ABSTRACT
This chapter explores how educational structures, as well as policies and laws about bullying, education, and discrimination, affect identity-based bullying in schools. Britney G Brinkman highlights key similarities and differences in these factors between the United States and the United Kingdom and demonstrates how these issues may impact the way these countries approach identity-based bullying. First, she provides a brief description of some of the key educational structures of the United States and the United Kingdom, including how policies are made. Then, she explores educational reforms that can indirectly impact attempts to address identity-based bullying. The chapter examines policies/laws regarding bullying in schools and protection of children based on aspects of identity. It explores the importance of the climate of a school and how it can impact identity-based bullying. The author summarizes some key points about the ways in which education is structured, in particular exploring how policies are made within and outside of schools.
