Dr. Brian K. Perkins, Director Urban Education Leaders Program Teachers College Columbia University New York City
Think back to your school experience. Whether it was 10 or 50 years ago, chances are that you can remember the first and last name of at least one person that you considered a bully. The term “bully” is as synonymous with school as is the term “teacher”. This film is certain to evoke a whirlwind of emotions, including but not limited to anger, remorse, hope and despair. Within the first five minutes of the opening credits I had started on a 90-minute emotional roller-coaster.
Described as a film purposed to serve as a catalyst for change—it has the potential to serve as an important start to a long overdue conversation. Hirsch does an incredible job of giving the viewer an insider’s look at the school experience of several families affected by chronic bullying. Some spoke on film as the survivors of children that committed suicide and others who were survivors of suicide attempts and still others shared their experience as survivors of horrific school experiences. Throughout the movie, I pondered, “Is this a hidden camera?” Only later did I learn that all of this was filmed on a small portable camera in plain sight. I was amazed at how openly bullying occurred throughout the film.
The three groups previously mentioned served as the themes throughout the movie with the filmmaker sending us on junkets between the stories. In fact, the movies begins with a heart- broken father telling the story of his son, who took is life at age 17 after being the victim of bullying for his entire school experience. Tyler, a high-school ROTC cadet, had his entire life ahead of him, but according to his father found little to no support from the school community and gave up. Thereafter story after story presented the depressing theme of communities that failed to protect these children.
Most disturbing to me, likely associated with my role as a university professor responsible for the training and professional development of principals and urban superintendents, was the ineffective leadership displayed by a number of school personnel including principals, assistant principals and superintendents. Well-intentioned, but ill-prepared leaders responded to complaints and pleas from parents with ineffective strategies to end bullying. In one scene, the principal criticized one child for his reluctance to shake the hand of the bully after repeated infractions. “You’re no better than he is.” she exclaimed. “He tried to apologize...” To which the student responded, “He’s only going to do it again.”
Intentionally not structured as a single story, this film allows you to experience the pain and trauma of the students affected and effected by bullying. If nothing else, you will walk away acknowledging that the problem is universal and timeless. This film can truly serve as a “catalyst for change”. I strongly recommend this film to students, teachers, parents, administrators and communities. The Bully Project has a comprehensive viewing guide that can assist with the conversation that should follow. The film alone won’t lead to change. The conversation and actions that ensue are the new educational imperative.
Dr. Brian K. Perkins, Director
Urban Education Leaders Program
Columbia University Teachers College
525 West 120th Street; Box 67
New York, NY 10027
bp58@columbia.edu
http://www.facebook.com/pages/Dr-Brian-K-Perkins/288161944587626
http://action.thebullyproject.com/
Comments