®® David Osher AMERICAN INSTITUTES For RESEARCH dosher@air.org

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Building  Safe, Healthy and Caring Learning Environments that Prevent Bullying

7TH ANNUAL CONFERENCE OF THE INTERNATIONAL BULLYING PREVENTION

ASSOCIATION

David OsherAMERICAN INSTITUTES For RESEARCH

dosher@air.org

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Challenges

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

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Opportunities 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

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Bottom Line

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

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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

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You Need it AllThe Four Elements of a Comprehensive Plan for

Safe, Supportive and Successful Schools

6

A Caring School CommunitySocial Emotional Learning

Emotional & Physical Safety

Challenge

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Background

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Bullying Remains Pervasive in the U.S.

Students bullied and physically injured from bullyingat school during 2007 school year

42.9

35.7 37.3

30.828.4 29.3

23.5

14.412.3 11.6

8.5 7.1 5.5 3.8

0

10

20

30

40

50

6th 7th 8th 9th 10th 11th 12th

Grade

Pe

rce

nt

Bullied

Injured

Data Source: Indicators of School Crime and Safety 2009. Table 11.2

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School Bullying 2007: National Crime and Victimization Survey

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School Bullying 2007: National Crime and Victimization Survey

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We Are Dealing With Learned & Socially Reinforced Behavior

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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?

Odds ratio0

10

20

30

40

50

60

2.7

58.7

Well-managed standard classroom

Chaotic standard classroom

Kellam et al., 1998

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PATHS Universal Intervention End of First Grade (1 Year of Intervention)

-.10-.09-.08-.07-.06-.05-.04-.03-.02-.01.00Cl

assr

oom

mea

n z-

scor

e

Peer Rating of Aggression

Intervention

Children who receive PATHS rate their classmates as significantly less aggressive than do children in randomized comparison classes

Greenberg, et al., 1999

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What Else Can Be Done In First Grade to Change These Trajectories 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

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Good Behavior Game as Example

Goals:

¨ Socialize children into the role of student, and reduce

aggressive, disruptive behavior

¨ Provide teachers a method of classroom behavior management

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Schools as Risk Factors

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.

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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 &

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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

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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”

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Resources Are Not the Only Solution: An Example From Bangladesh: BRAC

Pre-Primary and Primary Schools

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Conditions for Learning

STUDENT SUPPORT

ACADEMIC CHALLENGE

SOCIAL & EMOTIONAL LEARNING

SAFE & RESPECTFUL CLIMATE

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Social Emotional Conditions for Learning

Students are supported

Meaningful connection to adultsStrong bonds to school

Positive peer relationshipsEffective and available support

Students are socially capable

Emotionally intelligent and culturally competent

Responsible and persistentCooperative team players

Contribute to school and community

Students are safe

Physically safeEmotionally and socially safeTreated fairly and equitably

Avoid risky behaviorsSchool is safe and orderly

Students are challenged

High expectationsStrong personal motivation

School is connected to life goalsRigorous academic opportunities

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Safe and Respectful Climate

Physical Safety Little Or No Fighting, Bullying, Crime,

Gang Presence, Or Substance Abuse

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Safe and Respectful Climate

Emotional Safety Climate Of Mutual

Respect And Trust Students Comfortable

Taking Personal And Academic Risks

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Safety and State Wide Tests The school safety scale showed the highest

correlations with the subscales from the Prairie State Achievement Exam¨ All the correlations were statistically significant.

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Student Support

Adults Listen To Students, Care About Them And Treat Them Fairly

Adults Provide A Welcoming Environment For Students

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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

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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)

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Examples of Power of Support and Connection

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)

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Academic Challenge

School Courses And Lessons Are Challenging To Students

School Staff Provide Academic Support To All Students

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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

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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

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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

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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.

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Connection Attachment

Trust Care

Respect

Social EmotionalLearning & Support

Positive Behavioral Approaches & Supports

Learning Supports Effective Pedagogy

Engagement Motivation

Supporting Conditions for Learning

35

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Work at Three Levels

Provide Individualized Intensive SupportsProvide coordinated, intensive, sustained, culturally appropriate, child and family focused services and supports.

Intervene Early & Provide Focused Youth Development ActivitiesImplement 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 FoundationUniversal 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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Think Pyramid, Not Triangle

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All Universal Interventions

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

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Social and Emotional Learning

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SocialEmotionalLearning

Self-awareness

Social awarenessRelationship

skills

Responsible decision-making

Self-management

Core Competencies

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Students Who are Self-aware

Accurately assess their feelings, interests, values, and strengths; and

Maintain a well-grounded sense of self-confidence.

41

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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.

42

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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.

44

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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.

45

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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

46

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¨ 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

Seattle Social Development Project

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Benefit-Cost Ratio: $4.25

Seattle Social Development Project

$4,355

$18,524

$0

$5,000

$10,000

$15,000

$20,000

Program Cost

Taxpayer &Victim Benefits

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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)

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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0

5

10

15

20

25

Little Books: Reading

Achievement

Everyday Mathematics:

Math Achievement

SEL Programs Academic

Performance

SEL Programs Social Emotional

Skills

12

611

23

Comparing What Works Clearing House Improvement Indices for 2 Evidence-based Reading and Math Programs with the Aggregate

Improvement Index for all interventions in the CASEL Meta-Analysis of 207 SEL Programs

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Why Are Conditions For Learning Important

Teaching in the Zone (of Proximal Development )

Personalizing Instruction Differentiating Instruction Scaffolding learning and support

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The Zone of Proximal Development for Learning & Development

Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press.

support

chal

len

ge

ZPD(fr

ustra

tion)

(bore

dom)

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Why Are Conditions For Learning Important - The Neurochemistry and Neurobiology of Learning

Attending Concentrating Using working memory Memorizing Handling Emotions

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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)

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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

GreaterAttachment,

Engagement, & Commitment

to School

GreaterAttachment,

Engagement, & Commitment

to School

Less Risky Behavior, More

Assets, &Positive

Development

Less Risky Behavior, More

Assets, &Positive

Development

Better Academic

Performanceand Success

in School and Life

Better Academic

Performanceand Success

in School and Life

Strategic & Evidence-

Based LearningSupports

&Effective

OpportunitiesTo Learn

Strategic & Evidence-

Based LearningSupports

&Effective

OpportunitiesTo Learn

Safe, Caring, Cooperative,SupportiveEngaging Learning

Environments

Safe, Caring, Cooperative,SupportiveEngaging Learning

Environments

Connecting the Dots