Section 7.3: The Dignity for All Students Act (DASA) and Bullying Prevention

Section 7.3: The Dignity for All Students Act (DASA) and Bullying Prevention

New York State's Dignity for All Students Act (DASA) was enacted to provide students in public elementary and secondary schools with a safe, supportive environment free from discrimination, harassment, and bullying. For the NYSTCE EAS exam, educators must understand the scope of DASA, the specific characteristics protected under the law, the responsibilities of school staff when bullying occurs, and the role of the DASA Coordinator.

The Scope of DASA

DASA applies to incidents of discrimination, harassment, and bullying that take place:

1. On school property: Inside school buildings, on school grounds, or in athletic facilities.
2. On a school bus: During transport to and from school or school-sponsored events.
3. At a school function: Any school-sponsored extra-curricular event, field trip, or athletic competition, whether on or off school grounds.

Cyberbullying and Off-Campus Conduct

An amendment to DASA explicitly addresses cyberbullying, which is defined as harassment or bullying that occurs through any form of electronic communication (e.g., social media, text messages, emails, online gaming). Under the law, schools have the authority and duty to intervene in off-campus cyberbullying if it:

• Creates a foreseeable risk of substantial disruption to the school environment.
• Threatens the health, safety, or well-being of a student.
• Interferes with a student's educational performance or creates a hostile school environment.

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Protected Characteristics Under DASA

DASA prohibits discrimination, harassment, and bullying based on a student’s actual or perceived characteristics. The law identifies eleven protected categories, though the protections are not limited to these groups:

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Educator Responsibilities: Intervene and Report

All public school employees have a legal obligation to respond to incidents of bullying and harassment. This responsibility is divided into two distinct duties:

1. Immediate Intervention

When a school employee witnesses harassment, bullying, or discrimination, they must intervene immediately to stop the behavior. Educators cannot ignore or minimize the behavior. The intervention should be immediate, calm, and focused on student safety.

2. Strict Reporting Timeline

DASA mandates a clear, time-sensitive reporting process for all school employees who witness or receive a report of harassment, bullying, or discrimination:

• Oral Report: The employee must verbally notify the school principal, supervisor, or the designated DASA Coordinator within one school day of the incident.
• Written Report: The employee must submit a formal, written report using the school's DASA reporting form within two school days of the oral report.

The DASA Coordinator

By law, every public school building in New York must designate at least one staff member who is thoroughly trained in human relations, diversity, and bullying prevention to serve as the DASA Coordinator. This coordinator is responsible for:

• Leading the investigation of DASA reports.
• Coordinating prevention programs and professional development.
• Ensuring the school maintains a positive, inclusive climate.
• Serving as the primary point of contact for students, parents, and staff regarding bullying concerns.

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Restorative Practices and Intervention Strategies

When addressing bullying, the NYS Department of Education advocates for restorative practices over purely punitive measures. Restorative practices focus on:

• Repairing Harm: Helping the student who engaged in bullying understand the impact of their behavior on the victim and the school community.
• Resolving Conflict: Facilitating structured dialogues (when safe and appropriate) to resolve underlying issues.
• Reintegrating Students: Providing support to both the victim (to rebuild safety and belonging) and the offender (to change behavior and restore their standing in the school).

Educational Strategies to Prevent Bullying

• Establish Clear Expectations: Co-create classroom norms with students that promote respect, empathy, and active inclusion.
• Promote Bystander Intervention: Teach students how to safely support peers who are being bullied, moving them from passive bystanders to active "upstanders."
• Incorporate Diverse Perspectives: Use literature and curriculum materials that reflect diverse backgrounds, families, and experiences to build understanding and reduce prejudice.

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Realistic Educator Scenarios and Common Exam Traps

Scenario: The Off-Campus Chat Group

A high school teacher is told by a student that classmate "A" is being targeted in a private social media group chat. The chat contains cruel remarks about "A's" weight and sexual orientation, and "A" has started skipping class to avoid the students in the chat.

• Correct Action: The teacher must verbally report the cyberbullying to the principal or DASA Coordinator within one school day and follow up with a written report within two school days. Even though the chat occurred off-campus, it has created a hostile school environment and caused a substantial disruption (truancy) for the student.
• Exam Strategy: Do not dismiss off-campus online behavior if it impacts a student's ability to learn or feel safe at school.

Common Exam Traps to Avoid

• The "Ignore It / Handle It Yourself" Trap: Telling a student who complains of bullying to "just ignore them" or "work it out between yourselves." DASA places the responsibility on the school to intervene and investigate.
• The "Harmless Teasing" Trap: Classifying slurs or body-shaming as "typical peer conflict" or "joking." If the behavior targets a protected characteristic or creates a hostile environment, it must be treated under DASA protocols.
• The "Punishment-Only" Trap: Selecting answers that focus solely on suspension or zero-tolerance punishments without incorporating restorative, educational, or counseling interventions.