Coaching Teachers in Detection and Intervention Related to Bullying

• NCJ Number: 252848
• Author(s): Catherine Bradshaw; Elise Pas; Tracy Waasdorp
• Date Published: March 2019
• Length: 15 pages
• Grant Number(s): 2015-CK-BX-0008
• Agencies: NIJ-Sponsored
• Publication Type: Research (Applied/Empirical); Report (Study/Research); Report (Grant Sponsored); Program/Project Evaluation; Program/Project Description
• Award: Coaching teachers in detection and intervention related to bullying

Annotation

This is the "Final Summary Overview" of a study whose goal was to develop the Bullying Classroom Check-Up (BCCU) integrated coaching and guided practice strategy to aid teachers in detecting and intervening effectively with bullying behaviors, determine the feasibility and acceptability of the BCCU, and pilot-test the BCCU using a small-scale randomized controlled trial to determine its effectiveness as an evidence-based strategy for reducing bullying and increasing safety in classrooms.

Abstract

The BCCU is an individualized teacher- coaching intervention that is blended with guided practice in a mixed-reality simulator. The theory underlying the BCCU is that a positive classroom climate, positive behavior supports, and strong teacher-student relationships are foundational and necessary elements of a program to address bullying in the classroom. In addition, providing teachers the knowledge and skills to detect bullying and respond effectively is also emphasized. The development process included focus groups with 17 student participants and 16 teacher participants. The intervention was pilot-tested with six teachers in one school. The randomized testing of the intervention included 80 teachers recruited from five middle schools during the 2016-17 school year. Focus groups were also convened at the end of the study to obtain feedback on experiences with the coaching. The BCCU assisted in shifting teacher perspectives and behaviors from viewing bullying as a behavioral infraction and responding to it with empathy, concern, and guidance that benefits both the bullies and their victims, while modeling the types of behaviors and responses expected of students. These results were considered necessary and desired by both students and teachers in the focus groups. The BCCU not only produced changes in how teachers respond to bullying, but also their perceptions of and identification of bullying in interactions between students. 11 references