their best to make something of themselves.
This may be a reason why people are happy for the most part. The suicide rates are low and
people have jobs. They stay above the poverty line for the majority of the population. This
results in people acting and thinking like normal and not having mental breakdowns. The mental
sharpness of the adults in the Wauwatosa area is going to have a direct impact on the youth. The
adults in the area seem to be fully functional members of society and appear to be in decently
mentally healthy conditions.

Primary Channels
Given that the primary audience of this research are middle school aged children, primary
channels are somewhat limited due to the budget and other sources that would be more available
to those with higher literacy. The plan for grabbing the attention of our audience will be through
visual aids and informative conversations. Given the age of our audience, the effectiveness of
these two channels will be greater because visual campaigns will be present inside of the school,
making it nearly impossible to avoid. Research shows that a child who falls between the ages of
8-15, will have a greater response to informative messages and that the ability to change
behavior based on experience is more likely (Levitt). Levitt also explains that starting at middle
aged teenagers the effect to change behavior increases, making it difficult to eliminate bad
habits. Therefore, targeting middle school ages children will be the most effective.

Non-targeted audience
Elementary schools:

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In our campaign we are not focusing on the students attending elementary schools due to
the fact of their young age. The children are often too young to understand the true effects of
bullying until reaching a certain level of maturity. Elementary schools are also not settings in
which bullying is a significant problem when comparing to middle school and high school
students. The main target audience is middle school children because this is a population in
which bullying is the most prevalent. Children in middle school are the ones being affected the
most and then the next step is high school. The goal of this campaign is to bring awareness and
hopefully bring a halt to the bullying before the students reach high school.
High schools:
High school students are also not the main focus of this campaign due to the fact that
these students have discovered themselves. High school students are at too old of an age to
initiate a change because they have already been exposed to bullying. If awareness is not brought
to bullying in those impressionable middle school ages, the behavior is very unlikely to stop.
Students in high school are not very likely to listen to awareness campaigns, such as
cyberbullying because a majority of them do not see this as an issue, which would result in them
carrying on with their normal behavior.
School Teachers
Non targeted audience members include school teachers. While they play an important role in
educating students of school curriculum, the market strategies of this campaign focuses on
children between the ages of 12 and 14 years of age. In order to effectively reach out the
educators this campaign would need to be presented using a more sophisticated type of strategy.
With this said, it is recommended that the school district focus on properly relaying in detail the
serious effects of bullying and consider reaching out to the community as well.

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Intended Audience:
Cyberbullying and bullying are most prevalent in middle school-aged children, which is why this campaign
is targeting this audience. In a study done in 2012, Wauwatosa students felt that bullying was significant problem at
their school (Community Health Assessment, 2011). Approximately 17% of teens had reported being bullied on their
school campus (Community Health Assessment, 2011). With bullying being the most frequently reported discipline
problem at schools everywhere, it is essential to provide the school district with a campaign to fight against bullying.
The intentions of this campaign are to reach out to those students who have been bullied and to notify them that
there are people out there to help them. This campaign is also designed to inform other students not affected by
bullying, of all of the harm and emotional issues that bullying can cause. The hopes of this campaign are to bring
awareness to bullying and hopefully with time decrease the amount of individuals bullied in middle schools.
The goal is to target students ranging from the ages 11-14 in order to implant the idea against bullying in
their head. The younger we start implementing initiatives against bullying, the more positive results we will have.
The sooner something is attempted, the more likely it is able be brought to a halt. This age is the desired audience
because the children are not too young to be able to understand it and they are not too old, such as in high school,
because at that age those kids are the most difficult to deal with. Children of the high school age, feel above the law
and that nothing applies to them. At this age, most students are less likely to listen to authority because they see
themselves as adults. The middle school age is the best age to target because these children are still impressionable.
These students have not completely developed a sense of who they are and they are not set in their ways yet. They
are able to understand the concept of bullying and why it is wrong at this age, which is why this is the most
beneficial audience to target. In hopes of targeting middle school aged children, bullying and cyberbullying in high
school will significantly diminish.
The campaign also hopes to target the parents of these students as well. Information will be given to the
students during this week of anti-bullying. The pamphlet will include what the students will be participating in this
week and how they can plan appropriately. The pamphlet will describe the spirit days for when the students can

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dress up and what activities they will be participating in over the course of the week. The description of the point
system will also be incorporated into the pamphlet along with how the sales of the wristbands will work and what
the proceeds will go towards. There will also be an informative section on what the parents should tell their children
to do when they come across bullying. This pamphlet cam be used to guide the parents to incorporate the idea of
anti-bullying into their daily talks with their children, such as dinner time. With the secondary audience being the
parents, there is more likely to be a positive outcome because the children will be exposed to this idea both at school
and at home.
The campaign brings tools to provide teachers and administrators with information they need to prevent
bullying all year round. The administrators at the school will be provided with drop boxes around the school to
motivate others to report incidents against bullying. There will also be pledges displayed by each class around the
school and the winning screensaver promoting the idea of anti-bullying will be displayed on all school computers for
the rest of the year. These positive things displayed throughout the school will remind the students that they are a
school and faculty who stand against bullying. Teachers could also have a monthly lesson in homeroom just to keep
the idea of anti-bullying in their minds. By providing students, parents, family members, and teachers with useful
tools relating to bullying, the initiative to stop bullying can move in the right direction and work towards bringing a
stop to it.
The intended goals of this campaign are as follows; bring awareness to the issue of bullying and
cyberbullying and to provide teachers and parents with the tools they need to direct their children in the right
direction when they themselves or someone they know comes across bullying. It is also hoped that with the
implementation of an anti-bullying campaign at this age, bullying and cyberbullying at the high school level will be
significantly decreased.

Posters
Intended Audience
Middles school students and teachers attending Whitman and Longfellow
Objectives
These posters will be used to inform students of the activities planned for the entire week. Along with the
pre-planned activities the students will also be informed of the Spirit Week themes as they will be

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encouraged to dress up with the corresponding days. Point participation will also be listed on the posters
as another way to encourage students to dress up and to take part in the entire week.
Obstacles
***
Slogan
Strike out Bullying
Tone***
Light
Media
The posters will be placed strategically throughout the main hallways throughout the school, targeting
high traffic areas.
Budget
Supplies

Cost

Total cost

Creative Consideration
Posters should be designed with the idea of targeting students.
Colors associated with the middle school will be used as a way to identify the students as a whole. Other
bright colors should also be used as a way of attracting attention. Posters will also have minimal amount
of words used and well inform students of key information.

Flyers
Intended Audience
Middles school students attending Whitman and Longfellow
Objectives

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Informing students of the facts and statistics related to bullying. Targeting students by placing them in the
bathrooms, locker rooms, and the cafeteria. Places where students will spend more time and will be able
read short facts and statistics be compared to reading them in the hallways during passing time
Obstacles
Slogan
Flayers will be shaped as bowling pins or some other object related to bowling to help stick with the
Strike out Bullying and to stand out from other flyers around the school.
Tone
Serious ***
Media
***
Budget
Supplies

Cost

Total cost

Creative Consideration
The flyers will be shaped as round bowling balls as a way to stick with the theme of "striking out
bullying." Flyers will be easy to decorate in the hallways and give the students something to look

at and enjoy. The students can look at these decorations and still know what the purpose is
behind them.

Announcements
Intended Audience
Middles school students, faculty, and teachers attending Whitman and Longfellow
Objectives
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Morning announcements can be used as a way to inform students of statistics and or facts related to
bullying. . Afternoon announcements can be used as a way of praising the students for their participation
in that day's activities and events.
Obstacles
The daily announcements are made every day and depending on how the teachers portray the importance
of the daily announcements, students may not pay attention to them.
Slogan
Strike out Bullying ***
Tone
Light ***
Media ***
Budget
Supplies

Cost

Total cost

Creative Consideration
It is advised that announcements related to bullying come from students rather than a faculty member. By
doing so students will be able to relate better with the statistics and feel less threatened because they will
feel as they are talking to a peer rather than an authoritative person.

Daily emails
Intended Audience
Middles school students attending Whitman and Longfellow
Objectives

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School emails can be used as a way to remind students of upcoming events. It can also serve as a way to
provide important information related to bullying. This includes, but is not limited to coping skills,
different classifications of bullying, the effects of bullying, or other information that would be valuable to
anyone who is experiencing bullying. The school emails can also serve as a confidential way of
reporting bullying and/or reaching out to counselors for advice on how to deal with bullying. Email
Obstacles
Daily emails can be redundant and easy to pass up or delete.
Slogan
Strike out Bullying
Tone
Light***
Media
School emails***
Budget
Supplies

Cost

Total cost

Creative Consideration
To avoid students by passing these emails and prevent them from deleting them before it is open, try
creating attention grabbing subject titles.

Teacher-student verbal communication

Intended Audience
Middles school students and teachers attending Whitman and Longfellow
Objectives

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Create a relationship with the students and the teachers. Also serves as a way for the teachers to become
more involved. When reviewing previous research on school-related bullying, one of the main reasons
why bullying is prevalent in the school is due to the lack of teacher intervention and awareness.
Obstacles
Since it is nearly impossible for a teacher in any given day to reach out to the entire student body, it is
important that they work as a team. Complimenting students on behaviors that stand up to bullying,

will create a desire to do the same from peer to peer till a majority of students hold up the
standard of treating people with respect rather than bully them will be accomplished.
Slogan
?????
Tone
By having the teachers express enthusiasm and excitement for the campaign, it can also spread to the
student population which will help them become excited about such a serious topic. Along with
expressing excitement for the campaign, the students should also express a positive mentality about the
campaign. By creating the mentality that the heart is more what students need to look at, instead

of what is in plain sight

Media
School emails***
Budget
Supplies

Cost

Total cost

Creative Consideration

Handouts
Intended Audience
Middles school students attending Whitman and Longfellow and their parents/guardians
Objectives
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Inform the parents of the campaign. It can be important to provide to the parents what bullying looks like
and how to talk to your children about bullying.
Obstacles***
Slogan
Strike out Bullying ***
Tone
The topics covered in the handles can vary depending on the different types of bullying concerns provided
at the school.
Media***
Budget
Supplies

Cost

Total cost

Creative Consideration
The handouts should be easy to read yet provide enough information to educate students and parents. It is
essential that parents become educated on what's going on in school and understand that they have a role
in preventing and dealing with bullying.

Mural
Intended Audience
Middles school students attending Whitman and Longfellow
Objectives

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Each student will have a chance to put a pin up on the wall. On the pins students can write
something to help with bullying. The students can put things with different strategies to cope
with bullying. They can also put words of encouragement on the pins. This is a great idea to help
students who may be struggling with what to do about bullying. Students dont always listen to
what adults say so this will give them a different outlet to look at. Students will also help the
students who are standing by. It will give them a sense of helpfulness to their classmates that is
beneficial.
Obstacles***
Slogan
Strike out Bullying ***
Tone***
Media***
Budget
Supplies

Cost

Total cost

Creative Consideration
An example of this mural will be provided in the appendix and can be used as a suggestion and how to
design the mural. Bright colors are encouraged to avoid the bowling pins from matching with the pain on
the wall. This mural can be painted on the wall as a more permanent type of media.

Bowling & Pizza Party

Intended Audience
The winning grade from one of the two participating middles schools.
Objectives

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To reward the students for their participation in the campaign and to encourage them to do their part to
help strike out bullying. Bowling is something every child can do and it is relatively easy for the

staff to put together. It does not take too much time to reserve a bowling lane and it is cheap
Obstacles
Since the school year is well planned, finding a time in the academic schedule that allows for a field trip.
Slogan

This slogan is intended to create energy. The energy created from the strike in bowling is an
excitement that can uplift a person, which is what this campaign aims to do. This encouragement
is to uplift and encourage youth to anonymously report bullying, allow students to share coping
strategies to their friends, educate students, band the school together, and stand-up to bullying
collectively.
Tone
Energetic and friendly
Media
Word of mouth and flyers will be used to communicate to the students about what the grand prize will be
for the students who participate the most. More details about the prize should be mentioned in daily
announcements and school emails.

Budget
Supplies

Cost

Total cost

Creative Consideration

Wrist Bands
Intended Audience
Middles school students attending Whitman and Longfellow
Objectives

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The wristbands that can be worn each day for point values. Teachers themselves can purchase the

wristbands and use them as a reminder to speak-up when students make-fun of one another in
class, a behavior that should always be addressed in a classroom. The wristbands will ultimately
be a sign of remembrance of what the school stands
Obstacles
Depending on finances of the students and their families, they may not be able to participate in this event.
Slogan

The slogan for the wrist bands will be Strike out Bullying to go along with the campaign. The
students will have a call to action with this slogan by telling them to take out bullying from their
lifestyle.
Tone
The tone for the wristbands is casual. They will be created out of rubber and will be an assessor for nearly
every outfit.
Media
Word of mouth and flyers will be used to communicate the sale of the wrist bands.
Budget
Supplies

Cost

Total cost

Creative Consideration
Purchasing the school color for the respective middle school will allow the students to be able to wear
their wrist bands to other functions and can be used as a symbol of school spirit.

Objectives:
In order to encourage students of all ages to be more than a bystander to bullying, it is beneficial to launch
an anti-bullying campaign to bring awareness to this very serious issue. The intended goal is to bring awareness to
and hopefully bring cyberbullying to a hault. Cyberbullying is a serious issue and is the most frequently reported

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discipline problem in schools. (Community Health Assessment, 2011). The individuals affected the most from this
issue are students ranging in age from 11 to 14 years old, also considered the middle school ages. The actions of this
campaign will bring awareness to bullying, but also provide students with helpful tools to cope with the effects that
bullying has on them. This campaign will provide the students with insightful tips of what to do when encountering
the effects of bullying, such as reporting what they see to a teacher or parent or helping the bullied out in difficult
situations. This campaign will also provide useful tools to the parents of these students, allowing them to incorporate
these thoughts into their childrens lives. The tools provided to the parents would give them information to tell their
children what to do if they or someone they know is being bullied. With the combination of both targeting the
students and the parents, maximum awareness can be brought to this issue.

The campaign will consist of a week of anti-bullying activities for the students. The theme of the campaign
will be Strike out Bullying. The week will consist of events that pertain and bring awareness to bullying. Various
events throughout the week will have the aspect of bowling incorporated into them due to the previously stated
theme. The campaign would launch sometime in October, the national bullying month, but elements should be
carried out through the entire school year. This week will bring awareness to bullying and some aspects will allow
certain thoughts to be carried out through the entire year in hopes to avoid this issue. In order to drive maximum
results of anti-bullying, there will be a point system as an incentive to take part in the week itself. Points will be
awarded to those who participate and different point values will be awarded depending on the activity in which the
students participate. The three grades in the middle schools will be competing against one another. There are two
middle schools in Wauwatosa, and the campaign will be implemented in both schools and a grade-wise competition
will be held within each school. This campaign will drive students to participate for their reward, but in the process
they will be provided with information about the effects of bullying. The week will consist of spirit activities, such
as dress up theme days that are in some way related to bullying. The theme days will be as follows:

Day

Theme

Monday

Everybody Counts-Jersey Day

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Tuesday

Help fight off bullying-Superhero Day

Wednesday

We Rock-Favorite band or concert shirt

Thursday

Put Bullying to Bed-Pajama Day

Friday

Spirit Day-School Colors

For each person who dresses up, five points are awarded to that grade. These points will be tallied throughout the
week in the students homeroom.
At the beginning of the week, a grade-wise competition will be introduced to each middle school. The
administrators will provide the students with the criteria for the competition. The criteria for the competition is to
design a screensaver displaying an anti-bullying message. The screensaver competition incorporates the aspect of
technology involved in cyberbullying. The students will also want to incorporate their own creative aspects into the
design. The students will work on this on their own time, unless otherwise designated by school officials. Each
student will be taking part in a competition to design an anti-bullying screen saver to be displayed on the school
computers. Each student will work independently to design their own screen saver and later be voted on by other
members of their class to decide the best design for their grade. Each grade will vote for the best design of their
class; those three best drawings will go against one another and the faculty will decide a winner. The winning
grades design will be displayed on the school computers for the rest of the year. The winning class will be awarded
150 points to add to their total number of points. At the end of the week the points will be tallied for each grade and
a winner will be chosen based on the point values awarded to each grade.
Throughout the week, there will be a sheet of paper for each grade to sign. This paper is a pledge to take
down bullying. The grade who has the most signatures will be awarded the most points. There will be five points
awarded for each student signature. These pledges against bullying can then be displayed on the walls of the school
year-round to represent that those students who took part in the pledge are showing their support for the victims of
bullying. The pledge is to take down bullying, but if it is desired by each school to have their own statement for a
pledge, they are more than welcome to implement their desired pledge or slogan. Each student will be given a cut
out of a bowling pin where they can either sign their name or write what they will personally do to stop bullying.
Each grades bowling pins (see appendix A) will be displayed on each of their sheets of paper as a class. These

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posters exhibiting the bowling pins and pledges will be displayed on the walls throughout the school over the course
of the year.

This campaign will also provide benefits not only to the school but to other anti-bullying work. The school
will be provided with wristbands to sell to the students of each grade. Each school will be selling wristbands
representing their school colors along with that of the national color for bullying awareness. Whitman Middle
School, will be selling blue wristbands and Longfellow Middle School, will be selling orange wristbands. These
wrist bands will have the slogan strike out bullying displayed on them. Every time a student wears these wrist
bands, this is representing their support against bullying. Each student who buys these wristbands will be awarded
with 5 points for each wristband they buy and also an additional 5 points for each day they wear these wrist bands.
There will be a grade-wise competition of sales of the wristbands. The proceeds of this fundraiser will be used to
help nationwide campaigns against bullying to bring in a volunteer aspect to the campaign. The proceeds of the
wristband sales could also be used to fund the bowling party for the winning grade of the week long competition.
Throughout the week, boxes will be placed around the school for students to anonymously express or report
an incident of bullying. The students will report an incident of bullying that they encountered. This will be a tool that
can be implemented for a year round use. This will encourage students to report what they see in order to bring a
stop to bullying. Events of cyberbullying will also be encouraged to report. The student will only write their grade
level on the sheet of paper, in order for those of higher authority to document which grade is being affected the most
by bullying. A point value of 5 will be reported to each case of bullying reported. The students will not be notified
that there is a point value awarded when reporting to avoid the issue of reporting for an incentive. Without the
knowledge of point values being awarded, students will report actual incidences of bullying rather than just
reporting for a reward. In episodes of cyberbullying, school authorities may take action against those doing the
bullying if this episode is being reported enough. This drop box of sightings of bullying will hopefully encourage
those witnessing these events to take action or to notify someone who is able to help. These report boxes provide
students with the option to report what they saw without being singled out for turning someone in. This implement
allows those who may not know what to do in a situation of bullying to express what they are seeing, eventually
leading to a resolution to the problem.

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At the end of the week a local Wauwatosa police officer will come in to talk to the students. Police officer
who is familiar with the middle school and has dealt with bulling among middle schoolers is ideal. This is important
so that they can share their stories about how serious bullying is and the consequences one could potentially face
legally. A school-wide assembly will be held at each school for all of the grades to attend. The police officer will
discuss with the students the effects of bullying and cyberbullying. The police officer could possibly discuss an issue
that occurred within the community, in order to make an impact on the students. Without making an emotional
connection, some students may not understand what bullying can usually do. The police officer will be revealing to
the students who won the week long assembly and who will be the winners of the bowling event and pizza party.
The assembly will bring awareness to issues occurring in the community, but also providing a grand reveal to the
winner of the whole competition.
The grade that wins the competition from each middle school will be awarded a trip to the bowling alley
with their class. The winning class will win a half day at the bowling alley and be awarded with a pizza party there
as well. This choice of reward was chosen to fit along with the theme Strike out Bullying. The class who shows
the most school spirit from each middle school from participating in the weekly activities, will get to enjoy a
bowling party with the other members of their class.

Slogan and Theme

The theme for our campaign is bowling. The theme is a result of the end prize for the
winning class. The winning class gets free bowling and a pizza party at the bowling alley.
Bowling is something every child can do and it is relatively easy for the staff to put together. It
does not take too much time to reserve a bowling lane and it is cheap
The slogan for the bully awareness campaign is Strike out Bullying. The students will
have a call to action with this slogan by telling the students to take out bullying from their
lifestyle. The idea comes from a strike in bowling when all of the pins are knocked over. It is
correlated to bullying because we are tying it into having no pins left and having no bullying left.

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Tone
The campaign itself should feel light and energetic. There are certain aspects that should
however, come across as is a serious topic that schools collectively should step-up to speak out
more, and should report and address issues before more than before. Avenues of
communication will be used in the form of dress-up days for spirit week, an anti-bullying
pledge that will be signed by those associated with the school, a contest to create a screen
saver for the school promoting positive behaviors amongst the school, coping strategies will
come from the students themselves and be placed on a wall to make a coping mural for all
the students to learn from. To finalize the campaign a police officer will be coming in to the
school and speaking about how bullying has affected the community.
The pledge that is signed will be the commitment that each person has, to changing their
attitude for the school year. The pledge is one of the most important communication pieces,
because it is the one statement that communicates the commitment everyone one has in creating
a safe environment that is safe for learning. This pledge will be concerned for the benefit of the
welfare of the classroom environment and the community at large. This pledge will create the
standard which will also be stated in a caring manner that lays down consequences from the
appropriate authoritative parties.
The final avenue of communication will be seen by the speaker, who will express,
consequences, and care, urging people to report the injustice that has been done them, and to
Giving messages of encouragement, perseverance, endurance, and hope to those who read it.

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Work Cited
2013 Annual Report. (2014, November 1). Retrieved October 28, 2015, from
http://www.wauwatosa.net/DocumentCenter/View/3030
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