When Ben was 11 years old, his parents noticed that his grades dropped. He stopped talking about school. "These are all typical signs there might be a bullying problem," says Bettina Dénervaud, co-founder of the Swiss initiative Hilfe bei Mobbing, which translates as "Help with Bullying." She and her two colleagues use a 30-point checklist to evaluate if there is an underlying issue of mental, emotional and physical bullying or something else maybe a conflict, which might require conflict resolution. Instead of being punished, the bullies are invited to help the bullied student. In a 2008 study that looked at 220 bullying cases, the No-Blame Approach was successful in 192, or 87 percent, of the cases. In most schools that were evaluated, it only took two or three weeks for the bullying to stop. The second step is the core of the No-Blame Approach. It includes calling six to eight children that the teacher chooses into a meeting that is set up as a social get together: in Ben's case, three of the bullies, three students Ben felt he could count on and two "neutral" tag-alongs. The children are not told the meeting is about Ben. "I have a problem," the teacher might start the discussion. "I noticed some students don't feel supported in class. What can we do to help them, for instance, Ben?" The third step includes follow-ups with all students, including Ben, within the next few weeks. If necessary, the intervention might be repeated or tweaked. "The goal is to change the social dynamic," Dénervaud says. Younger children often start crying in these meetings, Dénervaud has observed, "because they realize for the first time what has been happening and how unhappy the bullying victim has been."