ABSTRACT
Bullying has emerged as one of the most fundamental problems facing our nation’s schools to date (Espelage & Swearer, 2003). Since 1999, state legislators have taken a keen interest in this issue, and a majority of the nation’s states have enacted legislation that prohibits bullying and harassment, and have taken measures to report policies, programs, and procedures to students and parents (Swearer, Espelage, & Napolitano, 2009). In addition to adopting speci c policies regarding bullying, schools are o en encouraged to adopt research-supported programs that focus on reducing perpetration and victimization through teacher awareness, social skill development, and curricular instruction (Rose, Espelage, & Monda-Amaya, 2009). While increased state mandates are a critical rst step in reducing bullying, many of the programs and policies neglect to provide targeted approaches for addressing marginalized student populations.
