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.