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Lavingia dropped out of the University of Southern California to work for Pinterest,

Their guidance counselor was their adviser, consulting with them when the group flagged in energy or encountered an obstacle. Though they sought advice from English, math and science teachers, they were responsible for monitoring one another’s work and giving one another feedback. There were no grades, but at the end of the semester, the students wrote evaluations of their classmates.

The students also designed their own curriculum, deciding to split their September-to-January term into two halves.

each of them focused on specific mathematical topics, from quadratic equations to the numbers behind poker

Yet in the rush to find a solution, adults are failing to recognize how their conversations about bullying are often misaligned with youth narratives. Adults need to start paying attention to the language of youth if they want antibullying interventions to succeed.

“I always say how bullied I am, but no one listens. What do I have to do so people will listen to me?”

For most teenagers, the language of bullying does not resonate. When teachers come in and give anti-bullying messages, it has little effect on most teens. Why? Because most teens are not willing to recognize themselves as a victim or as an aggressor. To do so would require them to recognize themselves as disempowered or abusive. They aren’t willing to go there. And when they are, they need support immediately.