®® David Osher AMERICAN INSTITUTES For RESEARCH

®® Bullying Is often a Piece of a larger Iceberg Bullying is Not the Only Problem that Schools Face Schools Have Limited Resources and Time School Staff often Lack the Capacity to Prevent or Address Bullying Prevention and Social Support are often Marginalized

®® We Have Good Models to Build Upon There are Common Risk and Protective Factors for Bullying and other problems We can address Multiple Problems through a Comprehensive Approach The are Academic and Social Returns on Comprehensive Investments We Know How to Build Capacity

®® A comprehensive whole-school approach can enhance the impact of bullying prevention, while realizing other outcomes that matter

®® 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 A Caring School Community Social Emotional Learning Emotional & Physical Safety Challenge

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

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®® Kellam et al., 1998

®® Children who receive PATHS rate their classmates as significantly less aggressive than do children in randomized comparison classes Greenberg, et al., 1999

®® Classroom Planning  COMP 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

®® Goals:  Socialize children into the role of student, and reduce aggressive, disruptive behavior  Provide teachers a method of classroom behavior management

®® Alienation Academic Frustration Learning anti-social attitudes and habits Negative Relationships with Adults and Peers Teasing, Bullying, Gangs Segregation with and/or Socialization by Antisocial Peers School-driven Mobility Ineffective or Non- Existent Services & Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out.

®® 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 &

®® “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

®® 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”

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®® Students are supported Meaningful connection to adults Strong bonds to school Positive peer relationships Effective and available support Students are supported 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 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 Avoid risky behaviors School is safe and orderly Students are safe Physically safe Emotionally and socially safe Treated fairly and equitably Avoid risky behaviors School is safe and orderly Students are challenged High expectations Strong personal motivation School is connected to life goals Rigorous academic opportunities Students are challenged High expectations Strong personal motivation School is connected to life goals Rigorous academic opportunities

®® Physical Safety Little Or No Fighting, Bullying, Crime, Gang Presence, Or Substance Abuse

®® Emotional Safety Climate Of Mutual Respect And Trust Students Comfortable Taking Personal And Academic Risks

®® The school safety scale showed the highest correlations with the subscales from the Prairie State Achievement Exam  All the correlations were statistically significant.

®® Adults Listen To Students, Care About Them And Treat Them Fairly Adults Provide A Welcoming Environment For Students

®® 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

®® 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)

®® Feeling secure with teachers and being engaged related to positive coping and using teachers to address school problems (Ryan et al. 1994) Lack of teacher nurturance was the most consistent negative predictor of academic performance and social behavior (Wentzel, 2002) Teachers who had high-quality relationships with their students had 31% fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who lacked high-quality relationships with their students (Waters, Marzano, & McNulty, 2003)

®® School Courses And Lessons Are Challenging To Students School Staff Provide Academic Support To All Students

®® Students Are Expected To Work Hard To Learn Students Are Interested In What They Are Learning Students Are Not Bored By Their Classes

®® 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

®® Solve problems with persistence and creativity Set and work toward goals Make responsible decisions in academic and social settings Recognize and manage emotions

®® 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.

®®  Connection  Attachment  Trust  Care  Respect  Connection  Attachment  Trust  Care  Respect Social Emotional Learning & Support Social Emotional Learning & Support Positive Behavioral Approaches & Supports Learning Supports  Effective Pedagogy  Engagement  Motivation Learning Supports  Effective Pedagogy  Engagement  Motivation 35

®® 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.

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®® All Universal Interventions 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

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®® Social Emotional Learning Self-awareness Social awareness Relationship skills Responsible decision-making Self-management

®® Accurately assess their feelings, interests, values, and strengths; and Maintain a well-grounded sense of self- confidence. 41

®® 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. 42

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®® 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. 44

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

®® 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 46

®®  Lowered teacher-rated aggressive behavior in boys and self destructive behavior in girls (Hawkins, Von Cleve, & Catalano, 1991)  Improved bonding to family and school  Students less likely to use alcohol and engage in delinquent behavior (Hawkins at al., 1992)  Reduced involvement in sexual activity, violent delinquency, drunkenness, and drinking and driving (O’Donnell, Hawkins, Catalano, Abbot, & Day, 1995)  Improved Long Term Academic Results

®® Benefit-Cost Ratio: $4.25

®® 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) 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.

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®® Teaching in the Zone (of Proximal Development ) Personalizing Instruction Differentiating Instruction Scaffolding learning and support

®® Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press. support challenge ZPD (frustration) (boredom)

®® Attending Concentrating Using working memory Memorizing Handling Emotions

®® 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)

®® Effective Instructional, Behavioral, & Emotional Supports Effective Instructional, Behavioral, & Emotional Supports Teach SEL Competencies Self-awareness Social awareness Self-management Relationship skills Responsible decision making Teach SEL Competencies Self-awareness Social awareness Self-management Relationship skills Responsible decision making Greater Attachment, Engagement, & Commitment to School Greater Attachment, Engagement, & Commitment to School Less Risky Behavior, More Assets, & Positive Development Less Risky Behavior, More Assets, & Positive Development Better Academic Performance and Success in School and Life Better Academic Performance and Success in School and Life Strategic & Evidence- Based Learning Supports & Effective Opportunities To Learn Strategic & Evidence- Based Learning Supports & Effective Opportunities To Learn Safe, Caring, Cooperative, Supportive Engaging Learning Environments Safe, Caring, Cooperative, Supportive Engaging Learning Environments