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Tips to Hire a Youth Motivational Speaker

Tips to Hire a Youth Motivational Speaker

How to Select a School Assembly Speaker

If you are looking to hire a youth motivational speaker, here are some tips to help you find the right fit:

Define your goals

Before you begin your search, it’s important to have a clear idea of what you hope to achieve by hiring a youth motivational speaker. Are you looking to inspire students to set and achieve their goals, encourage them to be more resilient, or help them develop leadership skills? Having a clear understanding of your goals will help you find a speaker who can deliver a message that resonates with your audience.

BullyingSpeakers.com specializes in resilience education for social aggression (commonly called “bullying”).

Look for experience

When evaluating potential speakers, look for individuals who have experience working with youth audiences. Youth motivational speakers who have a background in education or youth development may be particularly effective, as they will have a strong understanding of the challenges and needs of young people.

Our youth motivational speakers at BullyingSpeakers.com are all award-winning and have over a decade of experience working on the front lines with students. Each speaker presents a message that is research-based, psychologically-sound, and tested in front of thousands of students. Together our speakers have reached over 3 million people in-person and over 300 million online.

Consider style and approach

Different speakers will have different styles and approaches to delivering their message. Some speakers may rely heavily on humor, while others may take a more serious approach. Consider the style and approach that will resonate best with your audience and choose a speaker who can deliver that message effectively.

You’ll find that each of our Bullying Speakers has a special superpower. Whether it’s rocking guitar solos, illusions, or comedy – it’s easy to find a communicator that will connect with your students.

Check for Testimonials & References

Before making a final decision, check out feedback from the speaker’s past clients. ask potential speakers for references from other schools or organizations where they have spoken. This will give you a sense of their effectiveness.

BullyingSpeakers.com can provide dozens of testimonials from past clients. In fact, schools that we’ve worked with are often eager to share their success.

Discuss logistics and fees

Once you have identified a potential speaker, be sure to discuss logistics such as travel, accommodations, and any technical requirements they may have. It’s also important to discuss fees upfront to ensure that they fit within your budget.

Our pricing at Bullying Speakers is all-inclusive, meaning that one flat rate covers everything (travel, lodging, meals). If hosting a speaker in-person is beyond your budget, sign up for a tour or consider a virtual or on-demand assembly. You’ll receive the same powerful message for a fraction of the cost.

Be prepared for follow-up

Hiring a youth motivational speaker is just the beginning. Be prepared to follow up with students and teachers after the presentation to reinforce the message and help students put what they learned into practice.

All Bullying Speakers packages include follow-up materials with all presentations. Like you, we know that consistency is the key to behavioral change and that the best way to increase impact is through reinforcing the message.

Ask about Comprehensive Programming

A one-and-done event is rarely effective. Ask the speaker if they have curriculum available, additional materials, or workshops that can help reinforce the message.

We offer the SQUABBLES® TV Curriculum, school-wide Resilience Testing, and Aggression Assessments, as an additional add-on as well. In addition, our speakers are able to offer more customized workshops, tailored to your goals.

By following these tips, you can find a youth motivational speaker who will engage and inspire your audience.

Are Schools Bullying Policies Effective?

Binder labeled "Protocols"

Is school bullying protocol always the correct thing to follow?

Protocol noun pro·to·col \\\\\\\\ ˈprō-tə-ˌkȯl , -ˌkōl , -ˌkäl , -kəl \\\\\\\\: a : a code prescribing strict adherence to correct etiquette and procedure

Is protocol always the correct thing to follow? In most cases, yes. But in some cases, I think a case can be made that it’s ok to stretch the following of protocol. A conversation with a guidance counselor a while back proved this. She was telling me about a student that had been the victim of targeted aggression (bullying) and how furious the student’s mother was that the school wasn’t doing anything. (Typical parent response, by the way.) Here’s the convo: 

Me: What did you do? What action did the school take? 

Guidance Counselor (GC): We called the alleged offenders into the office and interviewed them. We reminded them about our school’s bullying policy and gave them each one day of in-school-suspension.

Me: Did that work? 

GC: No. It just created more animosity between all those kiddos involved. And, on top of that, now the ones who got in trouble hate me. They’re supposed to trust me as their counselor.

Me: What did they say when you interviewed them? 

GC: The usual. “We were just kidding.” “We didn’t mean it.” “{Victimized student} did stuff to us first.” It’s so hard to pin down what’s true and what’s not. 

Me: Did you do anything to help the victimized student? 

GC: I gave her some tips. I told her she didn’t have to take the insults to heart. I even role played with her on how to interact with those other kids if they give her trouble again. I showed her how her reactions were actually making things worse. I showed her how resilience and a little respect could go a long way, even in the face of those who hate her. 

Me: Is that part of the school’s bullying policy protocol? 

GC: No. The protocol just pretty much focuses on getting the bully to stop being mean and reprimanding the poor behavior. But, Chris, I could not, in good conscience, just handle one side of the equation. These kids just don’t know how to handle adversity. 

 

Girl speaking with counselor

Me: Why do you think that is? 

GC: Honestly? Because they’re not being taught. The focus of schools is punishing the offender and we’re leaving the victims out to dry. They need to be taught how to properly handle themselves in bad situations. And what’s worse, Chris, is that we tell them to run and tell an adult, but many adults are just as clueless as to how to actually help them. 

Me: So why was the student’s mother so furious?

GC: Because the usual solutions weren’t working to solve the problem. The mindset of everyone is all about stopping mean behavior, but they don’t talk about the fact that there will always be mean people and that the most important thing is to teach kids how to deal with those difficult people. Resilience isn’t anymore – parents aren’t teaching resilience anymore – and these kids are suffering because of it. They get their feelings hurt at the smallest things. Somebody’s got to teach them. Somebody’s got to help them.

Me: What did you do? What action did the school take? 

Guidance Counselor (GC): We called the alleged offenders into the office and interviewed them. We reminded them about our school’s bullying policy and gave them each one day of in-school-suspension.

Me: Did that work? 

GC: No. It just created more animosity between all those kiddos involved. And, on top of that, now the ones who got in trouble hate me. They’re supposed to trust me as their counselor.

Me: What did they say when you interviewed them? 

GC: The usual. “We were just kidding.” “We didn’t mean it.” “{Victimized student} did stuff to us first.” It’s so hard to pin down what’s true and what’s not. 

Me: Did you do anything to help the victimized student? 

GC: I gave her some tips. I told her she didn’t have to take the insults to heart. I even role played with her on how to interact with those other kids if they give her trouble again. I showed her how her reactions were actually making things worse. I showed her how resilience and a little respect could go a long way, even in the face of those who hate her.

Me: Why do you think that is? 

GC: Honestly? Because they’re not being taught. The focus of schools is punishing the offender and we’re leaving the victims out to dry. They need to be taught how to properly handle themselves in bad situations. And what’s worse, Chris, is that we tell them to run and tell an adult, but many adults are just as clueless as to how to actually help them. 

Me: So why was the student’s mother so furious?

GC: Because the usual solutions weren’t working to solve the problem. The mindset of everyone is all about stopping mean behavior, but they don’t talk about the fact that there will always be mean people and that the most important thing is to teach kids how to deal with those difficult people. Resilience isn’t anymore – parents aren’t teaching resilience anymore – and these kids are suffering because of it. They get their feelings hurt at the smallest things. Somebody’s got to teach them. Somebody’s got to help them.

Me: Why doesn’t the school do more for resilience, social emotional learning and how to help students deal with conflict? 

GC: I wish I knew. But, they are missing the obvious solution right in front of their faces. These policies are written by people who have little to no experience with kids, or who have been removed from the classroom environment for so long they have forgotten what kids need. They’re more worried about test scores and staying out of the news than anything else. But they’re missing the point that a kiddo can’t perform well on a test if they are having trouble dealing with their social emotional issues. 

Me: Have you gotten any backlash for your methods? 

GC: No. And honestly, I wouldn’t care if I did because I know I’m doing what’s best for the kiddos. I’m filling in the gaps where protocol is majorly lacking.

What happened to the targeted student?

This counselor knew that the standard bullying protocol was missing something. She knew what was right for her students; which is what she gets underpaid for, right? 

So what happened to the targeted student? She learned coping skills. She learned how to respond to her haters rather than react. Her haters saw that she wasn’t affected by their insults anymore. Mom isn’t furious, in fact she’s happy that the school finally did something right. 

The counselor? Just another day at the office. But thank goodness she took it upon herself to go above and beyond and teach the student psychologically proven methods; methods that the school overlooked in favor of a failing zero tolerance, discipline-only policy that leaves victims searching for answers and wondering who cares and who is listening. 

Sometimes we need to just say, “Protocol…shmotocol.”

About the Author: Chris Scheufele is one of the most sought-after youth speakers in the United States. He’s a comedian with a license to teach. With more than a decade in the classroom, Chris has developed clever interventions that resolve conflicts instantly and promote a culture of resilience.  He makes social emotional learning fun! His entertaining and educational programs have been recognized by educators nationwide, and have earned him several awards including “Teacher Of The Year”.

How to Make Friends

I was grocery shopping with my daughter recently. She loves to help me pick out fruit. Well, actually, she likes to tear the plastic produce bags off of the roll and shake them violently so they open up and float through the air. Then, she wants to tie them with the little green twisty ties. Me, I’m a guy. What do I do? I hold the bag up, spin it as fast as I can, and tuck it under the fruit as I set it in the cart. After we finished our trip around the store, we made our way to the register to check out. As usual, my daughter helped put all of the items on the belt and then waited patiently at the bagging area for a sticker. The cashier told me the total, I paid, loaded my bags into the cart and turned to get my receipt. She told me the amount I had “saved” and thanked me for shopping at the store. I took the receipt from her, smiled and said, “Thank you, my friend.” As we were walking away, my daughter asked, “Daddy? Is that girl your friend?” “No,” I chuckled. “Then why did you call her your friend?” 

How do you address people?

How do you address people? Ma’am? Sir? Dude? I don’t mean your family or close friends. I call my close friends things like dude, bro, chica, and more familiar terms. I’m talking about strangers or acquaintances. How do you address them? 

The more I deal with people – strangers and acquaintances – the more I find that how you address them right off the bat determines how they treat you from then on. 

It’s the most basic form of the GOLDEN RULE in real life practice! And I know we all know the Golden Rule: Treat others the way you want to be treated.

Girl and boy shaking hands

Friend or Enemy?

It’s obvious that nobody wants more enemies, so treat them like a friend. Whenever we meet someone new, it’s normal to say hello, exchange pleasantries, and drop a “ma’am” or “sir.” But consider this. At some point in every conversation, I address everyone as “friend.” Old, young, rich, poor…it doesn’t matter. I want everyone to know that I want to be friendly toward them. Sure my actions, other words and tone show it, but it goes deeper than that. It surprises them. It takes them off guard. It’s not the norm.

When I take that brief second and call them a friend, it psychologically and subconsciously works as well…in my favor! Deep down they know that I’m friendly. Deep down they know that I will treat them like a friend. Which means that deep down they are going to be friendly toward me, too. 

Every time I call someone “friend,” the next interaction is always positive. I’ve actually created many great, lasting friendships that way, all starting from addressing someone with a single word. 

What’s your address, friend?

Can Bystanders Stop Bullying?

How to Intervene When Others are Mean

The role of the witness or bystander to aggression, is one that’s often called into question.  Research shows that those who intervene can often stop mean behavior in the moment.  If this is true, what lengths should children go to stop mean behavior and what is the cost?  Is it really their responsibility?

So-called anti-bullying experts have long labeled those witnessing aggression as “disengaged onlookers” and “not-so-innocent bystanders”.  William Burroughs says, “There are no such thing as innocent bystanders.  What were they doing there in the first place?”.  I’d argue that perhaps they needed to ride the school bus or wanted a place to sit at lunch.  One shouldn’t assume that a child chose to be in the wrong place when witnessing aggression.  This happens everywhere!

Often bystanders can escalate the conflict by getting involved, putting everyone at greater risk.  In August of 2021, 13-year-old Bennie Hargrove was killed while “trying to deescalate a violent confrontation between classmates” according to Albuquerque Police Chief Herold Medina.  Hargrove approached the aggressor and told him to stop bullying and punching a smaller boy, who then shot him. In Arlington Texas, a 16-year old was shot and killed days after breaking up a fight.  How bystanders intervene is key.  Since bullying is an imbalance of power, trying to take away power from the aggressor can be seen as a challenge and further escalate the conflict. In many cases, they aggressor will begin trying to dominate the bystander.  This is where things can get dangerous.  Would you want your child in this position? 

While some schools still instruct students to “be an upstander”, many have abandoned this method, due to the liability and backlash from parents.  It would be unreasonable for your boss to expect you to settle the stop one of your colleagues from calling the other names.  It’s not your problem and you likely don’t want the stress of figuring out their differences added to your plate.  If it’s not fair for adults, why do we require this of children?  We should not place the responsibility on children to resolve others social problems.  Asking them to intervene can be counterproductive and should only be done if the child is ready.  This means that they comfortable saying something, know how to maintain their own safety, and have the social and emotional skills to do so.

If you want to begin teaching a child how to intervene, role play the most common scenarios they may face.  It’s important that you act out situations that escalate to violence so that they can practice how to maintain their safety.  Rehearing various situations creates mental muscle memory and builds confidence.

Stay Safe

Don’t put yourself in physical danger and don’t be mean to the aggressor.

A wise proverb says,
“A person who is passing by and meddles in a quarrel that’s not his is like one who grabs a dog by the ears.”

Some things are best left alone, and only get worse with your involvement.  Don’t treat the aggressor like an enemy. 

girl getting bullied while others laugh

Support Don’t Challenge

Instead of confronting the aggressor, support the person being targeted.  Compliment them, change the subject, or invite them to leave with you.  It may be possible to pull them out of the conflict, with little effort.

This approach helps keep kids safe and is more likely to de-escalate aggressive behavior.  In this way, the child is a supportive friend.  It removes the pressure to investigate, choose sides, or resolve the conflict.  Their role is simply to support the person who’s feeling bad and may need a way out.

Get Support

Witnessing aggression, whether you engage or not can be traumatic.  It’s just as important for bystanders to get support as it is for those being targeted by the aggression.  They may feel guilty that they couldn’t stop the mean behavior, afraid of the aggressor, or angry.  A trusted adult can help them process these feelings.  It’s important not to set an expectation that the child will resolve other’s conflicts.  That’s an unfair expectation.  Instead, they should do the best they can to be a supportive friend.

SOURCES USED:
stopbullying.gov, “The Bully, the Bullied, and the Not-So-Innocent Bystander” by Barbara Coloroso, Psychology Today, Proverbs 26:17, Time Magazine, Fox 8 News.

About the Author: Jeff Veley is an award-winning youth motivational speaker and education consultant who specializes in resilience education for social aggression. Over 1 million people have been impacted by Jeff’s peace-making strategies.  As a result, he’s received two international awards for effectiveness in conflict resolution and excellence in bullying prevention. He is officially recognized as a Peace Ambassador by the United Nations.

Educators, How Can We Best Care for You?

Tips for Boosting Staff Morale and Wellness

It’s no secret that it’s been a tough year.  Burn out is at an all time high for educators.  Instead of assuming what teachers need, I reached out to large groups of educators and social media and asked.

My question…
Educators – What are some practical ways that your school cares for staff (especially during this challenging time)? Does your building have anything in place that serves as a consistent morale booster?

You might have expected them to respond with a culture-changing program or a mass initiative for staff unity. Instead, it turns out that little things are making the biggest difference.  Below is a summary of responses and some creative ways to encourage teachers and support staff.

Ideas from Educators

Food

Scheduled Staff Lunches
Catered Meal or Potluck
Co-op Lunches (partner and pre-order from a local restaurant or food truck)
T4: Teams taking turns with treats
Survey on favorite snacks with surprise treats throughout the year.
Sonic slush or shake run

Random Acts of Awesomeness

Weekly Gift Basket Raffles
Random Acts of Kindness Committee
Social & Emotional Learning Team, leading activities such as Thankful Thursdays, love cart with snacks, weekly SEL tips in principals newsletter
Treat Trolly (with snacks and teaching supplies)

Recognition & Appreciation

Shout Outs/A Hoot and a Holler (Intercom Announcements and/or newsletter)
Classroom Positivity Buckets (notes from students/staff read during class time and staff meetings
Jean Days (every day!)

Organized Activities

Weekly wellness tips (for students and staff)
Monthly wellness workshops (beneficial for kids and staff)
Book study of “Onward – Cultivating Emotional Resilience in Educators”.  Highlighting tidbits from the book in weekly staff meetings.
Weekly Good News – a video channel featuring episodes created by both staff and students.

School Culture and Commitment

The Impact of Commitment and Consistency in Education

Being Committed to the Right Thing

Consistency is the key to behavioral change.  Consistency with the right things will help you succeed.  Consistency with the wrong thing – obviously is bad.  Many schools fall victim to the “Shiny Star Syndrome”.  This means that you’re constantly adding new programs, curriculum, initiatives, and procedures.  While this can be exciting, often implementation suffers, meaning little consistency.  Before mastering something, staff are usually introduced to another new thing. 

Effective or Comfortable?

Are your programs effective or are they just comfortable?  Taking your favorite curriculum or initiative behind the barn and “shooting it” is tough.  Many schools get caught up doing the same thing because “we’ve always done it this way”.  Forget tradition, stick with what works and regularly test the effectiveness of what you’re using.  Sometimes things feel good in the moment but don’t make a lasting impact.