“Bullying” – these days, we see the word everywhere that we look. From school newsletters to local newscasts, bad behavior is making headlines. But bullying isn’t just a buzzword; it has become a pervasive problem. And with holiday break in the rearview mirror, the struggle will be renewed for many of our kids.

Social media has enabled the monster that is bullying to keep sprouting new heads called Kik, Ask.FM and Snapchat. Once upon a time, kids could go home from school and escape the harassment, but now it’s often even worse afterhours. As obvious as it is that a swarm of jerks has even more capacity to descend upon America, it’s less clear how to stop the plague.

Last year, I founded Wear the Cape and the kidkind foundation after I came up short in my search for resources on how to raise my four kids to do the right thing and to choose kindness over the power play. Since then, we’ve partnered with Philip Brown, PhD, a senior consultant at the National School Climate Center, who is now Wear the Cape’s resident character education expert. Recently Dr. Brown helped Wear the Cape expose five realities about bullying that are often overlooked and showed us what to do in light of the facts. Here’s a condensed version of “5 Ideas to Help Bring Bullying to an End” from Dr. Brown.

1. Bullying always involves more people than the bully and the victim.

In most bullying incidents, studies show that four or more additional peers are present[1].

What to do? Kids need opportunities (e.g., a service project) to be positive role models of good character, exemplifying the values that connect people rather than divide them.

2. Adults should prevent bullying behaviors, not model them.

The authority and power adults have and need to guide and protect can also be used destructively. Putting kids down or mocking their failings is bullying behavior that kids pick up on as okay and will learn to use on other kids themselves.

What to do? Correct the behavior, not the whole child.

3. Bullying and conflict are not the same thing.

When people have strong disagreements, aggressive behavior and responses result that may appear similar to bullying. But in situations of conflict, both parties have a degree of power, and there is a dispute over resources or decisions; there is no intention to victimize a person based on some characteristic such as their ethnicity or physical attributes. For bullies, the reward is largely social – increased status, power, attention or revenge.

What to do? Don’t assume that every conflict requires identifying a bully and a victim. Ensure kids are taught basic conflict resolution skills.

4. To break bullying cycles or patterns, learn to talk compassionately.

An intentional conversation designed to break a bullying behavior is often needed to help the children involved understand the impact of their actions.

What to do? In talking about being mean, an adult can engage and reinforce the natural sense of empathy with which we are all born, but we all have to learn about and practice by being compassionate with different people in different contexts.

5. Give youth a voice and exercise your own voice, too.

Harassment, intimidation and bullying behaviors among children and youth are a peer phenomenon, so kids are usually reluctant to talk with adults about it.

What to do? Ask your kids how things are going at school, and stay tuned for signs of trouble with peers. Let them know directly and indirectly that they are not alone and that you are available to help them.

Armed with knowledge, we can fight against the harassment, intimidation and bullying that hurt our kids. Why don’t we promote that it’s cool to be kind? Let’s stop tolerating the b-word and start solving the problem.

What are your thoughts on this?  How have you dealt with this in your family?  Share your opinions below!

Leigh Ann Errico is a leadership coach and the founder of Wear the Cape and the kidkind foundation.

[1] O’Connell, Pepler & Craig. Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence. 1999 (22), p. 437-452.