Jayla feels threatened by her classmate Sam, who has bullied her in the past for her "nerdy" love of astronomy and stars. Sam is now bullying Jayla's friend Luisa, and she enlists Jayla to participate. Jalya reluctantly joins in but soon realizes it is wrong. With the help of caring adults and frien
Weird!: A Story about Dealing with Bullying in Schools
β Scribed by Erin Frankel
- Book ID
- 111144065
- Publisher
- Free Spirit Publishing
- Year
- 2012
- Tongue
- English
- Weight
- 5 MB
- Series
- Weird!
- Edition
- 1
- Category
- Fiction
- ISBN-13
- 9781575426600
- ASIN
- B00ALSO6RO
No coin nor oath required. For personal study only.
β¦ Synopsis
Luisa is repeatedly teased and called "weird" by her classmate Sam, even though she is simply being herselfβlaughing with her friends, answering questions in class, greeting her father in Spanish, and wearing her favorite polka-dot boots. Luisa initially reacts to the bullying by withdrawing and hiding her colorful nature. But with the support of her teachers, parents, classmates, and one special friend named Jayla, she is able to reclaim her color and resist Sam's put-downs.
The Weird! Series
These three books tell the story of an ongoing case of bullying from three third graders' perspectives. Luisa describes being targeted by bullying in Weird! Jayla shares her experience as a bystander to bullying in Dare! And in Tough!, Sam speaks from the point of view of someone initiating bullying. Kids will easily relate to Luisa, Jayla, and Sam, as each girl has her own unique experience, eventually learning how to face her challenges with the help of friends, peers, and caring adults.
Part of the Bully Free Kidsβ’ line.
π SIMILAR VOLUMES
Sam is concerned about keeping things orderly and "cool" at school. She thinks people need to have a tough skin in order to fit in and withstand others' meanness and lack of cooperation. Sam teases her free-spirited classmate Luisa and enlists a friend, Jayla, to help. But when Sam is confronted by
The stability of participant roles in the bullying process was explored during a 2-year period among 189 eighth-grade students in 17 school classes in Finland. This was a subsample of students taking part in an earlier study [Salmivalli et al., 1996a]. In addition to studying stability per se, the i