Resources and Support Services

  • A. In District Resources and Support Services

    A key aspect of promoting positive school climates is ensuring that the underlying emotional needs of target(s)/victim(s), aggressor(s)/perpetrator(s), families and others are addressed. The principal or designee shall be responsible for helping to create and monitor a safe and supportive learning plan for target(s)/victim(s) and/or aggressor(s)/perpetrator(s) of bullying, cyber-bullying or retaliation. This shall include (a) referrals to counseling as needed to address underlying issues of trauma and other difficulties that may contribute to the problem, (b) behavioral intervention plans, (c) social skills groups, (d) individually focused curricular.  Lowell Public School resources and support services include:


    Before and After School Programs

    Behavior Specialists

    District Support Specialists

    Guidance Counselors

    Parent Liaisons

    School Nurses

    School Psychologists

    School Resource Officers

    SCORE - Peer Mediation

    Social Workers


    B. Community Resources

    The Lowell Public Schools may collaborate with community resources to assist schools in (1) developing safety plans for students who have been target(s)/victim(s) of bullying or retaliation, (2) providing social skills programs to prevent bullying and/or (3) offering education and/or intervention services for students exhibiting bullying behaviors.  Community resources include:


    City of Lowell - Lowell Youth Development Collaborative

    Community Mental Health Agencies

    Department of Children and Families

    Massachusetts Aggression Reduction Center

    Middlesex District Attorney

    Middlesex Essex Teen Exploitation Collaborative

    Lowell Juvenile Court

    Lowell Police Department

    Lowell Community Health Center

    Project Alliance

    United Teen Equality Center


    C. Students with Disabilities

    As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment or teasing because of his/her disability, the team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment or teasing.