Part A
"Three strikes, you're out" mentality should not apply to bullies. Research has shown that suspending or removing from bully students from school does not reduce bullying behavior. Addressing bullying behavior requires those in management to inform bully students about the detrimental shortcomings of bullying behavior through modeling respectful practices. It may also require working with the bullies to comprehend some of their reasons for bullying as some bull out of insecurity (Sigurdson et al., 2015). Therefore, sending them away makes it difficult to address such matters, which requires face-to-face discussions. Besides, many scholars agree that a problem can never be solved by running away from it. Meaning bullies are unlikely to learn a lesson when they are sent away from school. They may extend the behavior in their communities, and they may develop aggressive behaviors that may result in criminal offenses and suicide (Sigurdson et al., 2015). Moreover, bullying cases are less likely to be reported and addressed because of fear of getting suspended or kicked out of school.
Part B
School's rules regarding bullying should extend beyond the classroom to include Internet bashing sites, hateful/hurtful text messaging, and all other forms of electronic bullying. This is in consideration of the fact that cyberbullying is becoming the most challenging matter faced by school personnel and parents as students embrace the Internet and other mobile communication technologies (Mishna et al., 2016). Lack of school rules governing the use of the Internet and other related technologies makes the cyberbullies to believe that they are free from attribution. This makes them to engage in malicious and detrimental practices that humiliate, hurt, and embarrass fellow students without the trepidation of facing the upshots for their actions (Mishna et al., 2016). Moreover, researchers have pointed out that those forms of bullying of the twenty-first century have reached a level of seriousness in different school levels (Mishna et al., 2016). This demands swift and decisive action to be taken, including the incorporation of laws and policies governing the bullying in school rules.
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References
Mishna, F., McInroy, L. B., Lacombe-Duncan, A., Bhole, P., Van Wert, M., Schwan, K., ... & Pepler, D. J. (2016). Prevalence, motivations, and social, mental health and health consequences of cyberbullying among school-aged children and youth: protocol of a longitudinal and multi-perspective mixed method study. JMIR research protocols, 5(2), e83.
Sigurdson, J. F., Undheim, A. M., Wallander, J. L., Lydersen, S., & Sund, A. M. (2015). The long-term effects of being bullied or a bully in adolescence on externalizing and internalizing mental health problems in adulthood. Child and adolescent psychiatry and mental health, 9(1), 42.
