1. School Climate Strategies for Reducing Harassment & Bullying
David Osher
AMERICAN INSTITUTES For RESEARCH

2. Challenges
Bullying and harassment are often a Piece of a larger Iceberg
Bullying and harassment are Not the Only Problem that Schools Face
Schools Have Limited Resources and Time
School Staff often Lack the Capacity to Efficiently Prevent Bullying & Harassment
Prevention and Social Support are often Marginalized

3. Opportunities We Have Good Models to Build Upon
There are Common Risk and Protective Factors for Bullying and other problems
There are Coomon factors that contribute to arasment
We can address Multiple Problems through a Comprehensive Approach
The are Academic and Social Returns on Comprehensive Investments
We Know How to Build Capacity

4. Bottom Line
A comprehensive whole-school approach can enhance the impact of bullying and harassment prevention, while realizing other outcomes that matter

5. Bottom Line : The Approach Should
Create Strong Conditions for Learning and Development
Build Student and Staff Social and Emotional Competencies
Build a School Capacity
Be Intentional, Monitored, and Continuously Improved
Align All School Activities
Be end-user driven
Include Universal, Selective, and Intensive Interventions

6. You Need it All The Four Elements of a Comprehensive Plan for Safe, Supportive and Successful Schools
A Caring School Community
Social Emotional Learning
Positive Behavioral Approaches
Academic Engagement & Support

7. Background

8. Impact of Violence & Bullying
Affect the extent to which people are:
angry,
anxious,
depressed,
fearful,
frustrated,
upset,
traumatized,
worried,
sad, and otherwise distressed (e.g., Nansel et al., 2001; Flannery, 2006)

9. Bullying Remains Pervasive in the U.S.
Data Source: Indicators of School Crime and Safety Table 11.2

10. Rivers, I. , Poteat, V. P. , Noret, N. , Ashurt, N. (2009)
Rivers, I., Poteat, V.P., Noret, N., Ashurt, N. (2009). Observing Bullying at School: The Mental Health Implication of Witness Status. School Psychology Quarterly. 24:4,

11. School Bullying 2007: National Crime and Victimization Survey

12. Some Success, But Nothing to Write Home About
Campbell Collaboration Meta-analysis of 44 program evaluations (Farrington & Ttofi, 2010)
Overall programs are effective
Bullying decreased by 20-23%
Victimization decreased by 17-20%
Programs worked better:
In Norway
With older children

13. Harassment Role of Prejudice Racism Gender Bias Religious Bias
Gay Hating
Sexism and Heterosexism
Religious Bias
Ethnocentrism
Disability Related Bias
Stigma
The “R Word”
Mental Health

14. Harassment Implicit Bias Effects of Harassment
Disentangling Bullying & Harassment

15. We Are Dealing With Learned & Socially Reinforced Behavior

16. There are School Effects: What are the odds that the top 18% of students with behavioral problems in 1st grade will be in the top 18% in 7th Grade?
Kellam et al., 1998

17. PATHS Universal Intervention End of First Grade (1 Year of Intervention)
Children who receive PATHS rate their classmates as significantly less aggressive than do children in randomized comparison classes
Greenberg, et al., 1999

18. What Else Can Be Done In First Grade to Change These Trajectories
Teacher-Student Relationship in First Grade
CLASS
Classroom Management and Social Learning
The Good Behavior Game
Classroom Communities
Responsive Classroom
Social Emotional Learning as Part of Violence Prevention
PATHS
Focus on Recess
E.g. Playworks

19. Schools as Protective Factors and as Context that Build Resilience
Connection
Academic Success
Learning Social and Emotional Competencies
Positive Relationships with Adults and Peers
Caring Interactions
Inclusive Environments and/or Reinforcement of Pro-social attitudes and habits
Stability
Effective Services
Positive approaches to disciplinary infractions &

20. An Example of What Can Be Done: North Lawndale College Preparatory School, Chicago
“This is not about graduating from high school; it is about graduating from college”
Money for counselors, not metal detectors and security staff
One counselor stays with same students grades 9-13; another one follows up 14-16

21. An Example of What Can Be Done: North Lawndale College Preparatory School, Chicago
Strong academic press; strong social support
Supports academic risk taking: “teachers are like another set of parents”
Development of moral community
Fellow students “like brothers, sisters, cousins”

22. Climate & Conditions for Learning

23. Safe and Supportive Schools Model
Safe and Supportive Schools Model of
School Climate
Safe and Supportive Schools Model
Engagement
Relationships
Respect for Diversity
School Participation
Safety
Emotional Safety
Physical Safety
Substance Use
Environment
Physical Environment
Academic Environment
Wellness
Disciplinary Environment
In late 2009, a team of leading climate scholars, policy makers and stakeholders were brought together to draft a proposed federal model. This model was designed to encourage states through the Safe and Supportive Schools Program to utilize comprehensive approaches to improving student safety and health. This approach incorporates many aspects of climate that experts generally agree should be included when defining and measuring climate
3 pillars – Those in the competitive preference would have all 3
Engagement – a) The quality of relationships, including respect for diversity, between students and their peers, staff and their peers, students and staff, and staff and families b) the level of participation and involvement by families, staff and students in school activity, c) school efforts to connect with the larger community
Safety – the physical and emotional security of the school setting and school-related activities as perceived, experienced, and created by students, staff, communities, and the family.
Environment – a) the physical and mental health supports offered to students, b)_ the physical plant of the school, c) the academic environment, and d) the fairness and adequacy of disciplinary procedures.
Citation  51
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24. Social Emotional Conditions for Learning
Students are supported &
connected
Meaningful connection to adults
Strong bonds to school
Positive peer relationships
Effective and available support
Students are socially capable
Emotionally intelligent and culturally competent
Responsible and persistent
Cooperative team players
Contribute to school and community
Students are safe
Physically safe
Emotionally and socially safe
Treated fairly and equitably
School is safe and orderly
Students are engaged &
challenged
High expectations
Strong personal motivation
School is connected to life goals
Rigorous academic opportunities

25. Safe and Respectful Climate
Emotional Safety
Climate Of Mutual Respect And Trust
Students Comfortable Taking Personal And Academic Risks

26. Support & Connectedness
Adults Listen To Students, Care About Them And Treat Them Fairly
Adults Provide A Welcoming Environment For Students

27. Student Support Students Support Each Other
Teachers Establish A Connection With Students
Teachers Provide Extra Help When Students Are Having Trouble Understanding Material
Teachers Engage in Students In Learning

28. Students for Feel Connected are:
Less Likely To Use Alcohol Or Substances
Experience Less Emotional Distress
Attempt Suicide Less
Engage In Less Deviant And Violent Behavior
School Connectedness The Only School-related Variable That Was Protective For Every Single Outcome
National Longitudinal Study of Adolescent Health (ADD Health)

29. Powerful Role of Connectedness in Moderating Effects of Victimization
victimization predicted low self-concept and optimism only when girls reported low peer and adult connectedness.
low connectedness with peers and with adults was significantly associated with lower self-concept and optimism,
Noam, et al. 2012

30. Challenge & Engagement
School Courses And Lessons Are Engaging School
Staff Provide Academic Support To All Students

31. Academic Challenge Students Are Expected To Work Hard To Learn
Students Are Interested In What They Are Learning
Students Are Not Bored By Their Classes

32. Peer Social and Emotional Competency
Work Well With Others
Cooperate As Team Players
Solve Problems With Persistence And Creativity
Set And Work Toward Goals
Make Responsible Decisions In Academic And Social Settings
Recognize And Manage Emotions

33. Social and Emotional Competency
Solve problems with persistence and creativity
Set and work toward goals
Make responsible decisions in academic and social settings
Recognize and manage emotions

34. Peer Social and Emotional Competency
Standard: Excellent
Students report that most students in the school have good social skills, want to do well in school, and work well in teams. These students resolve conflicts peacefully, solve problems creatively, and think cheating is wrong. They do their best, even when their school work is difficult.

35. Supporting Conditions for Learning
Connection
Attachment
Trust
Care
Respect
Social Emotional
Learning & Support
Positive Behavioral Approaches & Supports
Learning Supports
Effective Pedagogy
Engagement
Motivation

36. Work at Three Levels
Provide Individualized Intensive Supports
Provide coordinated, intensive, sustained, culturally appropriate, child and family focused services and supports.
Intervene Early & Provide Focused Youth Development Activities
Implement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.
Build a Schoolwide Foundation
Universal prevention and youth development approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family involvement.

37. Think Pyramid, Not Triangle

38. The Logic of Universal Intervention
Cannot Identify All Who Are At Risk
Children Affect Each Other
No Stigma
No Self-fulfilling Prophecies
No Homogenous Grouping
Per Child Cost Is Less
Provides A Foundation
All
Universal Interventions

39. Social and Emotional Learning

40. Responsible decision-making
Core Competencies
Self-awareness
Self-management
Social
Emotional
Learning
Responsible decision-making
Social and emotional learning is the process for acquiring skills, knowledge and attitudes to recognize and manage emotions, demonstrate care and concern for others, establish positive relationships, make responsible decisions and handle challenging situations effectively.
Research now clearly shows that SEL provides the foundation for improved social, health, behavioral and academic outcomes (more about that in a moment).
Developing these skills is a lifelong process and therefore relevant to Pre-K – 12 and beyond. SEL helps children and adults develop the fundamental social and emotional skills needed for life effectiveness -- the skills we all need to handle ourselves, our relationships and our tasks effectively and ethically.
SEL is an approach to education that promotes these competencies through two primary approaches or focuses:
explicit classroom-based instruction of these skills, and
the creation of safe, caring, well-managed learning environments where students feel safe, cared for and are engaged in learning. These same environments provide opportunities where these skills can be learned, practiced and reinforced throughout the day.
Research indicates that these skills can be taught, and taught by teachers in schools of every type for students of every background.
Social awareness
Relationship
skills 40

41. Students Who are Self-aware
Accurately assess their feelings, interests, values, and strengths; and
Maintain a well-grounded sense of self-confidence.

42. Students Who Self-manage
Regulate their emotions to handle stress, control impulses, and persevere in overcoming obstacles;
Set and monitor progress toward personal and academic goals; and
Express emotions appropriately.

44. Students Who are Socially Aware
Take the perspective of other and empathize with others;
Recognize and appreciate individual and group similarities and differences; and
Recognize and use family, school, and community resources.

45. Students Who Have Good Relationships
Establish and maintain healthy and rewarding relationships based on cooperation;
Resist inappropriate social pressure;
Prevent, manage, and resolve interpersonal conflict;
Seek help when needed.

46. Students Who Make Responsible Decisions
Make decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions;
Apply decision-making skills to academic and social situations; and
Contribute to the well-being of one’s school and community

47. Example: Evidence of Success with SEL
23% increase in social / emotional skills
9% improvement in attitudes about self, others, and school
9% improvement in prosocial behavior
9% reduction in problem behaviors
10% reduction in emotional distress
11% increase in standardized achievement test scores (math and reading)
The most compelling findings come from a 2008 Meta-analysis (study of studies) conducted by CASEL and Loyola University. This review was the largest, most scientifically rigorous review of research ever done on interventions that promote the social and emotional development of students between the ages of 5 and 18. The results from the school-based study are based on 207 studies of programs involving 288,000 students from rural, suburban and urban areas.
In this study, researchers used statistical techniques to summarize the findings across all the studies and found a broad range of benefits for students. Again we see that there is improvement in outcomes related to student attitudes, behaviors, and performance, as well as improvement in skills and emotional distress.
23% improvement in social and emotional skills, e.g., self-awareness, self-management, etc.
9% improvement in attitudes about self, others, and school, including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school
9% improvement in prosocial school and classroom behavior, e.g., following classroom rules
9% decrease in conduct problems (behavior), such as classroom misbehavior and aggression
10% decrease in emotional distress, such as anxiety and depression
11 % improvement in academic performance, e.g. standardized achievement test scores
There were also findings related to implementation. Students only achieved significant gains across all of the six outcome areas when:
The program was implemented with fidelity to the program design.
Teachers were the primary program deliverers.
Programs were characterized as S.A.F.E.
S- Sequenced set of activities that teach skills in a systematic way
A- Active forms of learning, e.g. role play
F- Focused attention on SEL, e.g. at least one component of the program was focused on SEL
E- Explicit learning objectives related to specific social and emotional skills were included
It is important to note that while SEL programs take time out of the school day, they do not detract from student academic performance. As these findings show, as academics were improving, so were feelings about self, other and school; classroom behavior; and emotional problems.
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (In Press)Child Development The effects of school-based social and emotional learning: A meta-analytic review. 47

48. More Information http://safesupportiveschools.ed.gov www.air.org
Human & Social Development Program