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Octorara High School leaders propose 'No Place for Hate' campaign to address bias and bullying
Summary
Assistant Principal J.T. Fryer presented a proposal to register the high school with the Anti‑Defamation League's No Place for Hate campaign, outlining a phased, student‑led program, training and measures to seek ADL designation.
Assistant Principal J.T. Fryer presented the school’s proposal to implement the Anti‑Defamation League’s No Place for Hate campaign at Octorara High School, saying the program aligns with district goals to foster “safe, inclusive, and respectful” school environments.
Fryer described a phased rollout that begins with forming a diverse student‑staff committee, registering with the ADL, and completing staff training (online or in‑person). He said the year includes a planning phase, a schoolwide pledge event, and at least three student‑led anti‑bias activities required for designation. Fryer said the campaign provides tools for prevention and response, including resources to respond to racism, anti‑immigrant and anti‑LGBTQ+ incidents.
Fryer said the high school had already recruited two staff members and eight or nine students interested in serving on the initial committee. He described metrics the school will use to measure progress: pledge participation, event attendance, pre‑ and post‑climate surveys, and qualitative feedback. If the school meets the ADL requirements, Fryer said the district will submit documentation for official No Place for Hate designation and hold a recognition event.
Fryer also proposed a formalized process for investigating bullying, harassment and intimidation, and creating individualized safety plans for affected students. He said the district already has an anonymous reporting system and that the ADL framework emphasizes prevention (PEACE: prevent and prepare; encourage reporting; act; educate).
Dr. Cooper, who said he had overseen No Place for Hate implementations at multiple districts, described multi‑year rollouts in prior districts and said the program can build culture across grade levels when implemented with student ambassadors and consistent staff training. Cooper cautioned that the program does not eliminate incidents but provides tools to identify gaps and “backfill the educational component.”
Fryer asked board members to endorse the pilot and described next steps for staff training and committee recruitment. No board action was taken; the proposal was presented for information and possible future action.
