bullying victimization and school-wide discipline: their relations to school climate

Bullying Victimization and School-wide Discipline: Their Relations to School Climate

Chunyan YangGeorge Bear Debby Boyer Sarah Hearn

NASP, 2/19/14

The Delaware Positive Behavior Support

Project (DE-PBS) is a collaboration between

the DE Department of Education, the University of Delaware’s

Center for Disabilities Studies, and Delaware Public Schools.

NASP, 2/19/14

Overview• Present the Delaware School Climate Survey

(includes measure of bullying) and how it is used in over 70% of schools in DE to improve school climate and bullying prevention.

• Report results of recent study of the effects of school climate and disciplinary techniques on bullying victimization, and how effects varied depending on type the of bullying victimization, the disciplinary technique emphasized in the school, and the dimension of school climate, as well as on individual student characteristics (i.e., race/ethnicity, gender, grade level).

• Discuss practical implications of the our findings for improving school climate and preventing bullying, including what we’re doing in Delaware schools.

NASP, 2/19/14

Why is school climate important overall?

School Climate is linked to a wide range of academic, behavioral, and socio-emotional outcomes for students:• Academic achievement • Student academic, social, and personal

attitudes and motives • Delinquency• Behavior problems

NASP, 2/19/14

Why is School Climate important to Bully Prevention?

Problematic school climate contributes to negative outcomes including:• Bullying victimization• Attendance and school avoidance• Depression and self-esteem

NASP, 2/19/14

Subscales of Delaware School Climate Surveys 2013

Student Survey Teacher/Staff Survey Home Survey Part I : School ClimateTeacher-Student Relations

Teacher-Student Relations Teacher-Student Relations

Student-Student Relations

Student-Student Relations Student-Student Relations

Respect for Diversity Respect for Diversity Respect for Diversity

Clarity of Expectations Clarity of Expectations Clarity of Expectations

Fairness of Rules Fairness of Rules Fairness of Rules

School Safety School Safety School Safety

Student Engagement School-wide

Student Engagement School-wide

Bullying School-wide Bullying School-wide

Teacher-Home Communications

Teacher-Home Communications

Staff Relations

Total School Climate Total School Climate Total School Climate Parent Satisfaction

Part I: School ClimateItem Examples

Teacher-Student Relations • “Teachers care about their students.”

Student-Student Relations • “Students are friendly with each other.”

Respect for Diversity • “Students respect those of other races.”

Student Engagement School-wide• “Most students try their best.”

Clarity of Expectations• “Students know what the rules are.”

NASP, 2/19/14

Part I: School Climate Item Examples (continued)

Fairness of Rules • “The school rules are fair.”

School Safety• “This school is safe.”

Bullying School-wide • “Students threaten and bully others in this

school”Teacher-Home Communications• “Teachers listen to the concerns of parents.”

Teacher-Staff Relations • “Teachers work well together in this school.”

Satisfaction with School• “I like this school.”

NASP, 2/19/14

PART II: Techniques

Student Survey

Teacher/Staff Survey Home Survey

Positive Behavior Techniques

Positive Behavior Techniques

Punitive Techniques

Punitive Techniques

Social Emotional Learning Techniques

Social Emotional Learning Techniques

NASP, 2/19/14

Part II: Techniques Item ExamplesUse of Positive Techniques• “Students are praised often.”• “Classes get rewards for good behavior.”

Use of Punitive Techniques• “Students are punished a lot.”• “Students are often sent out of class for breaking

rules.”Use of Social Emotional Learning (SEL) Techniques• “Students are taught to feel responsible for how they

act.”• “Students are taught to understand how others think

and feel.”NASP, 2/19/14

Part III: Bullying & IV: Engagement (Individual Level)

Student Survey Teacher/

Staff Survey

Home Survey

Bullying Victimization1

Physical Bullying

Physical Bullying

Verbal Bullying

Verbal Bullying

Social/Relational Bullying

Social/Relational Bullying

Cyberbullying2

Student Engagement

Cognitive & Behavioral

Cognitive & Behavioral

Emotional Emotional

1 Grades 6-12 only for the printed version. Optional for grades 4-5 with computer version. 2 Grades 6-12 only.

Part III: Bullying Item ExamplesBully Victimization• Verbal Bullying• “A student said mean things to me.”

• Physical Bullying• “I was pushed or shoved on purpose.”

• Social/Relational Bullying• “A student told/got others to not like me.”

• Cyberbullying (grades 6-12)• “A student sent me a mean or hurtful message

about me using email, text messaging, instant messaging, or similar electronic messaging.”

NASP, 2/19/14

Part IV: Engagement Item Examples

Student Engagement• Cognitive and Behavioral Engagement• “I pay attention in class.”• “I try my best in school.”

• Emotional Engagement• “I feel happy in school.”• “My school is a fun place to be.”

NASP, 2/19/14

School Climate Surveys Process

• Supported by Delaware DOE and managed by the Delaware Positive Behavior Support (DE-PBS) Project staff

• Free to all public schools – not just DE-PBS schools• Optional but required by some districts• Completed by students, teachers, and parents– Students in grades 3-12– Via either computer or Scantron paper form

• Individual School Reports developed• Score interpretation workshops provided– Including Guidelines and Worksheets

NASP, 2/19/14

NASP, 2/19/14

2013 DSC Survey SampleStudent Survey

Teacher Survey

Home Survey

Elementary

Schools 89 89 83Respondent

s 18498 3391 15795

MiddleSchools 28 29 26

Respondents 10971 1334 3522

HighSchools 18 18 13


Alternative


s 189 65 59

Special Schools 4 8 8


Early

Childhood


s 0 116 361

Other Schools 10 9 7


Climate Surveys: School Climate Reliability (alpha coefficients)

Student

Teacher/

StaffHome

Teacher-Student Relations .88 .87 .91Student-Student Relations .86 .90 .93School Safety .85 .90 .92Clarity of Expectations .76 .91 .92Fairness of Rules .79 .85 .89Respect for Diversity .83 .87 .91Student Engagement School-wide .81 .87 N/ABullying School-wide .77 .89 N/ATeacher-Home Communications N/A .90 .90Staff Relations N/A .93 N/ATotal Climate .93 .95 .98Parent Satisfaction N/A N/A .88

Climate Surveys: Techniques Reliability (alpha

coefficients)Stude

ntTeacher/

Staff HomeUse of Positive Behavioral Techniques .82 .85 N/AUse of Punitive Techniques .72 .78 N/AUse of Social Emotional Learning Techniques .85 .91 N/A

NASP, 2/19/14

Climate Surveys: Engagement & Bullying Reliability (alpha

coefficients)Student

Cognitive and Behavioral Engagement

.85

Emotional Engagement .88

Verbal Bullying .91Physical Bullying .86Social/Relational Bullying .90Total Bullying .95Cyberbullying .92

NASP, 2/19/14

New This Year: Two Lie ItemsLie Items:• “I am telling the truth in this survey.”• “I answered all items truthfully on this survey.”

Results:• 7.5% (2,637) disagreed to 1 of 2 items and thus

were deleted.• (Additional 1% dropped due to incomplete

responses.)• “Liars” scored significantly lower, BUT their

removal had very little impact on overall scores (about 1 tenth of a point)

NASP, 2/19/14

How do school climate scores relate to other measures?

• Caution: Correlation does not mean causation. Direction of influence is likely to be bidirectional.

NASP, 2/19/14

Student Survey % Students Suspended/Expelled % Passing ELA % Passing Math

Elementary Middle/High Elementary Middle/High Elementary Middle/High

Teacher-Student Relations -.62** -.49** .46** .52** .39** .46**

Student-Student Relations -.74** -.52** .57** .58** .53** .61**

Respect for Diversity -.72** -.43** .60** .50** .53** .43**

School Safety -.65** -.52** .50** .63** .47** .60**

Clarity of Expectations -.55** -.49** .47** .50** .44** .51**

Fairness of Rules -.54** -.58** .43** .53** .39** .49**

Engagement -.51** -.43** .40** .49** .42** .49**

School-wide Bullying .70** .38* -.67** -.40** -.54** -.47**

Total Climate -.58** -.49** .41** .51** .41** .47**

N= 89 Elementary schools; 46 Middle and High Schools. *p <.05, **p < .01

Evidence of Concurrent Validity Student Survey and School-level Data

Evidence of Concurrent Validity Student Survey: Positive, Punitive,

SEL Techniques

NASP, 2/19/14

Positive Punitive SEL

Elementary Middle/High Elementary Middle/High Elementary Middle/High

Teacher-Student Relations .69** .74** -.70** -.47** .87** .92**

Student-Student Relations .52** .33* -.83** -.66** .83** .63**

Respect for Diversity .50** .69** -.84** -.40** .79** .88**

School Safety .58** .53** -.74** -.63** .84** .78**

Clarity of Expectations .74** .64** -.75** -.37* .87** .91**

Fairness of Rules .64** .67** -.75** -.50** .85** .82**

Engagement .66** .73** -.75** -.41** .88** .90**

Bullying School-wide -.31** .01 .94** .70** -.67** -.20

Total Climate .71** .74** -.68** -.44** .92** .95**

% Suspensions -.22** -.13 .71** .58** -.47** -.37*

% Passing ELA .16 .06 -.68** -.66** .42** .41**

% Passing Math .12 .04 -.59** -.63** .37** .38**

N= 89 Elementary schools; 46 Middle and High Schools. *p <.05, **p < .01

Elementary School (school level results)

Verbal Bullying

Physical Bullying

Social Bullying

Total School Climate -.50** -.42** -.43**

Engagement: Cog. & Behav -.33** -.33** -.30**

Engagement: Emotional -.52** -.43** -.45**

Punitive Techniques .62** .55** .56**

Positive Techniques -.20 -.11 -.12

SEL Techniques -.39** -.31* -.31*

N = 70, ** p ≤ .001; p ≤ .05

Middle School and High School (School Level)

Verbal Bullying

Physical Bullying

Social Bullying

Total School Climate .16 -.11 -.16

Engagement: Cog. & Behav .26 .101 -.01

Engagement: Emotional .12 -.09 -.13

Punitive Techniques .24 .37* .21

Positive Techniques .32* .24 .094

SEL Techniques .242 .00 -.10

N = 41; p ≤ .05

NASP, 2/19/14

Gain Scores (2012-2013) Controlling for Grade Level

Verbal Bullying

Physical Bullying

Social Bullying

Teacher-Student Relations -23* -.38** -.36**

Student-Student Relations -.29** -.24* -.28**

Respect for Diversity -.25* -.39** -.41**

Engagement -.15 -.26** -.25*

Clarity of Expectations -.01 -.16 -.15

Fairness of Rules .03 -.15 -.10

Safety -.04 -.17 -.18

N = 41; *p ≤ .05, **p ≤ .01

NASP, 2/19/14

Recent Study, Using Multi-level Analyses

• Q1: How do school climate factors and other individual demographic characteristics influence bullying victimization?

• Q2: How do school disciplinary techniques influence bullying victimization at the school level?

• Q3: How does school-level school disciplinary techniques moderate the association between school climate factors and bullying victimization?

NASP, 2/19/14

Elementary Schools

Middle Schools

High Schools

Full Sample

(N=65) (N=28) (N=21) (N=114)Gender

Male3,815

(51.24%)4,291,

51.35%)3,736

(48.6%) 11,842

Female3,631

(48.76%)4,065

(48.65%)3,951

(51.4%) 11,647Race

Black1,484

(19.93%)1,950

(23.34%)1,651

(21.48%) 5, 085

White3,725

(50.03%)3,825

(45.78%)4,066

(52.89%) 11, 616 Hispanic 977 (13.12%)

1,063 (12.72%)

820 (10.67%) 2, 860

Asian 281 (3.77%) 278 (3.33%)273

(3.55%) 832

Other 979 (13.15%)1,240

(14.84%)877

(11.41%) 3,096

NASP, 2/19/14

School Climate and School Discipline:

Their Relations to Bullying Victimization

• Individual-level Predictors • 6 domains of student perception of school climate• Gender, Race and Grade Levels

• School-level predictors and moderators (aggregated) • Positive disciplinary techniques (rewards and

praise)• Punitive disciplinary techniques • SEL disciplinary techniques

NASP, 2/19/14



Outcome Variables: • Bullying Victimization• Physical Bullying Victimization• Verbal Bullying Victimization• Social/Relational Bullying Victimization

NASP, 2/19/14

School Climate Domains

•T-S Relations•S-S Relations•Fairness of School Rules

•Clarity of Expectation

•School Safety•Respect for Diversity

Disciplinary Techniques • Positive• Punitive• Social-emotional

LearningBullying

Victimization

Predictors

Predictors & Moderators

Outcome



NASP, 2/19/14

Results: Multilevel regression analysis of bullying victimization

Physical Verbal Social/RelationalPredicting Variables Coefficient SE Coefficient SE Coefficient SEStudent-level Variables

Individual Characteristics Grade Level _D1 (Elementary v.s. Middle) -0.17** 0.06 -0.20* 0.08 -0.23*** 0.07 Grade Level _D2 (Elementary v.s. High) -0.29*** 0.09 -0.34** 0.11 -0.30*** 0.09 Gender -0.17*** 0.01 -0.05*** 0.02 0.02 0.01 Race/Ethnicity_D1 (White v.s. Black) -0.13*** 0.02 -0.22*** 0.02 -0.13*** 0.02 Race/Ethnicity_D2 (White v.s. Hispanic) -0.13*** 0.02 -0.27*** 0.03 -0.15*** 0.02 Race/Ethnicity_D3 (White v.s. Asian) 0.06 0.03 0.03 0.04 0.06 0.04 Race/Ethnicity_D4 (White v.s. Others) -0.04 0.02 - 0.09*** 0.02 -0.04** 0.02

School Climate Factors Teacher-Student Relations 0.06*** 0.02 0.12*** 0.02 0.10*** 0.02 Student-Student Relations -0.25*** 0.02 - 0.59*** 0.02 -0.38*** 0.02 Respect for Diversity -0.18*** 0.01 - 0.15*** 0.02 -0.19*** 0.02 Clarity of Expectation -0.01 0.01 0.07*** 0.02 0.03* 0.02 Fairness of Rules 0.00 0.01 0.06** 0.02 0.01 0.02 School Safety -0.25*** 0.01 -0.31*** 0.02 -0.27*** 0.02School-level Disciplinary Techniques Positive Behavioral 0.33* 0.13 0.32 0.17 0.23 0.15 Punitive - 0.29*** 0.08 -0.39*** 0.1 -0.27 0.09 SEL -0.38** 0.16 -0.27 0.2 -0.28 0.18Constant 1.82*** 0.03 2.18*** 0.04 1.82*** 0.04

Results: Moderation analysis of bullying victimization

Physical Verbal Social/RelationalPredicting Variables Coefficient SE Coefficient SE Coefficient SEStudent-Student Relations (SS)

Intercept -0.26*** 0.02 -0.60 0.02 -0.38*** 0.02SS X Positive 0.36** 0.14 0.60*** 0.17 0.51*** 0.15SS X Punitive 0.00 0.09 0.06 0.11 0.00 0.10SS X SEL -0.56** 0.18 -0.90*** 0.23 -0.65** 0.21

Respect for Diversity (Diversity) Intercept -0.17 0.02 -0.13*** 0.02 -0.17 0.02Diversity X Positive -0.03 0.13 -0.01 0.16 -0.04 0.14Diversity X Punitive -0.08 0.08 -0.25* 0.10 -0.18 0.09Diversity X SEL 0.14 0.17 0.28 0.21 0.24 0.19

Clarity of Expectation(Clarity) Intercept 0.03 0.02 0.10*** 0.02 0.07*** 0.02Clarity X Positive 0.25* 0.12 0.20 0.16 0.18 0.14Clarity X Punitive 0.16* 0.08 0.30** 0.10 0.35*** 0.09Clarity X SEL -0.19 0.16 -0.24 0.21 -0.22 0.18

Fairness of School Rules (Fairness)Intercept -0.01 0.02 0.02 2.269 0.01 0.02Fairness X Positive -0.12 0.12 0.15 1.124 -0.11 0.13Fairness X Punitive -0.26** 0.08 0.10* -2.578 -0.32*** 0.09Fairness X SEL 0.28 0.16 0.20 -0.827 0.29 0.18

Results: Moderation analysis of bullying victimization

Predicting Variables Coefficient SEStudent-Student Relations (SS)

Intercept -0.41*** 0.02SS X Positive 0.47** 0.14SS X Punitive 0.00 0.09SS X SEL -0.70** 0.19

Clarity of Expectation(Clarity) Intercept 0.06*** 0.02Clarity X Positive 0.20* 0.12Clarity X Punitive 0.27** 0.08Clarity X SEL -0.21 0.17

Fairness of School Rules (Fairness)Intercept -0.01 0.02Fairness X Positive -0.13 0.13Fairness X Punitive -0.28*** 0.08Fairness X SEL 0.13 0.17

NASP, 2/19/14

Effects of School-wide Disciplinary Techniques on School Climate

• Varied depending on grade level and technique type• After controlling for individual

characteristics and school level effects:• School climate was positively predicted by SEL

techniques in elementary, middle school, and high school.• Use of positive techniques (rewards/praise) did

not predict school climate.

NASP, 2/19/14

Implications of findings for improving school climate and

preventing bullying.What we’re doing in Delaware

schools to address critical areas.

NASP, 2/19/14

School Climate’s

Relationship with

Bullying (and Self-Discipline)

is RECIPROCA

LThus, improving school climate is likely to reduce bullying and

develop self-discipline, and vice versa.

NASP, 2/19/14

Focus on School Climate

“Given the overwhelming evidence that school climate is a critical factor for increased (or decreased) levels of bullying, all school personnel should be aware of elements that contribute to a positive school climate.” (Swearer, et al., 2012, p. 184)

NASP, 2/19/14

School Climate• Very similar factors influence, and are

influenced by, school discipline (including self-discipline) and school climate.

• Research shows many of the same strategies influence both school discipline and school climate, and they are reciprocally related.

Bullying Prevention• Same strategies for improving school

discipline (including self-discipline) and school climate apply to preventing bullying.

NASP, 2/19/14

Preventing BullyingWhere to start?

1st step“Assess school prevention and intervention efforts around student behavior, including substance use and violence. You may be able to build upon them or integrate bullying prevention strategies. Many programs help address the same protective and risk factors that bullying programs do.”

From: www.stopbullying.govNASP, 2/19/14

2 Common Approaches in Schools

Components of Comprehensive

School DisciplineTraditional

SWPBS SEL

Developing the social and emotional

competencies of self-discipline

Weakness Strength

Preventing behavior problems

Strength (more so for immediate environment)

Strength (more lasting effects)

Correcting behavior problems (short-term

goal)

Strength Weakness

Addressing Tier 2 and 3 Needs

Strength WeaknessNASP, 2/19/14

What does the research say regarding integrating the two approaches, providing a more

comprehensive approach? • Best for achieving compliance • Best for promoting self-discipline and

resilience• Best for effective prevention and

correction• Best for school climate• Best for preventing bullying

NASP, 2/19/14

How do we measure school climate, and the research-

supported practices for achieving a positive school climate in

schools?• Multi-component Evaluation Process• DE School Climate Survey: Student,

Teacher/Staff, and Home• DE-PBS Key Features Evaluation • DE Assessment of Strengths and Needs for

Positive Behavior Support (DASNPBS)

NASP, 2/19/14

DSCS Interpretation & Planning• Identify overall strengths &

concerns by examining subscale scores– By Race– By Gender– By Grade

• Identify specific items influencing high or low subscale scores– By Race– By Gender– By Grade NASP, 2/19/14

DE-PBS Key Feature Evaluation Structure

SW PBS Tier 1: Program Development & Evaluation

Prevention: Implementing SW & CR Systems

•Data•Problem-Solving Teams•Professional Development & Resources

•Positive Relations•Expectations & Teaching•Acknowledgement•Safety

Correcting Problem Behavior Developing Self Discipline

NASP, 2/19/14

Evaluation Process

• On-site Evaluation (approx. 3-4 hours)• Sources of Information:– Interviews with administrator, DE-PBS

team leader, teachers/staff, students– Review of documents– School-wide observations– Existing data: School Climate Surveys,

DASNPBS, Office Discipline Referrals (ODR)

NASP, 2/19/14

Rubric 2: Prevention - Implementing

School-wide & Classroom Systems• School expectations are taught and the school has a set of

teaching materials to be used where needed (ie, where behavior problems are common, where expectations were not clearly taught)

• Source: Documentation & Team Leader Interview

NASP, 2/19/14

3 2 1 0

Team Leader reports school has age appropriate methods to teach SW expectations across focused areas of need. These are used ongoing as needed based on data. 1.Posting expectations 2. Assemblies 3. Videos & discussions 4.Lesson Plans

Teaching methods used include 3 of the 4 listed in Column 1.

Teaching methods used include 2 of 4 listed in Column 1.

School has 1 of 4 listed in Column 1 OR no methods for teaching expectations.

10 Evidence-based Strategies for Preventing Behavior Problems (and promoting a positive school climate) as found on the Strengths and Needs Assessment (DASNPBS)1.1 Caring and supportive adult-student

relationships. Adults demonstrate warmth, respect, support, and caring toward all students (irrespective of gender, race, ethnicity, socioeconomic background, disabilities, previous history of behavior). Every student has a supportive relationship with at least one adult at school.

I.2 Authoritative approach to prevention and correction.

I.3 High expectations for all. I.4 Positive behavioral expectations and clear

and fair rules pertaining to bullying. NASP, 2/19/14

I.5 Positive behavior expectations related to bullying are taught.

I.6 Recognition of desired behaviors. I.7 Procedures and routines I.8 Monitoring and supervision. I.9 Motivating instruction and

curriculum. I.10 Home communication and collaboration.

Emphasis was on Supportive Relationships

NASP, 2/19/14

How do we measure use of disciplinary techniques, and use

data to guide practices?• DE School Climate Survey: Student and

Teacher/Staff (not Home)• DE-PBS Key Features Evaluation

NASP, 2/19/14

Disciplinary Techniques • Positive• Punitive• Social-emotional

Learning

Rubric 2: Prevention - Implementing

School-wide & Classroom Systems• Students are recognized for their good behavior

(E.g., verbal praise, ticket, privilege), and can state the reason for recognition.

• Source: Student Interview

NASP, 2/19/14

3 2 1 013-15 students interviewed stated they were recognized during the last week and why.

11-12 students interviewed.



Rubric 4: Developing Self-Discipline

• Teachers can give specific examples of recognizing students for desired behaviors that include reasons for the desired behavior other than extrinsic rewards/teacher recognition.

• Source: Staff Interviews

NASP, 2/19/14

3 2 1 09-10 staff can give a specific example of recognizing students for not only the behavior, but reasons other than extrinsic rewards/teacher recognition.

8 staff can give a specific example.

6-7 staff can give a specific example.

0-5 staff can give a specific example.

Rubric 3: Correcting Behavior Problems

• School Staff view correction not just as use of punishment or consequences but also as opportunity to help develop social & emotional problem solving/decision making skills of self-discipline and prosocial behavior.

• Source: Staff Interviews

NASP, 2/19/14

3 2 1 09 -10 staff interviewed respond that when a student is corrected for a behavior problem, the intervention includes (in addition to any punitive consequence or reinforcement system) strategies or techniques designed specifically to develop social & emotional problem solving/decision making skills

8 teachers/staff interviewed

6-7 teachers/staff interviewed

0-5 teachers/staff interviewed

Rubric 4: Developing Self-Discipline

• Social Emotional Lessons are infused throughout the school curriculum.

• Source: Staff Question

NASP, 2/19/14

3 2 1 09-10 staff state that self-discipline concepts are part of lessons/curriculum and provide good examples. -OR-9-10 staff cite a specific curriculum program (e.g. Second Step, Bullyproofing) that is used in the school in which self-discipline is developed and how/when teaching occurs.

8 staff state.

6-7 of staff state.

0-5 staff state.

How do we assess and monitor current perception of bullying?• DE School Climate Survey: Student and Home

(not teacher/staff)

• Verbal Bullying• Physical Bullying • Social/Relational Bullying• Cyberbullying

NASP, 2/19/14

Bullying Victimization

10 Tips for Preventing and Reducing Bullying

1. Focus on the two key aspects of effective classroom management: Structure/Demandingness and Support/Responsiveness.

2. Respond immediately to all acts of bullying (verbal, physical, social, and cyberbullying).

3. Build and maintain positive and supportive relationships, including teacher-student, student-student, and family-school relationships.

4. Have clear, consistent school-wide and classroom rules and policies against all forms of bullying.

5. Teach “bystanders” important roles they can play in preventing bullying by not supporting it and actively stopping it (where appropriate and when it is safe to do so).

NASP, 2/19/14

6. Teach students (including bystanders) how to respond when bullied.

7. Teach specific lessons on bullying including its effects on victims, bullies, and the general school climate.

8. Increase supervision and monitoring in places where bullying most often occurs, such as the playground, hallways, cafeteria, and bus.

9. Provide individual and small-group services and supports to bullies and their victims.

10.Overall, work toward establishing school-wide and classroom norms that prevent bullying.

NASP, 2/19/14

Questions?• George Bear: [email protected]• Debby Boyer: [email protected]• Sarah Hearn: [email protected]

www.delawarepbs.org Thank

you!NASP, 2/19/14

mailto:[email protected]



http://www.delawarepbs.org/

bullying victimization and school-wide discipline: their relations to school climate

Documents

effects of school climate

school climate importance

problematic school climate

dimension of school

school avoidancedepression

schoolwide discipline

bullying prevention

measure of bullying