1. Bullying, Victimization & School Engagement: Creating Governance for Success Based on Research Supported by Office of Juvenile Justice and Delinquency Prevention

2. Victimization and Expressed School Avoidance Starts Early Kochenderfer & Ladd (1996): 200 kindergarten children from 3 schools in the Midwest; 20.5% reported being victimized. Correlational analysis indicated positive relations between peer victimization and expressed desire to avoid school. Regression analyses revealed that children tend to become more school avoidant after they are victimized by peers.

3. Summary of the NCSE Studies-2009 A quantitative study of 1000 middle school students in a suburban school district –There was no direct cause and effect of bullying causing truancy –Found a statistically significant relationship where the effects of bullying; victimization; can be mediated by school engagement –Higher school engagement is a protective factor against Bullying –Higher school engagement is also a protective factor to reduce truancy –Higher school engagement produced higher achievement –Males may be more at risk for bullying-related truancy –School avoidance due to bullying starts as early as kindergarten

4. Implications of the NCSE Studies The focus of policies and practices need to be on reducing victimization by improving school engagement. School engagement is defined as the intersection of attendance, attachment and achievement working together. School engagement can be measured and monitored. Engaged students, educators and parents are the keys to school climate. Positive school climate should be the goal of governance structures designed to reduce bullying, and to promote safety and civility in schools We need a new plan of attack, because even the best anti- bullying programs only reduce bullying by 23%

5. A Standards Based Approach to Governance Using The National School Climate Standards* Rationale School climate is a good proxy for safe and civil learning environments that promote engagement and reduce victimization. The standards and indicators are research based The National School Climate Standards have been endorsed by the National School Climate Council and The National School Boards Association State and local school boards understand and often establish governance based on standards *Center for Social and Emotional Education. 2010

6. Standards Based Approach to Governance Summary of The Standards The School Community: Has a shared vision and plan Sets policies specifically promoting the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge dispositions and engagement, and comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged. Practices are identified, prioritized and supported Creates an environment where all members are welcomed, supported and feel safe in school Develops meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to social justice

7. Bully Proofing Your School: Four Central Program Concepts  It is designed as a systemic, comprehensive program.  The main focus is on climate change.  The program teaches skills and strategies to build caring community.  The emphasis is on developing the caring school community. *

8. The Safe Schools/ Healthy Students Model for Governance The Core Management Team: Cross-Boundary Leaders from: schools, courts, law enforcement, juvenile services, substance abuse prevention, mental health, health, community based organizations. Five elements of focus: –School Safety and Violence Prevention, –Substance Abuse Prevention –Student Behavioral, Social, and Emotional Support –Mental Health Services –Early Childhood, Social and Emotional Development

9. SSHS As Governance Model Commitment to Evidence Based Practices Strategic Use of Program Evaluation Goals for Systems Improvement and Inter- agency Functions Focus on Sustainability and Culturally Competent Practices Use of a High Level Policy Board that Meets Periodically to Address Policy

10. Final Thoughts Governance should address alignment of state and local policies and change policies as needed Cross boundary leaders are needed in governance roles who are open to inter- agency solutions and collaborations School climate is a good connection or even “umbrella” for anti-bullying programs

11. For More Information www.schoolengagement.org www.schoolclimate.org Dr. Ken Seeley, 303-837-8466 x 101