Although teachers and administrators must be alert to bias motivation in any student conflict, it is important not to assume such a motivation erroneously. Not every conflict involving students of different races, for example, is motivated by racial bias. It may be just as dangerous to conclude falsely that "we have a race riot on our hands" as it is to downplay a real racial incident as "only a fight." Keep in mind, however, that any confrontation involving students of different identity groups can escalate into a bias incident if participants or bystanders inject slurs or other incitements.

Particularly in the younger grades, students may make derogatory comments or perform other apparent acts of bias without fully comprehending their significance. A 3rd grader who describes his classmate's new shirt as "gay," for example, may be using the term as a kind of generic putdown. In this case, it's not the word itself but its disparaging use that is unacceptable. In other cases, a child may use a racist or other offensive term or symbol unawares.

In rare instances, as with any type of offense, individuals may fabricate reports of bias incidents. Such deception can reflect a variety of motivations, including malicious mischief, a desire to call attention to oneself, or, ironically, a wish to dramatize an issue about which the perpetrator feels passionately, such as the need for a campus hate-crime policy. When reports of real harassment go unaddressed, victims may exaggerate or make up incidents (e.g., by writing hate notes to themselves) to prompt a response. The challenge for educators is to avert the "crying wolf" effect and ensure that all subsequent bias incidents receive serious attention.

In investigating and assessing bias incidents, consider these steps:

• Look for signs of bias motivation. The following indicators are cited in Protecting Students from Harassment and Hate Crime (see also Resources). Note the presence of any of these factors in reports to police and in your own file accounts of incidents:

- A perception by the victim that the perpetrator was motivated by bias;
- Victim's known association with activities relating to his or her race, ethnicity, religion, disability, sex or sexual orientation (for example, participation in a Black History Month program);
- Prior news coverage of similar bias incidents;
- Hostile acts directed against members of groups whose presence in the area is opposed;
- The manner and means of attack (for example, violent attacks or beatings without another apparent motive);
- Use of racial and ethnic slurs and hate symbols such as swastikas and burning crosses;
- Ongoing neighborhood or community conflicts or problems that may have initiated or contributed to the act (for example, bias incidents that may provoke retaliation);
- Possible involvement by an organized hate group, as shown by circulation of printed literature or organized hate activity in the area or by alleged offender's known association with such a group;
- A pattern of attacks in which the victim and perpetrator are of a different race, religion, national origin, gender or sexual orientation.