Statute 14.30.360 (1998) encourages districts to conduct a program in health education for grades K-12, which shall include instruction in personal safety, including sexual abuse and domestic violence. Further, the statute calls for the state board to establish guidelines in consultation with the Council on Domestic Violence and Sexual Assault.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: While not specifically required, the State Board has adopted content standards in Skills for a Healthy Life (1999) that recommend students learn conflict resolution skills.

Suicide and Other Self-Abuse Prevention: While not specifically required, the State Board has adopted content standards in Skills for a Healthy Life that recommend students learn how to "recognize patterns of abuse directed at self or others and understand how to break these patterns".

Code 16-1-24.2 (1975) requires the Department of Education to develop a statewide violence prevention program, which includes violence prevention curricula for grades K-12.

Code 6-16-129 (2001) allows local boards of education to declare one week in October each academic year to be Gun Violence Prevention Week for grades K-6. The code further allows any school to develop and present an awareness program or participate in others with the purpose of diminishing gun violence.

Bullying/Harassment: Code 6-18-514 (2003) requires all local school boards to adopt policies to prevent pupil harassment (bullying). The policies must clearly define conduct that constitutes bullying; prohibit bullying on school property, at school-sponsored activities, and on school buses; state the consequences of bullying; require school employees to report any incidents to the principal; require bullying notices to be posted in every classroom, cafeteria, restroom, gymnasium, auditorium, and school bus in the district; and provide copies of the notice to parents, students, school volunteers, and all employees. This statute also expands Code 6-18-1005(5)(c) (2003) by requiring student services program to include programs to prevent bullying as part of its group conflict resolution service.

Fighting/Gangs: Not specifically required.

Suicide and Other Self-Abuse Prevention: Code 6-18-1005 (2003) requires a student services program to include a suicide prevention public awareness program developed by the Lieutenant Governor's Teenage Suicide Prevention Task Force as part of the health services provision.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: Not specifically required.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Education Code 32228.1 (2002) requires the Superintendent of Public Instruction to provide funds to school districts for pupils in grades 8-12 to promote school safety and reduce school site violence. The conditions of receiving funds are outlined in the Education Code. Education Code 32261 (1985) et seq. established the School/Law Enforcement Partnership between the Office of the Attorney General and the State Superintendent of Public Instruction. The purpose of the partnership is to support schools as they develop safe school plans.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: Education Code 51266 (no date available) calls for the Office of Criminal Justice Planning, in collaboration with the California Department of Education, to develop a model gang violence suppression and substance abuse prevention curriculum for grades 2, 4, and 6. The Office of Criminal Justice Planning is further asked to develop an independent evaluation of pupil outcomes of the model gang violence suppression and substance abuse prevention curricular program.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Colorado does not require students to receive instruction on violence prevention. However, Statute 22-25-104 (2000) encourages a voluntary comprehensive health education program, which may include violence prevention education.

Bullying/Harassment: Statute 22-32-109.1 (2005) requires district boards of education to adopt a specific policy concerning bullying education. This statute also encourages school districts to develop a comprehensive, age-appropriate curriculum that teaches safety in working and interacting on the internet", which addresses recognition and avoidance of on-line bullying".

Fighting/Gangs: Statute 22-25-104.5 (2000) creates a law-related education program within the Department of Education prevention initiatives unit , aimed at reducing the incidence of gangs in public schools through education. Districts are urged to implement age appropriate law-related educational programs to specifically address antisocial gang behavior. If implemented, such programs must meet certain topic requirements and guidelines stated within this statute. The Statute also urges districts to implement law-related educational programs, which may include instruction in mediation and conflict resolution. 

Suicide and Other Self-Abuse Prevention: Not specifically required.

Bullying/Harassment: Standard 2 of the Healthy and Balanced Living Curriculum Framework (2006) recommends students in grades K-12 learn how to avoid and reduce any form of sexual harassment.

Fighting/Gangs: Standard 2 of the Healthy and Balanced Living Curriculum Framework (2006) recommends students in grades K-12 learn non-violent conflict resolution skills. Students in grades 5-12 should learn strategies to reduce and avoid abuse and assault. Statute Chapter 164 Sec. 10-16b (1997) requires public schools to provide instruction in safety education, which may include the dangers of gang membership.

Suicide and Other Self-Abuse Prevention: Statute Chapter 164 Sec. 10-16b requires public schools to provide instruction in mental and emotional health education, including youth suicide prevention. Standard 2 of the Healthy and Balanced Living Curriculum Framework (2006) also recommends students in grades K-12 learn the warning signs of and how to prevent suicide. 

Rule 5-E2304 (1994) states that public schools shall provide health instruction within a planned, sequential, pre K-12 comprehensive school health education curriculum that includes the physical, mental, emotional and social dimensions of health and well-being. Comprehensive school health education shall be defined as age appropriate instruction that improves the knowledge, skills, and behaviors of students so they choose a health enhancing lifestyle and avoid behaviors that may jeopardize their immediate long term health status. Eleven content areas, including injury and violence prevention are identified.

Administrative Code 14:851 (2009) requires inclusion of an evidence-based interpersonal violence prevention program in the Comprehensive Health Education Program for grades K-12.

Bullying/Harassment: The Delaware Recommended Curriculum for Health Education (2001) provides content standards, which include teaching students in grades K-12 how to deal with and avoid bullies. The frameworks also include teaching middle school students how to handle and identify sexual harassment.

The Bullying Prevention Law (2008) requires each school district to develop a school-wide bullying prevention program to be implemented throughout the school year. 

Fighting/Gangs: The Delaware Recommended Curriculum for Health Education provides content standards, which include teaching conflict resolution and violence prevention in grades K-12.

Suicide and Other Self-Abuse Prevention: The Delaware Recommended Curriculum for Health Education provides content standards, which include teaching students in middle and high school suicide prevention, the signs of depression and mental illness, and how to receive help.

Bullying/Harassment: Statute 1006.147(4)(l) (2012) requires “a procedure for providing instruction to students, parents, teachers, school administrators, counseling staff, and school volunteers on identifying, preventing, and responding to bullying or harassment.” 

Dating Violence:  Statute 1003.42 (2010) requires the health education curriculum for students in grades 7 through 12 shall include a teen dating violence and abuse component that includes, but is not limited to, the definition of dating violence and abuse, the warning signs of dating violence and abusive behavior, the characteristics of healthy relationships, measures to prevent and stop dating violence and abuse, and community resources available to victims of dating violence and abuse:” A specific amount of instruction is not required.

Fighting/Gangs: H.E.B. 1.1.6, 1.2.5, and 1.3.5 of the Sunshine State Standards for Health and Physical Fitness (1996) call for instruction not only strategies to avoid threatening situations but also how to seek help when needed in grades K-8.  In addition, H.E.B. 3.1.7, 3.2.6, 3.2.7, 3.3.6, 3.3.7, 3.4.6, and 3.4.7 require students in K-12 receive instruction on knowing various ways to resolve conflict using nonviolent, positive behavior, and understanding the possible causes of conflict among youth in schools and communities.

Statute 1006.07(6) (2011) requires district school boards to provide for the welfare of students by using the Safety and Security Best Practices to conduct a self-assessment of the district's current safety and security practices. The self-assessment includes indicators for districts to adopt violence and drug prevention, safety and health curricula and programs and to teach students at each grade level violence prevention, conflict resolution, and communication/decision making skills. 

Suicide and Other Self-Abuse Prevention: While not specifically required, suicide and other self-abuse prevention can be taught through the Sunshine State Standards for Health and Physical Fitness.
 

The Quality Core Curriculum Standards and Resources, per the safety education requirement of Rule 160-4-2-.12 (2000), requires violence prevention education be taught in grades K-12.

Bullying/Harassment:  The Quality Core Curriculum Standards and Resources recommend resources and curricula for teaching, as required, bullying prevention in grades K-12 and sexual harassment in grades 9-12.

Fighting/Gangs: The Quality Core Curriculum Standards and Resources recommend curricula and resources for teaching students, as required, about abuse in grades K-7, conflict resolution skills in grades K-12, and the causes of conflict and strategies on how to handle them, including gangs, in grade 8.

Suicide and Other Self-Abuse Prevention: The Quality Core Curriculum Standards and Resources recommend resources and curricula for teaching students, as required, about suicide, including the signs, prevention, causes, and how to get help, in grades 6 and 8-12.

Bullying/Harassment: Standard 5 of Content and Performance Standards for Health  (2005) recommends students in grades K-5 are taught strategies to avoid inappropriate communications.

Fighting/Gangs: Standard 5 of the Content and Performance Standards for Health  (2005) recommends students in grades K-3 and 9-12 are taught non-violent conflict resolution strategies, such as collaboration and negotiation.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Code 280.9B requires the department of education to contract with a law-related education agency that serves the state and provides a comprehensive plan to develop violence prevention program based on law-related education for grades K-12, provide training for teachers and administrators, and develop school-community partnerships.

Bullying/Harassment: Code 256.9(49) requires the director of the Department of Education to develop and make available to school districts, examples of age-appropriate and research-based materials and lists of resources which parents may use to teach their children to recognize unwanted physical and verbal sexual advances, to not make unwanted physical and verbal sexual advances, to effectively reject unwanted sexual advances, and other topics related to the dangers of sexual exploitation and sexual harassment.

Fighting/Gangs: Not specifically required.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: Not specifically required.

Suicide and Other Self-Abuse Prevention: State Board of Education and Idaho State Legislative adoption of the Idaho Health Education Standards (2010) requires high school students learn methods for addressing mental and emotion concerns, including suicide. Mental, emotional and social well-being are foundations for building good health. These foundations include a sense of security, identity, belonging, purpose and competence in order to strive toward a healthy and productive life. Knowledge and skills may include emotional intelligence, suicide prevention, stress management, communication skills, conflict resolution, and mental illness.

Bullying/Harassment: 105 ILCS 5/27-23.7 (2007) requires school districts "to make suitable provisions for instruction in bullying prevention and gang resistance training in all grades." "Bullying prevention" includes instruction in intimidation, student victimization, sexual harassment, sexual violence and strategies for student-centered problem solving regarding bullying. Violence prevention and conflict resolution education are mandated for students in grades 4-12 under 105 ILCS 5/27-23.4 (1995). Public schools may incorporate anti-bias education and inter-group conflict resolution under 105 ILCS 5/27-23.6 (2000).

Fighting/Gangs: 105 ILCS 5/27-23.7 (2010) requires school districts "to make suitable provisions for instruction in gang resistance training in all grades and include that instruction in the courses of study regularly taught in those grades.  "Gang resistance training" includes instruction in the consequences of gang involvement, conflict resolution, cultural sensitivity, personal goal setting, and resisting peer pressure. The statute requires school boards to collaborate with state and local law enforcement agencies for the purposes of gang resistance training.

Goal 24 of the Illinois Learning Standards for Physical Development and Health recommends late elementary aged students learn the causes and consequences of conflict among youth and which situations refusal skills are necessary, such as instances of physical abuse or when approached to join a gang. Middle school and junior high aged students should learn the possible causes and consequences of conflict and violence among youth. Early high school aged students should learn the effects of conflict and violence on individual, family, and community health and strategies for conflict resolution and prevention. Late high school aged students should learn different strategies for preventing conflict and resolving differences.

Suicide and Other Self-Abuse: 105 ILCS 110/3 (2006) recommends suicide and/or signs for identification be taught as a part of the comprehensive health education program in all elementary and secondary schools.

Bullying/Harassment: Standard 3 of the Indiana Academic Standards for Health Education (2007) recommends students in grade 1 be taught how to avoid fights with bullies and recommends students in grades 5 and 9 be taught how to handle unwanted sexual attention and sexual assault.

Dating Violence:  Code 20-19-3-10 (2010) requires the Department of Education to develop a model dating violence education curriculum. The Department is required to assist schools with the implementation of dating violence education programs in grades 6-12.

Fighting/Gangs: Standard 5 of the Indiana Academic Standards for Health Education (2007) recommends students in grades K-10 be taught conflict resolution skills. Standard 3 recommends students in grades 1 and 8-10 be taught how to avoid fights and similar threatening situations, how to avoid and report weapons in grade 4, and how to report and handle physical, emotional, and mental abuse in grade 7.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Bullying/Harassment: No state policy.

Fighting/Gangs: No state policy.

Suicide and Other Self-Abuse Prevention: No state policy.

The Program of Studies (2006) requires students in grade 8-12 to learn how to practice strategies for preventing violence.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: The Program of Studies (2006) requires students in grades K-12 be taught conflict and anger resolution strategies. Students in high school are required to be taught the different definitions of abuse and strategies for prevention.

Suicide and Other Self-Abuse Prevention: The Program of Studies (2006) requires students in grades 6-8 to be taught how to identify the causes and effects of and how to prevent eating disorders. Students in grades 7 & 9-12 are also required learn the causes and effects of emotional disorders. HB51 (2010) requires every public middle and high school administrator to disseminate suicide prevention awareness to all middle and high school students. The materials may be obtained from the Cabinet for Health and Family Services or a commercially developed suicide prevention training program.

RS 17:286 (1994) allows any public elementary or secondary school to offer instruction in violence prevention with curriculum developed and approved by the State Board of Elementary and Secondary Education. The Health Education Content Standards (2002) requires students to receive instruction in violence prevention in grades K-12. Details of the Content Standards are provided in Bulletin 103 (2002).

Bullying/Harassment: Upon approval of its governing authority, RS 17:416.17 (2001) authorizes elementary schools to develop and offer youth development and assistance programs for students in kindergarten and elementary grades. The statute further allows the programs to include the services of behavioral training and intervention techniques for conflict resolution skills, peer mediation, anger management, and bullying prevention.

Dating Violence: R.S. 17:81(T) (2010) requires the governing authority of each public school to provide to students in grades 7-12 enrolled in health education age and grade-appropriate classroom instruction relative to dating violence.

Fighting/Gangs: Standard 5 of the Health Education Content Standards (2002) requires students to receive instruction in non-violent conflict resolution. RS 17:13.1 (1992) requires the State Department of Education to develop and implement minimum guidelines for a program on prevention of crime and disruptive behavior in public schools, which includes coordination of school safety programs and any other existing programs that address gang membership and violence.

Suicide and Other Self-Abuse Prevention: Standard 1 of the Health Education Content Standards (2002) specifically requires students in grades 5-8 to analyze high risk behaviors to determine their impact on wellness, which includes suicidal tendencies. Standard 2 requires students in grades 9-12 to examine mental, social, and physical conditions requiring professional health services, including suicidal tendencies. Standard 5 requires students in grades K-12 to demonstrate positive, effective methods of care, consideration, and respect for oneself and others.

RS 17:282.4 (2001) requires the State Board of Elementary and Secondary Education to prescribe rules and regulations necessary for a statewide youth suicide prevention plan in public elementary and secondary schools. Local public school systems offering a youth suicide prevention program in accordance with the rules and regulations of the State Board may include classroom instruction integrated into the curricula that aims to encourage sound decision making, increase student awareness of the relationship between drug and alcohol use and youth suicide, teach students to recognize signs of suicidal tendencies and other facts about youth suicide, inform students of available community youth suicide prevention services, and foster further cooperation between school personnel and community youth suicide prevention program personnel.

The Massachusetts Comprehensive Health Curriculum Framework (1999) recommends students be taught violence prevention in grades preK-12.

Bullying/Harassment: General Law 71 (2010) requires each school district, charter school, approved private day or residential school and collaborative school to provide age-appropriate instruction on bullying prevention incorporated into the curriculum in each grade .The curriculum must be evidence-based.

Standard 9 of the Massachusetts Comprehensive Health Curriculum Framework (1999) recommends students are taught how to deal with bullying through role-play in grades K-5. Standard 11 recommends students in grades 6-8 learn about bullying and its effects through videos and discussion. The Standard also recommends students be taught how to define harassment based on gender, race, national origin, sexual orientation, religion, or handicap in grades 9-12. Standard 11 recommends students in grades 6-12 are taught the social, mental, emotional, and legal consequences of harassment.

Fighting/Gangs: Standard 9 and 11 of the Massachusetts Comprehensive Health Curriculum Framework (1999) recommends students in grades 6-12 be taught how to recognize and get help for the various types of abuse. Standard 11 recommends students in grades K-12 are taught the factors leading to violence, conflict resolution skills, and how to identify helpful resources concerning violence and reasons why people join gangs and how gangs undermine the community and lead to violence.

Suicide and Other Self-Abuse Prevention: Standard 5 of the Massachusetts Comprehensive Health Curriculum Framework (1999) recommends students are taught the signs of suicide and how to get help in grades 9-12.

State Board of Education Regulation 13a.04.18.01 requires safety and injury prevention as a part of comprehensive health education.

Bullying/Harassment: Not specifically required but incorporated into health education and guidance lessons.

Dating Violence: HB845 (2009) requires the State Board to develop and implement a program in the schools to educate about dating violence. It requires a program to be started in each public school before the sixth grade.

Fighting/Gangs: The Safe Schools Act (2010) requires local school systems to develop educational programs in its efforts to address gangs, gang activity, and similar destructive or illegal behaviors. This program must include (1) an education and gang awareness program for students, staff, volunteers and parents and (2) a teacher and administrator development program that trains teachers and administrators to implement the policy or regulations.

Suicide and Other Self-Abuse Prevention: Not specifically required but incorporated into health education and guidance lessons.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: Standard 3 of Education Rule Chapter 131 (1997) requires students in grades 3-12 be taught how to deal with and avoid threatening situations, such as physical, emotional, and sexual abuse. Standard 5 requires students in grades 3-12 be taught conflict resolution skills and other non-violent strategies to resolve conflicts.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Bullying/Harassment: The Policy on Quality Character Education (2004) recommends that schools adopt a secular character education program focused on developing positive relationships and prosocial norms to decrease negative behaviors such as bullying. The Michigan Model for Health® specifically referenced as a guide for schools to meet the State Board's recommendation, contains violence prevention modules with bullying and harassment specific lessons for grades K-12.

Fighting/Gangs: The Health Education Content Standards (2006), K-8 Grade Level Content Expectations (GLCE) (2007) and High School Merit Credit Guidelines (2007) recommend minimum content for teaching avoidance of conflicts and threatening situations in grades K-12, non-violent strategies to resolve conflicts in grades K-12, and how to solve interpersonal problems without harming others in grades 9-12.

Suicide and Other Self-Abuse Prevention: MCL 380.1171 (2006) encourages school districts to provide age-appropriate instruction for students and professional development for school personnel concerning the warning signs and risk factors for depression and suicide and the protective factors that help prevent suicide. The Health Education Content Standards (2006), K-8 Grade Level Content Expectations (GLCE) (2007) recommend minimum content standards for teaching students how to solve interpersonal problems without harming themselves in grades 9-12. The Michigan Model for Health® is specifically referenced as a guide for schools to meet the State Board's recommendation, and contains violence prevention and character education modules with suicide prevention lessons for grades 7-12.

The Policy on Quality Character Education recommends that schools adopt a secular character education program focused on developing positive relationships and prosocial norms to decrease negative behaviors.

Bullying/Harassment: Statute 120B.22 (2000) encourages each district to integrate a program for violence prevention into its existing curriculum that includes: a comprehensive, accurate, and age appropriate curriculum on sexual, racial, and cultural harassment, and student hazing; planning materials, guidelines, and other accurate information on prevention sexual, racial, and cultural harassment.

Fighting/Gangs: Statute 120B.22 encourages each district to integrate a program for violence prevention into its existing curriculum that includes a curriculum on nonviolent conflict resolution.

Suicide and Other Self-Abuse Prevention: Statute 120B.22 requires violence education be comprehensive, accurate, and age appropriate curriculum and include nonviolent conflict resolution, sexual, racial, and cultural harassment, self-protection, and student hazing that promotes equality, respect, understanding, effective communication, individual responsibility, thoughtful decision making, positive conflict resolution, useful coping skills, critical thinking, listening and watching skills, and personal safety. In particular, school districts are to target early adolescents whose personal circumstances may lead to violent or harassing behavior.

Revised Statute 161.650 (2000) requires the Department of Elementary and Secondary Education to adopt an existing violent prevention program to be carried out by public school districts. This program shall include instruction on the negative consequences of membership or participation with criminal street gangs and shall include training for school district employees responsible for teaching violence prevention and intervention.  The Missouri Violence Prevention Curriculum Framework (2008) provides instructional guidance for schools implementing a violence prevention program.

Revised Statute 589.020 (1980) requires the department of elementary and secondary education to develop and establish sexual assault prevention and sexual assault counseling techniques and teaching guidelines for use by local school districts who choose to establish sexual assault prevention education programs.

Bullying/Harassment: The Missouri Violence Prevention Curriculum Framework (2008) recommends strategies to prevent students from becoming abusers of others by bullying and harassment.

Fighting/Gangs: The Missouri Violence Prevention Curriculum Framework (2008) recommends conflict resolution be taught in district schools and for the use of community resources, such as DARE officer, for gang awareness education in district schools. Rule 5 CSR 50-350.030 (1999) requires the department of elementary and secondary education to identify and, if necessary, adopt a program regarding violence prevention that includes instruction for students on the negative consequences of membership and/or participation in criminal gang activity.

Revised Statute 161.650 requires the department of elementary and secondary education to identify and adopt programs to be administered by public school districts regarding violence prevention. The program should include instructing students on the negative consequences of membership in or association with criminal street gangs or participation in a criminal street gang activity.

Revised Statute 170.046 (1995) requires the department of health and senior services, in consultation with the department of elementary and secondary education, to develop program materials known as School-Based Nonviolent Conflict Resolution" for use by school districts. The Statute allows the program to be presented to students in grades K-12 at least once each school year; however, academic credit cannot be received for participation in this program.

Suicide and Other Self-Abuse Prevention: The Missouri Violence Prevention Curriculum Framework (2008) recommends strategies to prevent students from becoming abusers of self through actions such as suicide.

Bullying/Harassment: Code 37-11-54 (2003) calls the State Board of Education to develop a list of recommended conflict resolution and mediation materials, models, and curricula that addresses causes and effects of school violence, harassment, and nonviolent methods for resolving conflicts.

Fighting/Gangs: The Comprehensive Health Framework (2006) provides guidelines for instruction in conflict resolution in grades 2 and 9-12. Code 37-11-54 (2003) calls for the State Board of Education to develop a list of recommended conflict resolution and mediation materials, models, and curricula that addresses causes and effects of school violence, harassment, and nonviolent methods for resolving conflicts.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Local districts are encouraged to establish and maintain a firearms safety education course according to MCA 20-7-132 (1997). The district may adopt a course of instruction developed by the department of fish, wildlife, and parks, a law enforcement agency, or a firearms association.

Bullying/Harassment: No state policy that specifically addresses bullying. However, the teaching of the causes of interpersonal conflict and conflict resolution are addressed in State Board of Public Education Administrative Rules 10.54.7087 (1999) for grade 4 and 10.54.7092 (1999) for grade 8.

Fighting/Gangs: State Board of Public Education Administrative Rules 10.54.7061 (1999), 10.54.7062 (1999), and 10.54.7063 (1999) establish grade level benchmarks for Health Enhancement Program content, which includes for all grades the teaching of non-violent strategies to resolve conflicts. The teaching of the causes of interpersonal conflict and conflict resolution are also addressed in State Board of Public Education Administrative Rules 10.54.7087 for grade 4 and 10.54.7092 for grade 8.

Suicide and Other Self-Abuse Prevention: No state policy.

Bullying/Harassment: Competency Goal 4 of the Healthful Living Standard Course of Study (2006) requires students learn how to respond to teasing and bullying in grade 2.

Fighting/Gangs: Competency Goal 4 of the Healthful Living Standard Course of Study (2006) requires students in grades 1, 5, and 9-12 learn how to resolve conflicts without fighting. Goal 2 requires students learn anger management skills in grades 2-3 and 5.

Suicide and Other Self-Abuse Prevention: Competency Goal 2 of the Healthful Living Standard Course of Study (2006) requires students learn how to identify the signs of suicide and seek help in grade 8. Also, part I of North Carolina's Basic Education Plan for Public Schools (1994) requires school guidance programs to focus on a series of general development areas, which includes coping skills in grades 7-12.

Bullying/Harassment: Code 15.1-19-17 and Code 15.1-19-18 (2011) provides a definition for bullying and requires eac school to provide bullying prevention programs in grades K-12. Standard 5 of the North Dakota Health Content Standards (2008) recommends content standards and gives examples of specific knowledge and activities for teaching students possible causes of conflicts in schools, families, and communities and strategies to prevent conflicts in these situations in grades 9-12, which includes bullying.

Fighting/Gangs: Standard 5 of the North Dakota Health Content Standards(2008) recommends content standards and gives examples of specific knowledge and activities for teaching students possible causes of conflicts in schools, families, and communities and strategies to prevent conflicts in these situations in grades 9-12, which includes gangs.

Suicide and Other Self-Abuse Prevention: The North Dakota Health Content Standards (2008) recommends content standards and gives examples of specific knowledge and activities for teaching students the risks associated with harmful chemicals and drugs in grades 5-8, which includes suicide.

Bullying/Harassment: Not specifically required.

Fighting/ Gangs: Principle 5 of the Nebraska Health Education Frameworks (1998) recommends students be taught conflict resolution skills in grades K-12. Principle 3 recommends students be taught how to avoid fighting and violence in grades 3-12. Principle 1 recommends students in grades 6-8 be taught conflict management.

Suicide and Other Self-Abuse Prevention: Not specifically required.

The Health Education Curriculum Guidelines (2003) recommends students in grades K-12 receive instruction in violence prevention education. However, RSA 193-F:4 (2001) does not require the inclusion of any pupil safety and violence prevention curriculum, textbook, presentation, or other material in any program or activity.

Bullying/Harassment: RSA 193-F:2-5 (2010) requires school districts to provide educational programs for pupils and parents in preventing, identifying, responding to, and reporting incidents of bullying or cyberbullying. However the statute does not require the inclusion of any specific curriculum, textbook, or other material designed to prevent bullying or cyberbullying. In addition, the omission of bullying or cyberbullying from any curriculum, textbook, or other material in any program or activity conducted by an educational institution does not constitute a violation of the statute.

The Health Education Curriculum Guidelines (2003) recommend students learn how to avoid and deal with bullying in elementary and middle school and recognize sexual harassment in high school.

Fighting/Gangs: Standards 4 and 5 of the K-12 Career Development Framework (2000) require students learn conflict resolution skills. The Health Education Curriculum Guidelines (2003) recommend students learn the causes of conflict, conflict resolution techniques, avoidance, and non-violent ways to calm charged situations in grades K-12. Recognition of abuse is also recommended for learning in elementary school.

Suicide and Other Self-Abuse Prevention: The Health Education Curriculum Guidelines (2003) recommend suicide prevention education be part of the curriculum for middle school and high school; including signs of depression and mental illness, how to get help for self and others, and how to identify stressors.

Bullying/Harassment:  N.J.S.A. 18A:37-15 (2002) and State Board of Education Administrative Code N.J.A.C. 6A:16-7.9 require each school district to adopt, post on its website and annually review and disseminate to parents a policy prohibiting harassment, intimidation and bullying, which includes consequences and remedial actions for offenders. N.J.S.A. 18A:37-17 (2011) requires schools to establish bullying prevention programs and other initiative involving school staff, students, administrators, volunteers, parents, law enforcement and community members designed to create school-wide conditions for preventing and addressing HIB. N.J.S.A. 18A:37-20 requires each school to appoint a school anti-bullying specialist and each school district to appoint a district anti-bullying coordinator. N.J.S.A. 18A:37-21 requires each school to have a school safety team to address school climate issues such as HIB. N.J.S.A. 18A:37-29 requires each school district to observe a Week of Respect beginning with the first Monday in October of each year to recognize the importance of character education by providing age-appropriate instruction focusing on HIB prevention.

Dating Violence: N.J.S.A. 18A:35-4.3 (1979) calls for the Department of Education in consultation with an advisory committee to develop and establish guidelines for a sexual assault prevention education program that teaches sexual assault prevention techniques.  Standard 2.4 of the CCCS for Comprehensive Health and Physical Education Curriculum Framework (2009) requires students learn strategies that enhance respectful and healthy relationships and develop strategies to address domestic or dating violence and end unhealthy relationships.  N.J.S.A. 18A:35-4.23 (2003) allows local boards of education to include instruction on the problems of domestic violence and child abuse into the curriculum for elementary, middle, and high school students.

18A:37-33 (2012) requires school districts to provide dating violence education to students in order to prevent dating violence and address incidents involving dating violence.

Fighting/Gangs: Standard 2.1 of the CCCS for Comprehensive Health and Physical Education (2009) requires students to learn social and emotional health skills, including conflict resolution and prevention.  N.J.S.A. 18A: 35-4.26 (2006) requires each board of education to offer instruction in gang violence prevention and ways to avoid membership in gangs as a part of the Comprehensive Health and Physical Education (2009) curriculum.

Suicide and Other Self-Abuse Prevention: N.J.S.A.18A:6-112 (2011) requires that public school teaching staff members complete at least two hours of instruction in suicide prevention as part of the State Board of Education's professional development requirement, which must include information on the relationship between suicide and harassment, intimidation and bullying and reducing the suicide risk of students who are members of communities identified as having members at high-risk of suicide. In addition, Standard 2.1 of the CCCS for Comprehensive Health and Physical Education (2009) requires students learn social and emotional health skills, including strategies to deal with stress, rejection, and loss (which are factors leading to suicide). Additionally, mental health issues, such as depression, must be addressed by the end of grades 6, 8, and 12.

6.29.6 NMAC (2009) requires each school district and charter school to adopt wellness policies that address student and school employee wellness through a coordinated school health approach which shall include a planned, sequential K-12 Health Education curriculum that addresses the physical, mental, emotional and social dimensions of health that is aligned with the NMPED K-12 Health Education Standards (1997, revised 2006) with benchmarks and performance standards as set forth in 6.29.6 NMAC, which includes injury and violence prevention education. 

Bullying/Harassment: 6.12.7 NMAC requires each district and charter school to develop and implement a policy that addresses bullying. Required topics are listed in this state rule. It also requires that
anti-bullying be included as part of the district K-12 Health Education curriculum as set forth in 6.29.6 NMAC (2009). 

Fighting/Gangs: 6.29.6 NMAC (2009) requires each school district and charter school to adopt wellness policies that address student and employee wellness through a coordinated school health approach which shall include a planned, sequential K-12 Health Education curriculum that addresses the physical, mental, emotional and social dimensions of health that is aligned with the NMPED K-12 Health Education Standards (1997, revised 2006) with benchmarks and performance standards, as set forth in 6.29.6 NMAC (2009), which includes safe schools and conflict resolution prevention education; specifically, for teaching non-violent conflict resolution strategies, the difference between positive and negative behaviors in conflict situations and the causes of conflict.

Suicide and Other Self-Abuse: 6.29.6 NMAC (2009) requires each school district and charter school to adopt wellness policies that address student and employee wellness through a coordinated school health approach which shall include a planned, sequential K-12 health Education curriculum that addresses the physical, mental, emotional and social dimensions of health that is aligned with the NMPED K-12  Health Education Standards (1997, revised 2006) content standards with benchmarks and performance standards as set forth in for health education, which include suicide prevention education for grades K-12. Local schools are required to align health education curriculum to the performance standards  as set forth in 6.29.6 NMAC, which includes suicide and other self-abuse prevention education; specifically, teaching ways to communicate respect for oneself, strategies for solving interpersonal conflicts without harming oneself and the difference between safe and risky behaviors and their consequences.

State Board of Education Administrative Code  389.281, 389.2944, 389.281, and 389.455 (2000) lay-out student performance standards to be met by the end of grades 2, 3, 5, and 12. These include violence prevention topics such as the identification of physical expressions of emotion associated with anger and conflict, learning positive coping strategies for coping with and resolving internal conflicts to avoid violence, identifying patterns of behavior that may precede acts of violence and intervention methods, and learning about individual responsibility for violence prevention.

Bullying/Harassment: State Board of Education Administrative Code 389.2423 (2000) and Standard 3 of the Health Content Standards (2000) require students by the end of grade 2 to learn about the characteristics of bullies and by the end of grade 5 to learn the consequences of harassment.

Fighting/Gangs: State Board of Education Administrative Code 389.281, 389.2944, 389.281, and 389.455 requires students by the end of grades 3, 5, 9, and 12 to learn how to identify and report abusive behavior, about sources of help for protection from neglect and physical, emotional, or sexual abuse, and the causes and effects of child abuse. Standard 1 of the Health Content Standards (2000)) requires students by the end of grade 5 to learn procedures to protect oneself from violence. Standard 3 requires students by the end of grades 5 and 8 to learn the consequences of fighting, anger management, and applicable conflict resolution skills. Standard 5 requires students by the end of grades 3, 5, 8, and 12 to learn the causes, associated behaviors, and ways to manage and resolve conflict. 

Suicide and Other Self-Abuse Prevention: NRS 389.0185 (1999) requires the State Board to adopt regulations establishing guidelines for suicide prevention education. State Board of Education Administrative Code 389.2944, 389.281, and 389.455  require students by the end of grades 3, 5, and 8 to learn the definition of suicide, the warning signs of suicide, the reasons people commit suicide, alternatives to suicide, how to obtain assistance for another who is suicidal, and which personal risk behaviors can lead to suicide. Standard 3 of the Health Content Standards (2000) requires students by the end of grades 8 & 12 to learn how to respond to and avoid suicide.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: Standard 2 of the Learning Standards for Health, Physical Education, and Family and Consumer Sciences (1996) requires students learn how to reduce and avoid threatening situations at the elementary level, conflict management and negotiation skills, the causes of conflict in school, and ways to reduce and avoid threatening peer situations at the intermediate level, and strategies to avoid or cope with potentially dangerous situations such as assault at the commencement level.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Bullying/Harassment: ORC 3313.667 (2006) requires local districts, to the extent that state or federal funds are appropriated for these purposes, to develop a process for educating students about anti-bullying, harassment and intimidation policies required by 3313.666 (2006).

Dating Violence: HB19 (2009) requires age-appropriate instruction in dating violence prevention education in grades 7-12, including in recognizing dating violence warning signs and characteristics of healthy relationships.

Fighting/Gangs: As part of the health education requirements under ORC 3313.60 (2001), students in grades K-6 must receive instruction in personal safety and assault prevention."

Suicide and Other Self-Abuse Prevention: The State Board of Education's  School Substance Abuse and Violence Prevention Policy (2006) mandates the Department of Education to build capacity for school districts to create safe and caring learning environments that prevent students from engaging in alcohol and other drug use, as well as violence, and other self-destructive behaviors that may lead to suicide. The policy also strongly" encourages districts to adopt policies to prevent violence, alcohol, tobacco, and other illegal drug use.

 

Bullying/Harassment: The PASS Integrated Curriculum: Health, Safety and Physical Education (2002) recommends students be taught how to identify bullying, how to diffuse and avoid bullies, how to report bullying, and the difference between teasing and bullying, and how to identify different types of harassment in grades 1-4 (Standards 4 & 5).

Fighting/Gangs: The PASS Integrated Curriculum: Health, Safety and Physical Education (2002) recommends students be taught anger management (Standards 3-5), how to avoid threatening situations (Standard 3), violence prevention (Standards 1 & 3), non-violent conflict resolution (Standards 3-5), how to report violence (Standard 3), and abuse protection strategies (Standard 1) in grades 1-12.

Suicide and Other Self-Abuse Prevention: While Oklahoma has no specific policy addressing suicide education, the PASS Integrated Curriculum: Health, Safety and Physical Education (2002) recommends students be taught how to cope with personal loss and respect for oneself respectively in grades 5-8 (Standards 3 & 5).

The Health Education Standards (2005) recommend that violence prevention education be taught in grades K-12.

Bullying/Harassment: The Health Education Standards (2005) recommend students in grades K-12 be taught how to identify, handle, and report bullying and harassment and about its effect on health and safety.

Fighting/Gangs: The Health Education Standards (2005) recommend students in grades K-12 be taught non-violent conflict management skills, anger management, and how to avoid physical violence.

Suicide and Other Self-Abuse Prevention: The Health Education Standards (2005) recommend students in grades 6-12 be taught the warning signs of suicide and prevention methods, and that students in grades 4-12 be taught about the causes, effects, and symptoms of eating disorders.

Bullying/Harassment: Standard 10.3 of the Academic Standards for Health, Safety, and Physical Education (2003) requires that students be taught how to recognize unsafe practices, such as bullying, by the end of grade 3 and requires students be taught personal safety practices, such as how to handle and avoid harassment, by the end of grade 6.

Fighting/Gangs: Standard 10.3 of the Academic Standards for Health, Safety, and Physical Education requires students be taught how to recognize, analyze, avoid, and resolve conflicts and violence by the end of grades 3, 6, 9, and 12. Such strategies include anger management, peer mediation, reflective listening, negotiation, refusal skills, adult intervention, walking away, and assertive behavior. The standard also requires students be taught violence prevention practices, such as avoiding gangs, by the end of grade 6.

Suicide and Other Self-Abuse Prevention: No state policy.

Bullying: In accordance with Statute 16-21-33 (2011) and Statute 16-21-34 (2011), any form or degree of bullying at school is prohibited. The RI Safe Schools Act, Statute 16-21-34 (2011) requires all schools in Rhode Island to adopt the statewide bullying policy developed by the Rhode Island Department of Education to ensure a consistent and unified statewide approach to the prohibition of bullying at school.

The Rhode Island Statewide Bullying Policy (2011) was promulgated pursuant to the authority set forth in Statute 162134 of the General Laws of Rhode Island.  Known as the Safe School Act, the statute recognizes that the bullying of a student creates a climate of fear and disrespect that can seriously impair the student's health and negatively affect learning. Bullying undermines the safe learning environment that students need to achieve their full potential.  See section on Bullying, Harassmentand Hazingbelow.

Bullying/Harassment: Code 59-63-150 (2005) encourages schools and school districts to establish bullying prevention programs.

The state does not require students to receive instruction on injury and violence prevention education (to include Bullying/Harassment, Suicide and Other Self-Abuse Prevention). However, the South Dakota Health Education Standards (2010) broadly and collectively articulate what students should know and be able to do to adopt or maintain health-enhancing behaviors. Knowledge of core health concepts and underlying principles of health promotion and disease prevention are included in Standard 1. Standards 2 through 8 identify key processes and skills that are applicable to healthy living. Each of the 8 health education standards include performance indicators that are specific to what students should know or be able to do in support of each standard by the conclusion of each of the four grade spans. (Pre-K-Grade 2, Grade 3-5, Grades 6-8 and Grade 9-12.) 

There are nine health education content areas which are organized around a combination of the Centers for Disease Control and Prevention Adolescent Risk Behaviors and traditional health education content areas. The content areas include: Alcohol and Other Drugs, Injury Prevention, Nutrition, Physical Activity, Family Life and Sexuality, Tobacco, Mental Health, Personal and Consumer Health and Community and Environmental Health.

Code 49-1-220 (2006) urges the department of education to develop a sexual violence awareness curriculum for presentation at least once in grades 7 and 8, and once, preferably twice, in grades 9-12.  The curriculum should include instruction to increase students' awareness and understanding of teen dating violence and sexual violence, including, but not limited to, date, acquaintance, and stranger rape and statutory rape, rape prevention strategies, resources and support available to victims of teen dating violence and sexual violence, and prosecution of crimes associated with teen dating and sexual violence.

Bullying/Harassment:  Standard 9 of the Tennessee Model for Comprehensive School Counseling (2005) addresses acquiring personal safety skills.  Students learn the consequences of bullying and harassment in grades 3-5 and techniques for handling overt and subtle bullying and harassment in grades 9-12. 

Fighting/Gangs:  Lifetime Wellness: Grades: 9 – 12 (2007) requires students identify positive ways of resolving interpersonal conflict by practicing non-abusive behavior.  Standard 9 of the Tennessee Model for Comprehensive School Counseling (2005) addresses acquiring personal safety skills.  Students learn to recognize physical and sexual abuse in grades 3-5 and conflict management and the emotional effects of abuse in grades 6-8.

Suicide and Other Self-Abuse: Lifetime Wellness: Grades 9-12 (2000) requires students learn to recognize the signs of a potential suicide and how to identify resources for suicide prevention. Standard 9 of the School Counseling & Career Guidance Standards recommends students in grades 6-8 learn how to recognize the indicators of depression and suicidal and homicidal tendencies.

Sexual Violence:  Code 49-1-220 (2006) urges the department of education to develop a sexual violence awareness curriculum for presentation at least once in grades 7 and 8, and once, preferably twice, in grades 9-12.  The curriculum should include instruction to increase students’ awareness and understanding of teen dating violence and sexual violence, including, but not limited to, date, acquaintance, and stranger rape and statutory rape, rape prevention strategies, resources and support available to victims of teen dating violence and sexual violence, and prosecution of crimes associated with teen dating and sexual violence. 

The Texas Essential Knowledge and Skills for Health Education (1997) recommends violence prevention is taught in grades 3-6.

Bullying/Harassment: The Texas Essential Knowledge and Skills for Health Education the ethical and legal ramifications of harassment are taught in grades 9-10.

Fighting/Gangs: The Texas Essential Knowledge and Skills for Health Education recommends personal and interpersonal skills is taught, including conflict resolution, in grades 1, 3-4, 6-8, & 11-12. It is also recommended that students be taught how to identify and respond to/prevent the various forms of abuse (physical, emotional, sexual) in grades 3-10. Gang prevention measures are also recommended to be taught in grades 3-8.

Suicide and Other Self-Abuse Prevention: The Texas Essential Knowledge and Skills for Health Education recommends suicide prevention is taught in grades 9-10.

The  Health Education Core - Elementary (1997) sets standards for students in grade 5 are to be taught the impact of violence on society. Students in grade 6 are required to be taught about how emotions may lead to violence and how to manage these emotions. Health Education Core - Secondary (2009) requires students in grades 9-12  to learn how to make safety plans to address violent situations.

State Board of Education Policy R277-613-1 requires all staff receive training specific to the following: (1) overt aggression (including physical fighting such as punching, shoving, kicking), (2) verbal threatening threatening behavior, (3) relational aggression or indirect, covert, or social aggression (including rumor spreading, intimidation, enlisting a friend to assault a child, and social isolation), (3) prohibitions against bullying or hazing of a sexzual nature or with sexual overtones), and (4) cyberbullying, including use of email, web pages, text messaging, instant messaging, three-way calling or messaging any other form of electronic means for aggression inside or outside of school.

Bullying/Harassment: The Health Education Core - Secondary (2009) sets standards for students in grades 7-12 to be taught how to identify those behaviors that may lead to sexual harassment and how to manage sexual harassment.  State Board of Education Policy R277-613-1 (2009) requires each district's bullying and hazing prevention policy to provide for training to students specific to the following: (1) overt agression (including physical fighting such as punching, shoving, kicking and berbal threatening behavior, such as name calling), (2)  relational aggression or indirect, covert, or social aggression (including rumor spreading, intimidation, enlisting a friend to assault a child, and social isolation), (3) prohibitions against bullying or hazing of a sexual nature or with sexual overtones, and (4) cyberbullying, including the use of email, web pages, text messaging, instant messaging, three-way calling or messaging of any other electronic means for aggression inside or outside of school.

SCR 1 (Resolution Encouraging School Boards to Adopt Policy Prohibiting Bullying) (2006) urges school districts to develop a program to identify and assist victims of bullying, harassment and intimidation, and educate those committing the acts. 

Fighting/Gangs: The Health Education Core - Secondary (2009) and Health Education Core - Elementary (1997) requires students in grades 2, 4, and 7-12 be taught the causes of conflict and conflict resolution/management skills. Students in grades 3 and 6-8 are also to be taught abuse prevention strategies, how to identify abuse, and how to manage abusive situations. R277-436 (1999) recommends gang prevention instruction by establishing rules and procedures for distributing funds for gang prevention and intervention programs.

Suicide and Other Self-Abuse Prevention: The Health Education Core - Secondary (2009) sets standards for students in grades 7-12 to be taught the impact of suicide, the importance of prevention, how to identify the warning signs, and ways to help self and others when dealing with suicide.

Code 22.1-279.9 (2004) requires school boards to develop programs to prevent hazing. These programs may include providing education related to Virginia's criminal law, peer mediation, conflict resolution, any program focused on demonstrating the consequences of violence and crime. Health Smart Virginia also recommends specific curricula for meeting the Standards of Learning.  Code 22.1-207.1 (2007) requires instruction on dating violence and characteristics of abusive relationships to be included in Family Life Education (required in grades K-12).

Bullying/Harassment: The Health Education Standards of Learning (2008) requires students to be taught how to identify bullying behaviors in grade 4. Code 22.1-208.01 (2005) requires local school boards to establish character education programs, which must address the inappropriateness of bullying.

Fighting/Gangs: The Health Education Standards of Learning (2008) requires students be taught the relationship between self-image and gang-related behaviors in grade 6. Students are also taught resistance skills to avoid violence, gangs, weapons, and drugs in grade 6 and 10. Alternatives to gang-related behavior are taught in grade 7 and 8. Students are to be taught about the risks associated with gang-related activities. The standards also require students to be taught the conflict resolution and nonviolent/peaceful strategies, the impact of verbal and nonverbal aggressive, and the consequences of acts of violence in grades 2-10.

Suicide and Other Self-Abuse: The Health Education Standards of Learning requires students to be taught how to recognize tendencies towards harming oneself in grade 10. Code 22.1-272.1 (1999) requires licensed school board employees to contact parents of students at imminent risk of suicide. The Board of Education, in cooperation with the Department of Mental Retardation and Substance Abuse Services and the Department of Health, is required to develop Suicide Prevention Guidelines.

Driver Education: Code 22.1-205 (2003) requires the Board of Education to establish a standardized program of driver education for the public school system. In accordance with the law, the program includes classroom training and behind-the-wheel driver training. Any student who participates in the program must meet academic requirements and have a license or permit to operate a motor vehicle. The driver education program must include alcohol and drug abuse, aggressive driving, and motorcycle awareness.

Accident Prevention: Code 22.1-204 (1991) requires a course of study in accident prevention in one or more of the elementary grades or in one or more of the secondary grades of every school division. The training includes accident prevention, proper conduct on streets and highways, operation of motor vehicles as required by traffic laws in Virginia, and in ways and means of preventing loss of lives and damage to property through preventable fires.

Other: Code 22.1-70.2 (2006) requires each division superintendent to include a component of internet safety for students in their instructional program. 

Health Education Grade Expectations (2008) requires students in grades 9-12 be taught strategies for dealing with situations that involve personal risk, danger, or emergencies, such as violence. Students in grades 1-4 are required to learn about the hazards of handling weapons.

Bullying/Harassment: Health Education Grade Expectations (2008) requires students in grades 5-6 be taught how to avoid or change situations that threaten personal safety, such as bullying and harassment. Students in grades 7-8 must also learn the difference between hazing, bullying, harassment, and respectful interactions/relationships.

Health content to be integrated into these GEs is to include how bullying, hazing, and harassment affects others and strategies to deal with this issue.

Fighting/Gangs:  Health Education Grade Expectations (2008) requires students in grades K-2 and 5-6 be taught how to avoid or change situations that threaten personal safety. In addition, it requires students in grades 1-12 be taught diverse nonviolent methods for resolving conflict, such as negotiation and refusal skills.

Health content to be integrated into these GEs is to include safety practices for unsafe or abusive situations for students in grades PreK-4, signs of emotional, physical, and sexual abuse in grades 5-8.

Suicide and Other Self-Abuse Prevention: The Health Education Grade Expectations (2008) requires health content concerning the signs, behaviors, and symptoms of depression and suicide be integrated into the required GEs.  16 VSA 131 (2005) details several requirements for a comprehensive health education program, including an understanding of depression and the signs of suicide risk in a family member or fellow student and awareness of school and community resources such as the local suicide crisis line.

Bullying/Harassment: The Health and Fitness Essential Academic Learning Requirements (2002) mandate students learn how to identify risky situations, such as bullying and harassment, and safe behaviors to prevent injury to self and others.

Fighting/Gangs: The Health and Fitness Essential Academic Learning Requirements (2002) mandate students learn how to identify risky situations and safe behaviors in order to prevent injury.

Suicide and Other Self-Abuse Prevention: Not specifically required.

Bullying/Harassment: Statute 118.01 (1995) requires schools to provide instruction to help students recognize, avoid, prevent and halt intrusive or abusive situations and protective behaviors.

Fighting/Gangs: Standard F of Wisconsin's Model Academic Standards for Health Education (2011) recommends students by the end of grades 4, 8, and 12 be taught how to identify the possible causes of conflict and strategies to prevent and resolve them without harming self or others. Standard B recommends students by the end of grades 4, 8, and 12 be taught ways to avoid and reduce threatening situations.

Suicide and Other Self-Abuse: Statute 118.01 (1997) requires school boards to provide instructional programs on suicide prevention, the conditions which may lead to suicide, and the warning signs of suicidal tendencies.

Bullying/Harassment: Standard 3 of Board Policy 2520.5 requires students to receive instruction in potentially dangerous situations, such as bullying and how to obtain help appropriately in grades 5-6 and 9-12. Standard 3 of Board Policy 2520.5 also requires students to receive instruction in protective behaviors used to avoid and reduce threatening situations, such as harassment, in grades 4-6 and 9-12. Standard 4 requires students to learn the types of harassment and their impact on health in grades 7-8. Standard 7 requires students to learn the ramifications of bullying and how to identify resources advocating against bullying and harassment in grade 8.

Code 18-2C-5 (no date available) requires each district to develop a process for educating student on the harassment, intimidation, or bullying policy to the extent fund are appropriated.

Fighting/Gangs: Standard 5 in Board Policy 2520.5 requires students to receive instruction in conflict management and resolution in grades 3, 5-6, and 8. Standard 3 requires students learn anger management and protective behaviors in grades 5-6 and 9-12 and recognize and report self-destructive behaviors, such as gang membership, in grade 8. Standard 7 requires students learn how to identify resources advocating against violence in grade 8.

Code 18-2-7b (no date available) requires the State Board prescribe programs for training students in conflict resolution skills

Suicide and Other Self-Abuse Prevention: Standard 3 of Board Policy 2520.5 requires students to receive instruction in recognizing and reporting self-destructive behaviors, such as suicide, in grades 8-12.

Bullying/Harassment: Not specifically required.

Fighting/Gangs: Standards 3 and 5 of the Wyoming Health Content and Performance Standards (in revision process 2008) mandates students in grades K-12 be taught conflict resolution skills.

Suicide and Other Self-Abuse Prevention: Not specifically required.