Bullying is not a problem that can be addressed only in a teacher's classroom, it requires a comprehensive community effort to effectively end bullying and promote tolerance towards bullying. Research shows that only 4% of teachers intervene in a situation where a student is being bullied, while 50-75% of students with special needs are the primary targets of bullying. These percentages do not add up. With greater adult involvement and greater awareness of what to look for in students, educators have the power to not only stop incidents of bullying, but also reduce the number of new incidents in the community. school community. The factors that result in victimization are the same factors that cause students to be targeted and bullied. It's a vicious circle. When educators are not afraid to intervene in a bullying situation, the student's self-esteem increases as well as their willingness to learn. At one time or another, everyone has been one or experienced one, but what happens when we as educators suspect it is happening in our classroom, and what happens? What happens if this happens to a student with special needs? Bullying is defined as a bossy person who habitually harasses and intimidates smaller or weaker people. It's no surprise that bullying is still a big factor in schools today. (Nansel, Oveepeck, Pillia and Ruan 2001; Olweus 1999). Currently, great value is placed on students' standardized test scores, but the social development aspect is neglected. (Fleming et al. 2005). Over the past decade, violence has declined, but it continues to plague classrooms around the world because educators lack the training to deal with antisocial behavior. (Brener, Lowery,...... middle of article......h: Prevalence and association with psychological adjustment. Journal of the American Medical Association, 285, 2094-2100. Olweus, D. (1993). School Bullying: What We Know and What We Can Do. Malden, MA: Blackwell Publishers. Perry, DG, Kusel, SJ, Perry, LC (1988 Victims of Peer Aggression). , 24(6), 807-814. Rose, CA, Monda-Amaya, LE and Espelage, DL (in press). . M. and Sullivan, G. (2004). special schools., 27, 16-21.