CAMPBELL: Thanks for taking a minute to talk, Stephanie.
STEPHANIE: (a little hesitant, confused) Sure, but... I'm gonna be late for my next class.
CAMPBELL: It'll be okay, I can write you a pass.
STEPHANIE: Oh. Um... Okay.
CAMPBELL: I couldn't help but notice that... You've left class to go to the nurse's office several times this week.
STEPHANIE: Yeah. I haven't been feeling that good.
CAMPBELL: You've also seemed quieter in class lately. (then with a smile) Which surprises me because I thought you were enjoying the Ancient Greeks.
STEPHANIE: I was, I- I do. They're super cool, it's just... things have been... not great.
FEEDBACK: Good job. By bringing up specific, observable behaviors, you broached the topic in a way that didn’t make Stephanie defensive. As a result, she started to open up and share how she's been feeling lately.
CAMPBELL: What makes you say things are "not great”?
STEPHANIE: Um. I'm just getting crap from people and it's kinda... making my life suck.
CAMPBELL: What are people doing?
FEEDBACK: Good job. By picking up on something specific Stephanie said, you showed her that you were listening. You then invited her to share with an open-ended question.
STEPHANIE: (timidly) There's this boy in Mr. Braungart's class across the hall? Jordan? And whenever he sees me he always, like... says a bunch of stuff and gets other kids to laugh at me...
CAMPBELL: What kind of things does he say?
STEPHANIE: Like... Stuff.
STEPHANIE: He follows me in the hall after your class is over and, like... Calls me names, makes jokes... calls me, like... (sheepish) fat and stuff, and like... He's been doing it for weeks.
CAMPBELL: So that's why you've been asking to go to the nurse's office.
STEPHANIE: Yeah. Her office is right near my 5th period class; and, when the bell rings, I can just go to class and don't have to see him.
FEEDBACK: Now that you've learned what's been troubling Stephanie, consider taking the time to acknowledge that she shared something difficult with you and to learn more about the alleged bullying and her support network.
CAMPBELL: I'm glad you're sharing this. I know talking about these things is... not always easy.
STEPHANIE: It's just, like... why. Why does he have to be such a butt?... (smaller, quieter) Sorry, but... It's like every day. He does it in gym, too... sings these stupid songs at me before roll call. I hate it. I guess I should've said something to someone, I'm just... kinda used to people blowing me off... (beat) No offense.
CAMPBELL: (with a smile, warm, empathetic) None taken. What matters is that you're saying something now. And I'm glad you did.
FEEDBACK: Nice. By acknowledging how painful bullying can be and praising Stephanie for her willingness to open up, you made her feel listened to and respected. As a result, she continued to share her experience.
CAMPBELL: Who else have you been able to talk to about this?
STEPHANIE: Um... You're the first teacher.
CAMPBELL: What about family, friends?
STEPHANIE: I haven't said anything to my parents... I did talk to my friend Kara, but... It's, like... She doesn't get it. She's tougher than I am or something... She tells me I should just dish it back and make fun of his stupid haircut. (beat.) I'm thinking that would make things worse.
CAMPBELL: That's probably good thinking.
STEPHANIE: (sigh) It just sucks.
FEEDBACK: Very nice. You're using open-ended questions and learning more about Stephanie's situation.
CAMPBELL: So here's what I'm hearing so far, Stephanie... Jordan is harassing you, saying things that make you uncomfortable, making you feel bad about yourself. He gets other students to laugh along. It happens in the hall after my class and it happens during gym.
FEEDBACK: Now that Stephanie has shared her situation and you've gathered a little more information, it's time to connect her to support.
CAMPBELL: Stephanie, what do you know about how our school handles bullying?
STEPHANIE: Um... Not much? I've seen posters in the cafeteria about stopping bullying but that’s really it.
CAMPBELL: Right. So, Ms. Dixon is our school's designated person who handles situations like this. Her job is to meet with students who are experiencing issues, learn more about what they're going through, who's involved, and then come up with a way to make sure it stops happening. What do you think about that?
STEPHANIE: Um... But... If Jordan finds out I said something, isn’t that just gonna make it worse?...
CAMPBELL: If it does, then that's part of the bullying and we'll take steps to address it.
STEPHANIE: Um. Okay. So what do I need to do?
CAMPBELL: Why don't we both meet with Ms. Dixon today? If you'd like. She and I are free 7th period.
STEPHANIE: (happily surprised) Oh. Okay. Yeah, that'd be sweet. I have science then, with Ms. Carson.
CAMPBELL: Okay, I'll talk to Ms. Carson and let her know you'll be a little late. It won't be a problem.
STEPHANIE: Cool... Thanks, Mr. C.
FEEDBACK: Good job referring Stephanie to the school's RFA liaison. By offering to go with her, you let her know that you're invested in helping her and that the school will address Jordan's behavior.
CAMPBELL: Thanks for taking the time to talk, Stephanie. I'm glad you let me know what's been going on.
STEPHANIE: (lukewarm) Yeah. Sure.
CAMPBELL: I'll write down Ms. Dixon's room number. I'll talk to her during lunch and let her know we're coming by. And together, we're going to make sure it stops.
STEPHANIE: Awesome.
CAMPBELL: I'm also calling your parents to let them know we had this chat and that we're going to address the situation.
STEPHANIE: Okay.
CAMPBELL: If anything else comes up, please don't hesitate to come talk to me. I'm here for you. And it's important that you feel safe here at school.
STEPHANIE: Cool. I will. And, um... I'm sorry I've been zoning out in class. I'll try to start talking more. I mean, I do have thoughts on Zeus's many love triangles; that guy was a total player.
CAMPBELL: (small laugh, pleasant) Looking forward to it.
STEPHANIE: But seriously, Mr C?... Thanks.
CAMPBELL: Happy to help. Now let's get you that late pass...