IEP goals for bullying and teasing

When a student with an IEP is bullied, the first job belongs to the school: stop it, protect the student and change the conditions that let it happen. IEP goals come second. They can teach the student skills that help, such as spotting when teasing has turned mean, reporting it clearly and getting to a safe adult. They must never suggest that the student caused the bullying or should fix it alone.

This page covers the school's obligations briefly, then 20 goals in five groups. Four groups support a student who is targeted. The fifth is for a student who bullies others, because students with IEPs can be on either side. Each goal has a fictional baseline and a template link; the numbers are illustrations. For the wider area, see the social-emotional IEP goals pillar.

What the school has to do

Federal civil rights law treats disability-based harassment as discrimination. The Office for Civil Rights explains that a school that knows, or reasonably should know, about harassment of a student with a disability must respond promptly: investigate, take steps to end it and prevent it from happening again.^[1] OCR guidance also explains that bullying of a student with a disability, for any reason, can affect whether the student is still receiving an appropriate education.^[5]

Federal special education guidance says the IEP team should meet to decide whether the student's needs have changed and the IEP should be revised.^[6] The team reviews and revises the IEP when there is new information about the student's needs,^[2] and a pattern of bullying is new information. The team may look at:

• Whether the student's needs have changed. A student who now avoids the cafeteria, stops participating or falls behind may need new supports or services.
• Supports in the IEP, not just goals. A safe adult to check in with, a changed schedule or route, supervision in unstructured areas, or counseling as a related service.
• Who changes. Changes should not burden the targeted student. Moving the student who was bullied to a different class or lunch period, against their wishes, can feel like a punishment.

States also have their own anti-bullying laws and district policies with reporting and investigation steps, and these vary. This is general information, not legal advice. A school-wide approach such as PBIS, which teaches and reinforces expected behavior for all students, is part of prevention.^[3]

Goals support the student; they do not shift responsibility

Before writing any goal below, check it against two questions. Does it give the student a skill they want and can use? Does the plan also say what adults will do? If the answer to the second question is no, add the adult supports first.

A goal like "Lily will avoid peers who tease her" puts the burden on the target and is unfair. A goal like "Lily will report incidents to her safe adult" gives her a tool, and the adults' response does the rest.

How to choose a bullying-related goal

Goals for recognizing unkind teasing

Some students, including many with social communication differences, find it hard to tell playful teasing from mean teasing. These goals use scenarios, then real checks.

1. Given 10 short scenarios, Lily will sort friendly teasing from unkind teasing and name one clue, such as "they keep going after I said stop," in 9 of 10. Baseline: 5 of 10. Template.
2. Given 8 role-plays or video clips, Sam will say when a joke has gone too far and why in 7 of 8. Baseline: 3 of 8. Template.
3. When unsure whether a peer is joking or serious, Sam will ask, such as "Are you kidding?", or check with an adult in 3 of 4 observed opportunities. Baseline: 0 of 4. Template.
4. Given 10 peer pressure scenarios, such as being dared to take someone's lunch, Lily will name the pressure and choose a response that keeps her safe in 9 of 10. Baseline: 4 of 10. Template.

Weak: "Sam will understand when he is being bullied." Measurable: Goal 2 above. Scenario scores show the skill, and goal 3 moves it into real settings.

Goals for reporting to a trusted adult

A clear report is easier for adults to act on. Make sure the student knows exactly who their safe adults are, and that every report gets a response the same day.

1. When a peer bothers, teases or excludes her, Lily will report it to a safe adult within the same school day on 4 of 5 incidents, logged by the counselor. Baseline: 1 of 5. Template.
2. When reporting a problem, Sam will tell who was involved, what happened and where, scoring 3 of 3 parts on 4 of 5 reports. Baseline: 1 of 3 parts. Template.
3. When a problem happens at recess or lunch, Mia will tell the recess or lunch monitor right away in 4 of 5 incidents. Baseline: 0 of 5. Template.
4. Given 6 practice scenarios and in real situations, Jordan will report harassment using the school's reporting form or app and name a trusted adult, scoring 5 of 6 on the reporting checklist. Baseline: 1 of 6. Template.

Weak: "Mia will tell an adult when there is a problem." Measurable: Goal 1 above, applied to Mia. It sets a time limit, a person and a count. Students who use AAC should have reporting words on their device and a picture card for the monitor.

Goals for planned responses and getting to safety

These goals give the student options for the moment itself. They are tools, not duties. A student who freezes or cries during an incident has done nothing wrong; the reporting goal still applies afterward.

1. When teased or provoked, Sam will use one of his practiced responses, such as walking away or saying "Stop, I don't like that," then tell an adult, in 3 of 4 incidents. Baseline: hits back on 3 of 4. Template.
2. When a peer becomes aggressive, Jordan will leave the area and tell the nearest adult in 4 of 4 incidents and in 4 of 4 practice drills. Baseline: 1 of 4 drills. Template.
3. When a peer does something unwanted, such as grabbing her things, Lily will tell the peer to stop in a clear voice or with her card on 4 of 5 opportunities. Baseline: 1 of 5. Template.
4. When left out of a game or group, Mia will use a planned response, such as finding another group or telling an adult, in 3 of 4 opportunities. Baseline: sits alone for the rest of recess on 3 of 4. Template.

Weak: "Jordan will stand up for himself." Measurable: Goal 2 above. Leaving and telling is safe, specific and easy to check.

Goals for online safety

Online bullying follows students home. These goals cover messages, group chats and games. Teach with practice screenshots before real use.

1. When he gets a hurtful message, Jordan will follow his plan: do not reply, take a screenshot and tell a trusted adult, in 4 of 5 practice scenarios and every real incident he reports. Baseline: replies angrily on 4 of 5. Template.
2. Given 6 practice scenarios on a school device, Sam will block and report an unwanted online contact using the platform's tools in 6 of 6. Baseline: 1 of 6. Template.
3. When she hears a rumor about herself, Lily will tell a trusted adult and not repeat or post about it in 3 of 4 practice or real situations. Baseline: 1 of 4. Template.
4. Given 10 examples of personal information, such as a home address or school schedule, Mia will sort what is safe and not safe to share online in 9 of 10. Baseline: 5 of 10. Template.

Weak: "Jordan will be safe online." Measurable: Goal 1 above. A 3-step plan can be checked step by step.

Goals for a student who bullies others

When a student with an IEP is the one hurting others, discipline rules still apply, with the protections IDEA gives students with disabilities. The team should also ask why the behavior happens and teach a replacement. An FBA is often the right first step. These goals target understanding impact, stopping when asked and repair.

1. Given 8 scenarios, Tyler will explain why a comment might hurt the other person and suggest a kinder choice in 7 of 8. Baseline: 2 of 8. Template.
2. During a debrief after an incident, Tyler will explain how his action affected the other student and the class in 4 of 5 debriefs. Baseline: "It was a joke" on 4 of 5. Template.
3. When a peer says stop or moves away, Tyler will stop the action within 5 seconds in 9 of 10 observed opportunities. Baseline: 4 of 10. Template.
4. During an adult-led restorative conversation, Tyler will listen to the other student and agree to one repair action in 3 of 4 conversations. Baseline: 0 of 4. Template.

Weak: "Tyler will stop bullying." Measurable: Goal 3 above. It counts a replacement behavior in the moment it matters. Track incidents too, on the same sheet.

How to measure these goals

Scenario goals use percent accuracy on a set number of items; keep the count the same each session and change the scenarios. Real-setting goals use opportunities: each incident is one opportunity. The opportunity data sheet works for both. The IEP must say how progress will be measured,^[4] and for reporting goals the counselor's incident log is often the best record.

Keep incident data and goal data separate. The school's investigation records belong to the school's bullying process. The goal data shows only what the student did, such as reporting within the same day.

Adapting by grade

The peer interaction goals and social skills goal hub list related templates, and the conflict resolution goals page covers teasing responses and online conflict. For building safe friendships, see IEP goals for friendship skills. Families can learn about their rights in special education rights. Check any draft with the goal checker.

Frequently asked questions

Use it in IEP Atlas

• Peer interaction goals (social emotional)
• Social skills goal hub
• Conflict resolution goals (social emotional)
• Relationships and boundaries goals
• IEP goal checker

Related guides

• Social-emotional IEP goals: examples you can actually measure
• Social skills IEP goal examples
• Peer interaction IEP goals
• IEP goals for friendship skills
• Special education rights for parents and students: an overview

Sources

1. Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (2016), U.S. Department of Education, Office for Civil Rights
2. 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
3. Center on PBIS, Center on Positive Behavioral Interventions and Supports
4. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
5. Dear Colleague Letter: Responding to Bullying of Students with Disabilities (October 21, 2014), U.S. Department of Education, Office for Civil Rights
6. Dear Colleague Letter on Bullying of Students with Disabilities (August 20, 2013), U.S. Department of Education, OSERS and OSEP

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.