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Promising practices in the prevention of bullying: using social and emotional skills to prevent bullying

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Promising practices in the prevention of bullying: using social and emotional skills to prevent bullying

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Content Running head: PREVENTION OF BULLYING 1
PROMISING PRACTICES IN THE PREVENTION OF BULLYING:
USING SOCIAL AND EMOTIONAL SKILLS TO PREVENT BULLYING

by

Erin Pagel

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2014

Copyright 2014 Erin Pagel

PREVENTION OF BULLYING 2
Dedication

For My Daughter
Kennedy Pagel Mohr
You have a brilliant mind,
A kind heart and a beautiful spirit.
As you grow up;
Know yourself, Love yourself, Respect yourself,
Respect others and the world around you.
Make wise decisions, smart choices,
And have educated opinions.
“The only limit to the height of your achievements
Is the reach of your dreams and your willingness to work hard for them.”
You are bright, kind, capable, beautiful, and amazing,
And I love you!

Quote by Michelle Obama, DNC Speech, 2008

PREVENTION OF BULLYING 3
Acknowledgments
This dissertation was written with a lot of support. I would like to acknowledge
and thank those who made it possible for me to complete my degree. Foremost, Dr.
Kathy Stowe, the chair of my committee, was always there for me with her knowledge,
guidance, support and encouragement. Dr. Stowe’s professional feedback helped to
clarify and strengthen this study and her kind words carried me through this endeavor. I
am forever grateful. I would also like to acknowledge my committee members, Dr.
Shafiqa Ahmadi and Dr. Eugenia Mora-Flores for their contribution to this work. I
appreciate their time because their professional wisdom and suggestions were valuable in
refining this paper.
I also want to thank my family and friends who have sustained me through this
time in my life with encouragement. Specifically I thank Matthew, Keri, Dawn and
Vicki who made me feel valued and capable even when I was discouraged. Also I
appreciate Jared and Holly for all of their efforts to get me up to speed technologically.
And to Kennedy, I am thankful for her constant love and joy.
I am especially most grateful for my parents’ love and support: to my dad who
made me a Trojan and especially for my mom, who made me who I am.

PREVENTION OF BULLYING 4
Table of Contents
Dedication 2

Acknowledgments 3

List of Tables 6

List of Figures 7

Abstract 8

Chapter One: Overview of the Study 9

Background of the Problem 10

Statement of the Problem 15

Purpose of the Study 16

Research Questions 17

Significance of the Study 18

Limitations 19

Delimitations 20

Glossary of Terms 20

Organization of the Study 22

Chapter Two: Review of the Literature 23

Historical and Current Context 24

Definition and Description 26

Bullying in the Early Years 30

Social Context 30

Theoretical Framework 31

Consequences of Bullying 34

Victims 34

Bullies 35

Peers 36

Influences on Bullying 38

Personal Characteristics 39

Peers/Bystanders 40

Adults/Teachers 40

Classroom/School Climate 42

Social and Emotional Learning 44

Summary of Chapter 49

Chapter Three: Methodology 51

Research Questions 51

Research Design 52

Sample and Population 53

Theoretical Framework 55

Conceptual Framework 56

Instrumentation 57

Data Collection 58

Data Analysis 59

Ethical Considerations 61

PREVENTION OF BULLYING 5
Chapter Four: Findings, Analysis and Discussion 62

Research Questions 63

Case Study Participants 63

Data Findings 64

Research Question One 65

Structures 65

Structure 1: Whole-School Approach Emphasizing Continuity over Time 66

Structure 2: Community Belonging and Connection 68

Structure 3: Development of the Whole Child 70

Systems 73

System A: Teacher as Facilitator - Developing Social and
Emotional Competencies 73

System B: Learning Environments Supporting Social and
Emotional Development 77

System C: Curriculum Integrating Social and Emotional Learning 81

Analysis and Discussion of Research Question One 83

Research Question Two 86

Components of Teacher as Facilitator 87

Components of Supportive Learning Environments 96

Components of Integrated Curriculum 100

Analysis and Discussion of Research Question Two 102

Summary of Chapter 104

Chapter Five: Summary and Recommendations 105

Purpose of the Study 105

Summary of the Findings 107

Implications for Practice and Policy 111

Recommendations for Future Studies 114

References 116

Appendix A 124

Appendix B 125

PREVENTION OF BULLYING 6
List of Tables
Table 1: Research Question Data Needs, Sources and Instrumentation 58

Table 2: Staff Interviewed 64

Table 3: Perceived Structures and Systems Contributing to an Anti-Bullying Climate 66

Table 4: Implementation of Structures and Systems 87

PREVENTION OF BULLYING 7
List of Figures
Figure 1: Theoretical Framework: Bronfenbrenner’s Ecological Theory 56

Figure 2: Bi-directionality of Influence 57

Figure 3: Creswell’s Model 60

Figure 4: Nesting of Overarching Structures 84

PREVENTION OF BULLYING 8
Abstract
This study applies Bronfenbrenner’s ecological framework as a theoretical lens in
looking at using social and emotional learning in the prevention of bullying. The purpose
of this study was to determine what systems and structures were perceived to make a
positive difference in creating an anti-bullying climate. Additionally, this study sought to
determine how those systems and structures were implemented and sustained. Taking a
case study approach, a small, private school of approximately 360 students was used in
this qualitative research. Utilizing interviews, observations and artifact review data were
triangulated and interpreted for analysis. Findings for this study indicate that applying a
whole school approach emphasizing continuity, creating a community of belonging and
connection, and focusing on the development of the whole child contributes to creating
and sustaining an anti-bullying climate. Additionally, developing social and emotional
skills through integrated curriculum, the learning environment, and the teacher as
facilitator contribute to a healthy climate that resists bullying. As this study suggests
social and emotional learning can positively affect classroom and school climates.

PREVENTION OF BULLYING 9
CHAPTER ONE: OVERVIEW OF THE STUDY
Bullying is a type of violence in schools that has a negative impact on students.
Violence in America is a significant problem and one of the leading causes of injury,
disability and death that disproportionally affects our youth (Centers for Disease Control
and Prevention, 2013). Much of the violence that young people face is in the school
environment (Vivolo, Holt & Massetti, 2011). School violence is a great concern for
students, parents, educators and society in general. In response to the problem of school
violence, the National Education Goals Panel regards student safety as one of its targeted
goals, “Every local educational agency will develop and implement a policy to ensure
that all schools are free of violence and the unauthorized presence of weapons” (NEGP,
1995, p. 13). In recent years, Ebensen and Carson (2009) reported there has been a
decline in more serious types of school violence other than bullying. Bullying, on the
other hand, is on the increase (Olweus, 2003). Bullying is the most widespread form of
victimization experienced by school-age children (Nansel, Overpeck, Pilla, Ruan, Simon-
Morton, & Scheidt 2001). In American schools, bullying is considered the most
prevalent and pervasive form of school violence because of the number of students who
are adversely affected by it and because of the potentially severe negative consequences
connected with it (Smokowski & Kopasz, 2005). Therefore, the study presented here
looked at this most common form of school violence and what can be done to prevent it.
In the last two decades, researchers broadened the definition of school violence to
include bullying due to serious outcomes (Whitted & Dupper, 2005) such as its “threat to
school safety and to the psychological and physical health of children” (Stockdale,
Hangaduambo, Duys, Larson & Sarvela, 2002, p. 266). Most researchers refer to Olweus
PREVENTION OF BULLYING 10
for the most complete definition of bullying, which consists of three parts: 1) bullying is
most regularly defined in terms of purposeful repeated behavior (Olweus, 1993), 2) that
is direct or indirect (Olweus & Limber, 2010), 3) within an interpersonal relationship
characterized by an imbalance of power (Olweus, 2003). These behaviors can be direct
in the form of physical abuse or verbal abuse such as name-calling or indirect in the form
of psychological abuse such as social slander, rumors, social rejection or ostracism. A
real or perceived imbalance of power is a key characteristic in which differentiates an
incident of bullying from a conflict between students (California Department of
Education, 2003). For the purpose of this study, bullying is defined as aggressive
behavior or intentional harm carried out repeatedly and over time, directly or indirectly,
in an interpersonal relationship characterized by an imbalance of power.
Background of the Problem
Bullying is a widespread and significant problem that deserves attention (Swearer,
Espelage, Vaillancourt, & Hymel, 2010). Researchers have taken a more serious look at
this issue since the 1980’s, but the problem of bullying continues to increase in
pervasiveness as well as in severity of impact and consequences for students. Olweus
(2003) declares that bullying is on the rise. Research in the 1980’s reported one in four
or five children were consistently bullied. In more recent research, almost one in three
students, approximately 30%, report being involved in bullying (Nansel et al., 2001).
Additionally, it is suggested that one in ten students are victimized by extreme forms of
bullying (Smokowski & Kopasz, 2005). These numbers suggest that even though
researchers have reported on this subject more and more of our students are continuing to
deal with the problem of bullying.
PREVENTION OF BULLYING 11
There is an assumption that small and private schools have less bullying than
large and public schools, but that is not the case (Watt, 2003). Research shows no
positive correlation between school or class size and frequency of bullying (Olweus,
2003; Whitney & Smith, 1993). Bullying seems to be just as prevalent in small schools
as in larger ones. A small school study by Hoover, Oliver and Hazler (1992) found that
77% of the student population reported feeling bullied at some time in their educational
experience. In looking at the differences in bullying practices between private and
public schools, there is not much research, but there is research to suggest that bullying
still occurs (Chaux, Molano, Podlesky, 2009). A private school study (Papp, 2009)
reported similar percentages as the Nansel et al. (2001) study, finding that 29% of
students reported being bullied. While not all youth populations experience bullying
exactly to the same degree, it is, overall, a common experience that has negative
consequences for those involved.
The consequences of bullying affect the learning environment for too many
students. Students who are not directly involved in the bullying still suffer negative
consequences of bullying within their school. Peers are negatively affected because
bullying creates a negative school climate (Glew, Rivara, & Feudtner, 2000). Bystanders
(those who witness bullying) may not feel safe at school due to seeing bullying happen to
others, which negatively affects their concentration and ability to learn (Smokowski &
Kopasz, 2005). As Glew et al. (2000) affirm, bystanders may suffer negative
consequences as “bullying detracts from learning for all students because it interrupts
teaching sessions, distracts and scares other students, and takes up teachers time” (p.
185). Hence, bullying negatively affects peers through the overall learning climate.
PREVENTION OF BULLYING 12
Peers’ reactions to bullying are in large part influenced by the adults at the school
and especially the teachers in their classrooms. Adults, such as teachers, administrators
and other staff have an impact on the occurrence of bullying (Olweus, 2003). Teachers
and the classroom environments they foster create either risk or protective factors that
influence whether or not bullying happens. When bullying happens, teachers have the
ability to take a strong deterring stand and give the victim the support s/he needs.
Teachers can effectively mitigate the current issue and decrease the likelihood of future
incidents by helping the victim find a greater sense of security at school and helping the
bully find more socially acceptable ways of interacting (Olweus, 1993). If supervising
adults do not address bullying effectively, then students may perceive that bullying is an
acceptable form of behavior. Glew et al. (2000) stated, “schools that have the worst
problems seem to be those in which bullying is tolerated” (p. 185). Bullying climates
seem to be connected to adult responses such as tolerance of bullying, lack of teacher
involvement, or weak supervision. As noted by Glew et al. (2000), “If educators don’t
actively try to diminish the pervasiveness of bullying in our schools then they are
passively letting it continue” (p. 185). The pervasiveness of the problem is in part due to
lack of adult responsibility and training in this area. Teachers need more training in how
to be most effective to prevent and interrupt bullying (Dake, Price, & Telljohann, 2003;
Fekkes, Pijpers, & Verloove-Vanhorick, 2005; Schaps, 2009; Swearer et al., 2010).
Another factor that teachers have influence over is how they guide students in
developing social and emotional skills. Positive social skills are often called pro-social
skills, which are defined as voluntary behavior intended to benefit another (Eisenberg,
Fabes & Spinrad, 2007). Emotional skills include recognizing and managing emotions in
PREVENTION OF BULLYING 13
developmentally appropriate ways (Zins & Elias, 2007). Essentially, social and
emotional learning fosters children’s capacity to understand, recognize and manage their
feelings (emotional domain) and helps them establish positive relationships (social
domain). Social and emotional skills are usually combined together in curriculum and
modeling because they work in tandem to support the development of the whole child.
Teachers can use classroom instruction to give students the opportunity to learn, examine,
explore, develop, and practice social and emotional skills (DuPage County, 2011).
Teachers can use social and emotional learning to help intervene and prevent bullying by
helping victims develop emotional skills like resilience and coping mechanisms, helping
bullies develop pro-social behaviors, and giving bystanders guidance on how to respond
appropriately to witnessing bullying (Swearer et al., 2010). Brion-Meisels and Jones
(2012) suggest, “adults can support children in developing the skills and understandings
that enable them to engage in positive relationships” (p. 55). When schools and teachers
help students develop their social and emotional competencies, students can learn to
relate more positively to one another and to resolve conflict peacefully (DuPage County,
2011).
Early teaching and intervention is essential in addressing bullying problems to
mitigate negative consequence (Glew, Frey, & Walker, 2010). Early educational
experiences are important for developing habits and characteristics in school and for life
(Pohan, 2003). Patterns of academic achievement, social development and attitude
toward school are all developed early on. According to Kindlon and Thompson (2002),
from kindergarten through sixth grade, students spend more than a thousand hours a year
in school and their experiences “are profoundly shaping” (p. 155). Bullying is at its
PREVENTION OF BULLYING 14
highest level in elementary school, and early development puts students on a trajectory
for social patterns (Smokowski & Kopasz, 2005). Bullying happens across all grade
levels but is most often reported in elementary school around second grade (Dake et al.,
2003; Fekkes et al., 2005; Pohan, 2003). Prevention research shows that it is important to
interrupt patterns of aggression or victimization early before interactional patterns have
had a chance to solidify (Hanish, Kochenderfer-Ladd, Fabes, Martin & Denning, 2004).
Early intervention for bullies may curb patterns of inappropriate behaviors by teaching
pro-social skills and positive behaviors. Early teaching for victims may arm these
students with self-supporting resources such as empowerment and resilience (Morrison,
2005). It seems that by reducing or preventing bullying teachers can have a constructive
impact to help more students have positive early school experiences.
The problem and prevention of bullying in this research was considered through
Bronfenbrenner’s ecological framework. Bullying is an ecological phenomena resulting
from the complex interplay of relationships among individuals, their family and
upbringing, and the dynamics of a classroom and school within a community (Swearer &
Espelage, 2004). Bullying is a social process with interaction among the victim, bully,
any bystanders, adults, and the environment. The social context and the climate of the
environment are involved in how bullying plays out. Vivolo et al. (2011) assert, “risk
and protective factors exist on all levels of the social ecology” (p. 205). The individual,
the teacher, the peers and the classroom environment all play a role in whether bullying
happens or not. Bullying does not usually just involve the dyadic interaction of the bully
and victim, but is a group process (Dake et al., 2003; Flaspohler, Elfstrom, Vanderzee,
Sink, & Birchmeier, 2009). Beyond the bully and the victim, other students and adults
PREVENTION OF BULLYING 15
play a role in bullying by interrupting it, joining in, or passively ignoring it. Each
individual is a part of interrelated social ecological systems that influence one another
(Swearer & Espelage, 2004). Bullying afflicts students within the social ecology of their
learning environment.
The study presented here focused on elementary schools, especially teachers and
the climates they create. Administrators and teachers can develop healthy learning
environments that support students’ academic achievement and their overall well-being.
Because education cannot be effective under conditions of fear, intimidation and
humiliation (Batsche & Knoff, 1994), more needs to be known about how to create such
climates that foster students learning through feelings of safety and security. Educators
can assist in increasing our students’ academic achievement by providing them with
social and emotional tools as well as safer learning atmospheres. Research shows that
there is a correlation between students’ positive feelings about school and better
academic achievement (Samdal, Nutbeam, Wold & Kannas, 1998), but more information
is needed to understand how to implement classroom systems that create a climate that
stands against bullying and produces safe learning environments.
Statement of the Problem
The problem of bullying is pervasive through our schools, in large or small
schools and in public or private schools, and runs the gamut of grade levels. Bullying has
both short-term and long-term effects. Bullying has been extensively studied, but the
problem remains in that students are still bullied in school with potentially devastating
results. In fact, the pervasiveness and seriousness of bullying is increasing. Research
shows high statistics of youth being affected. To illustrate, one in three students are
PREVENTION OF BULLYING 16
involved in bullying (Nansel et al., 2001). Furthermore, one in five students is frightened
throughout their school day (Smokowski & Kopasz, 2005). This problem affects too
many of our students and with negative consequences. Our nation’s young are negatively
affected in their academic achievement and in their social and emotional development
because of bullying in our schools.
Teachers play a key role in creating caring, anti-bullying climates through
teaching social and emotional skills and influencing relationships within the classroom.
Teachers can foster relationships with their students, affect the interplay of social
relationships between students in their classrooms as well as help students develop
healthy emotions within themselves. While there is much research on how to interrupt
bullying problems, there is less discussion about how educators can work toward creating
classroom climates that dissuade bullying from occurring in the first place. Creating
environments that promote social and emotional competencies and foster positive
interactions between students instead of environments that tolerate bullying is essential in
developing healthy schools.
Purpose of the Study
There are classrooms and schools that breaking the pattern of bullying. Some
teachers, staff and administrators create safe learning environments for students by
building a community within their walls that resists bullying. These schools intercept
bullying by teaching and modeling social and emotional skills necessary for developing
the students to their full potential. There is a reciprocal benefit between developing
social and emotional competencies and fostering a positive, anti-bullying climate, which,
in turn, affects healthy student development and academic achievement.
PREVENTION OF BULLYING 17
The purpose of this study was to examine how teachers use social and emotional
learning in elementary schools to create a positive climate as part of an anti-bullying
climate, making their students feel safe, trusted and respected. The first goal of this study
was to determine what systems and structures are used in classrooms that make a positive
difference to create an anti-bullying climate. The second goal of this study was to find
out how those systems and structures were implemented and what role each community
member plays in the maintenance of a positive climate.
This study was designed to investigate how a small or private elementary school
could use social and emotional learning to improve their educational climate. While there
is no magic bullet to prevent bullying, the objective of this study was to determine what
systems and structures helped to create an anti-bullying climate and how implementation
took shape. The following research questions were used to guide this investigation in
considering how educators can use social and emotional learning in creating an anti-
bullying climate.
Research Questions
In an effort to identify promising practices that can create an anti-bullying climate
the following research questions were used.
1. What are the perceived systems and structures that contribute to an anti-bullying
climate in schools and classrooms?
2. How are these systems and structures implemented and sustained to support anti-
bullying school and classroom climates?

PREVENTION OF BULLYING 18
Significance of the Study
If students are not developing academically, socially and emotionally to their full
potential because of the consequences of bullying, then it is critical that schools
understand the best way of stopping bullying so that students can change their feelings of
aggression or fear into a sense of belonging in their school. Researchers have addressed
the topic of bullying from many different angles including: gender, ethnicity, age, or type
of school. Within the variety of research, however, common themes such as the negative
consequences of bullying, the characteristics of the individuals involved, the role of peers
and adults, the function of climate, and suggestions to improve peer interactions. This
study was designed to link the common themes in the research through the lens of
Bronfenbrenner’s ecological model and to use what is known about social and emotional
learning to find promising practices that could help mitigate the problem.
This research is instructive for educators to consider the systems and structures
found to be conducive to anti-bullying climates. Thus, this information can aid educators
in creating policies and practices that can promote positive changes in their climate while
fostering student development. The significance of this study, therefore, was to identify
how to create a positive anti-bullying classroom environment and help students develop
social, emotional and academic well-being. For scholars, this research contributes to the
body of work centered on reducing bullying by using social and emotional learning to
create school communities with positive learning climates.

PREVENTION OF BULLYING 19
Limitations
The findings, results and conclusions are constrained by the limitations of this study.
• Length of study: The limitation of time was subject to the short
opportunity to study the participants and to conduct observations.
• Size of sample: Because of the small size of the school and sampling,
generalizability and transferability of the findings are decreased.
• Type of sample: The study was done at a private school and, as a result,
the findings may not generalize to a public school. The students were
predominantly middle class and upper-middle class in terms of SES.
Therefore, findings are not generalizable to other types of schools.
• Researcher bias: Qualitative research is limited by the subjective role of
the researcher, as there is the possibility of narrowing in on desired
responses or having too limited a scope, resulting in missing valuable
information. The researcher attempted to minimize bias by being aware of
these possibilities.
• Halo Effect: The Halo Effect is a cognitive bias generalizing favorable
qualities based upon an initial impression. The researcher attempted to
control for this by being aware of her initial perspective of the subject.
• Participant bias: There was no means to control for candor of
interviewees or accurate representation of observations, but the researcher
assumed good faith on the part of the participants.

PREVENTION OF BULLYING 20
Delimitations
The delimitations are the parameters set by the thematic group and the researcher.
• Purposeful sampling: The results and conclusions of this research are
limited by the constraints of the purposeful selection and the qualitative
nature of the research.
• Case study criteria: Only schools perceived as having an anti-bullying
environment were considered. Only schools that emphasize a social and
emotional approach to boost student’s academics were considered. Only
small and/or private schools were considered.
• Case study site: The school site chosen was a small and private school that
consists of approximately 360 middle and upper-middle class students.
• Participant sample size: The size of the population interviewed and
observed was limited by the smallness of the school unit chosen for the
case study. Six teachers and two administrators were interviewed and four
classrooms were observed.
Glossary of Terms
For the purpose of this study the following terms were defined below.
• Bully: Perpetrator intentionally trying to harm another student.
• Bullying: Is purposeful repeated behavior that is direct or indirect with the
intent of harming, hurting or humiliating someone within an interpersonal
relationship characterized by the imbalance of power.
• Bystander: A peer who witnesses the bullying incident.
PREVENTION OF BULLYING 21
• Climate: Immediate conditions of an atmosphere including students’ and
teachers’ perceptions, feelings, beliefs, impressions and expectations. The
psychological aspects of the school that are more susceptible to change
and that provide the preconditions necessary for teaching and learning to
take place (Tableman & Herron, 2004).
• Culture: Assumptions, values, beliefs, shared ideas that give an
organization its identity and standard for behavior (Tableman & Herron,
2004).
• Peer: A student who is associated with the group of a classroom or
school.
• School Bonding: Feeling happy at school, taking school seriously and
having the desire to do well (Dake et al., 2003).
• Social and Emotional Learning: The process by which students gain
competence in the ability to understand, manage, and express emotions,
solve problems effectively and develop healthy relationships (Zins &
Elias, 2007).
• Social and Emotional Skills/Competencies: Skills needed to manage own
emotional concerns and work effectively with other people (Merrell,
2010).
• Structures: Mechanisms, policies, procedures and philosophies in place
and widely accepted as the official structure of the institution.
• Systems: Coordinated and coherent use of resources at the institution to
ensure that the institutional vision, mission, philosophy and goals are met.
PREVENTION OF BULLYING 22
• Victim: Student who is directly or indirectly attacked either physically,
socially or psychologically.
Organization of the Study
This study examined the promising practices that create an anti-bullying
environment for elementary students. Chapter 1 offers an introduction to the topic as
well as an overview of the study with the statement of the problem, purpose of the study,
the research questions to be considered, the significance of the study, the limitations and
delimitations and finally a glossary of terms. Chapter 2 provides a review of the salient
research, including information on the historical and current context of bullying, a
comprehensive definition, a description of the social ecology of school, consequences of
bullying, and influential factors. Chapter 3 outlines the methodological approach to this
research and why a case study was chosen. Chapter 4 presents the findings of this study
to answer the research questions. Finally, Chapter 5 discusses the implications and
recommendations.

PREVENTION OF BULLYING 23
CHAPTER TWO: REVIEW OF THE LITERATURE
School should be a safe environment for students to develop their academic
potential while developing their emotional beliefs about themselves and their social
competencies. Schools are the primary developmental institutions (Morrison, 2005) in
which we prepare children for participation in adult civilization (Bronfenbrenner, 1979).
Unfortunately, bullying affects students in their learning environment. Batsche and
Knoff (1994) assert that, for 25% of students, their biggest fear was being bullied.
Additionally, Hoover et al. (1992) state that 77% of students feel bullied sometimes. In
order for students to do their best learning, they need to perceive their environment as
safe. Feeling unsafe or bullied negatively affects students’ learning and achievement
(Samdal et al., 1998). Because bullying is still prevalent in American schools, authorities
need to establish preventative measures because students have a right to feel safe.
The purpose of this study was to discover promising practices for preventing
bullying in elementary classrooms within a small or private school and how teachers can
best implement these practices. Essential to understanding the significance of bullying
and the best preventative measures is an examination of the literature addressing the
historical and current context, the definition and description of bullying, the negative
consequences of bullying, influences on bullying and how social and emotional learning
can be used as a preventative agent. This study examined the systems and structures
utilized to create a classroom climate that inhibits, prevents or acts as an agent against
bullying through social and emotional learning. To this end, this inquiry was done
through an ecological systems theoretical framework.

PREVENTION OF BULLYING 24
Historical and Current Context
The prevalence of bullying, in and of itself, may characterize it as “normal”
childhood behavior, but the increasingly dire consequences of bullying change the way it
is thought of by educational leaders and researchers. In the past, bulling behaviors and
teasing were considered a normal part of growing up, and the consequences were not
seen as interfering with normal child development (Whitted & Dupper, 2005). Typically,
developing children resort to aggression while learning to navigate the social part of
school (Glew et al., 2010). Reactive aggression is developmentally normal in young
children (Hanish et al., 2004). This type of aggression consists of reactionary behaviors
such as grabbing or pushing if a peer takes something of the child’s. With the guidance
of adults, these behaviors can be altered for the child to express his/her displeasure in
more appropriate ways. Bullying is not reactive aggression but proactive aggression
(Hanish et al., 2004). Bullying was previously dismissed as something students would
grow out of but is now realized as a phenomenon that students need to be supported and
guided through (Whitted & Dupper, 2005; Glew et al., 2010). Bullying is no longer
considered just a normal part of growing up but is thought of as a serious threat to the
psychological and physical safety of students (Stockdale et al., 2002).
Bullying is considered a serious problem that is prevalent and on the rise in our
schools (Olweus, 2003). “Bullying can be considered the most prevalent form of youth
violence and may escalate into extremely serious forms of anti-social behavior”
(Smokowski & Kopasz, 2005, p. 101). Whitted and Dupper (2005) agree,
acknowledging that bullying is the most prevalent form of school violence.
Approximately 30% of students reported being involved in bullying (Nansel et al., 2001).
PREVENTION OF BULLYING 25
Additionally, 77% of the student population has reported feeling bullied at some time
during their schooling (Hoover et al., 1992). Furthermore, one in ten students experience
extreme forms of victimization (Smokowski & Kopasz, 2005). Less extreme forms of
relational bullying, such as exclusion, are also emotionally painful to experience. Bauer,
Herrenkohl, Lozano, Rivara, Hill and Hawkins (2006) found 33% of students reported
feeling socially excluded in the past school year. The pervasive and serious problem of
bullying deserves the attention of educators because of the potential risk to a substantial
number of students (Hoover et al., 1992).
Students’ perception of their personal and psychological safety at school is a very
important issue (Samdal et al., 1998). Research suggests the need to create safer school
environments. In response to this issue, the U. S. Department of Education includes in its
strategic goals establishing safe school environments and fostering the development of
good character and citizenship in its students (U.S. Department of Education, 2002). In
that regard, the California State Constitution (Article I, S 28(c)) affirms that students
have the right to a safe, secure and peaceful education. The California Department of
Education (2003) interprets this as a moral obligation of safety, respect and dignity to its
pupils and staff at school. At the time of this study, a bill was under consideration by
Congress (H.R. 1875, 2013) that would amend the Elementary and Secondary Education
Act of 1965 by adding language regarding “social and emotional learning and
programming” to facilitate prevention of bullying. The bill defines individual skills or
competencies that are essential to helping students develop their social and emotional
potential, thereby reducing the externalizing of inappropriate behaviors such as bullying
and the internalizing of victimization responses. Policy makers are concerned about
PREVENTION OF BULLYING 26
school safety and the emotional consequences of bullying on students, but policies need
to be enacted in a way that will bring about improved classroom practices and more
positive school climates because feelings of safety at school can be shaped by how
administrators and teachers implement social and emotional learning in their schools and
classrooms (Collaborative for Academic, Social, and Emotional Learning-CASEL, 2013).
“Social and emotional learning focuses on the systematic development of a core set of
social and emotional skills that help children more effectively handle life challenges and
thrive in both their learning and social environments” (DuPage County, 2011, p. 11).
Feelings of safety increase as students develop their social and emotional competencies.
The section below will define and describe bullying.
Definition and Description
A thorough definition of bullying should include intent, type and the imbalance of
power. Other factors are considered, as part of a comprehensive definition, such as
incidents’ being repeated over time, the social context of bullying and that bullying is
considered a form of school violence. Three types of bullying are reviewed, including
physical, verbal, and psychological bullying.
Definition. While there is no official definition of bullying, there are
consistencies in the elements suggested by research. Bullying is most regularly defined
in terms of intent as being purposeful, proactive aggression (Hanish et al., 2004).
Bullying is repeated and negative actions toward another with hostile intent to do harm
where there is an imbalance of power (Olweus, 1993). A real or perceived imbalance of
power is part of what makes an incident considered a type of bullying instead of a type of
conflict between students (California Department of Education, 2003). Bullying is not
PREVENTION OF BULLYING 27
considered just conflict between students but rather it is considered a low-level form of
violence that negatively affects the learning environment, students’ satisfaction of school,
academic achievement and may be associated with more serious experiences of school
violence (Smokowski & Kopasz, 2005; Waasdorp, Pas, O’Brennan & Bradshaw, 2011;
Whitted & Dupper, 2005). “While a certain amount of conflict and harassment is typical
of youth peer relations, bullying presents a potentially more serious threat to healthy
youth development” (Nansel et al., 2001, p. 2094). It is important to note that not all
conflict between children is bullying. If educators are to combat bullying effectively,
they need to have a clear understanding of what it is and what it is not. A quarrel, fight,
disagreement, or even dislike between children of approximately equal social or physical
stature is not considered bullying (Reid, Monsen, & Rivers, 2004). Bullying is
perpetrated by an individual or group of higher social standing or greater physical stature
over a less popular or weaker student. Defined for this study, bullying is purposeful
repeated behavior that is direct or indirect with the intent of harming, hurting or
humiliating by an interpersonal relationship characterized by an imbalance of power.
Types of bullying. Bullying is physical, verbal, or psychological acts of
aggression. Even though a fourth type of bullying, cyberbullying, is becoming more of
an issue, it was not considered in this research because cyberbullying usually occurs
outside of the classroom with older students while this study concentrated on the
elementary school and classroom ecosystems. Therefore, for the purpose of this research,
only three types of bullying were considered. First, physical bullying includes physical
acts of assault such as hitting, kicking, spitting, pushing, or physically restraining
someone (Hong & Espelage, 2012). Physical aggression is direct in nature as it involves
PREVENTION OF BULLYING 28
contact between the bully and the victim, such as choking or shoving. Second, verbal
bullying consists of name-calling, meanness, or threatening (California Department of
Education, 2003). Verbal bullying is usually directly perpetrated (Reid et al., 2004). For
instance, a bully can directly threaten a victim or call him/her names. Last, psychological
bullying comprises social exclusion, intimidation, spreading of rumors or social slander
(California Department of Education, 2003; Vivolo et al., 2011). Psychological bullying
is often an indirect form of bullying that happens behind the student’s back; an example
is the purposeful exclusion of someone from an event or activity (Reid et al., 2004). All
three of these types of bullying can be carried out in overt or covert ways, meaning they
can be perpetrated overtly in front of others or covertly in secret or hidden from others,
especially adults. Bullying can be subtle and even happen in front of a teacher or adult
without perception (Austin & Joseph, 1996). Some acts of bullying can be done in a
classroom in view of a teacher but hidden in such a way that the teacher does not realize
what is happening. To summarize, perpetration of bullying can be applied covertly or
overtly, directly or indirectly through physical, verbal or psychological means.
School type and bullying. Bullying takes place in both large and small schools
and in public or private schools. A common assumption is that small and/or private
schools offer students a better educational experience (Watt, 2003). Private and charter
schools may attract parents and students with similarities such as value systems
(religion), interests (arts) or SES, thus producing a school with more homogeneity of its
student population than public schools. However, private and/or small schools do not
automatically foster a more positive social atmosphere. Watt (2003) reported that issues
of social acceptance and friendship support are problems within small and private school
PREVENTION OF BULLYING 29
settings. Many of the bullying studies found in the research use subjects from both public
and private schools and the data is not disaggregated. These studies represent the
numbers across both types of schooling, as did the Nansel et al. (2001) landmark study.
Those who do focus on small or private schools report similar findings as mainstream
research on the subject. For instance, Cunningham (2007) found that level of school
bonding and bullying involvement in a small Catholic school to be consistent with other
research in large and public schools. Olweus (2003) reports that it is a misconception
that bullying is a consequence of large school or class size. Bullying has not been found
to be linked with class size but rather with adult-to-student ratios (Whitney & Smith,
1993). In terms of SES, some studies found that schools with poor students have higher
rates of bullying (Khoury-Kassabri, Benbenishty, & Astor, 2005). Other studies found no
relation to SES (Borg, 1998; Rigby, 2004). Social issues such as bonding, acceptance,
and exclusion, which are interrelated to bullying, happen in all types of schools.
Montessori is a type of educational experience that is derived from the work of
Maria Montessori. Some Montessori schools are public and some are private. The
Montessori approach emphasizes students’ independence through developing their
psychological, emotional, social and physical growth via a prepared environment with
teachers acting as facilitators. The American Montessori Society acknowledges that
bullying happens in Montessori schools and suggests that teachers take a proactive stance
against bullying. To counteract bullying, the Montessori method focuses on creating
peaceful environments, which emphasize both respect for others and conflict resolution.

PREVENTION OF BULLYING 30
Bullying in the Early Years
Bullying behaviors, such as proactive aggression or relational manipulation, can
begin early in elementary school (Pohan, 2003). For example, research found that
students are bullied more in the lower grades than in the higher ones (Dake et al., 2003;
Fekkes et al., 2005). It is noted that second grade has the highest number of reports of
bullying and these numbers decline through the school years (Glew et al., 2000;
Smokowski & Kopasz, 2005). This decline in reporting may or may not be due to a
decrease in incidents, but, in fact, be due to an increase in maturity in being able to
handle the bullying (Glew et al., 2010). However, the salient point is that children
develop their beliefs about behavior early in life, and those beliefs guide their actions and
future actions (Gendron, Williams, & Guerra, 2011). Research suggests that early
behaviors can set a trajectory or pattern of bullying for years to come (Smokowski &
Kopasz, 2005; Vivolo et al., 2011). The young years are important as the “early
socialization of children plays a role in the likelihood they will become involved in
bullying behavior” (Dake et al., 2003, p. 175). Another important factor is that the
influence of social groups begins early and is firmly entrenched by middle childhood
(Rodkin, 2004). Thus, prevention of bullying is most essential and successful in the early
school years before experiences of interactional and behavioral patterns are established
(Hanish et al., 2004). The early years set up the social context of school for students and
contribute to their social development.
Social Context
Research indicates that bullying is a social construct that includes participants,
context and processes. Swearer and Espelage (2004) posit, “Bullying does not occur in
PREVENTION OF BULLYING 31
isolation” (p. 3). Other researchers add that bullying happens in a social context that
involves a group process (Dake et al., 2003; O’Connell, Pepler & Craig, 1999). Groups
are a fundamental element of the child’s social environment. Perpetrator and victim
interaction develops within a social ecological context (Atlas & Pepler, 1998). It is
essential to understand the social ecological systems that influence bullying and peer
victimization in order to promote an anti-bullying environment (Hong & Espelage, 2012).
Theoretical Framework
Bronfenbrenner’s ecological systems model describes how the interactions
between individuals and their natural environments foster development. Meaning is
created in context by the developing person as a product of their interactions within their
systems of influence (Darling, 2007). The ecological systems model provides a relevant
theoretical framework in which to view promising practices in the prevention of bullying.
In this theory, the individual stands at the center with other people (parents, teachers,
peers) and environments (school, home, neighborhood) influencing the individual
through the processes of interaction among all involved. As noted earlier, bullying does
not happen in isolation but within a constellation of people, environments and processes
within a school (Swearer & Espelage, 2004). “This phenomenon is encouraged and/or
inhibited as a result of the complex relationships between the individual, family, peer
group, school, community and culture” (Swearer & Espelage, 2004, p. 3). Thus, the
social ecology of students must be considered in studying promising practices in the
prevention of bullying. The ecological systems model of human development by
Bronfenbrenner guided this study.
PREVENTION OF BULLYING 32
Bronfenbrenner’s ecological model puts the student (the individual) at the center
with his/her own personal characteristics. There are three types of characteristics:
demand characteristics, resource characteristics and force characteristics (Tudge,
Mokrova, Hatfield, & Karnik, 2009). The first of these characteristics, called demand
characteristics, are immediately noticeable to others. These characteristics refer to age,
gender, ethnicity and physical appearance. The second type of individual characteristics
is resource characteristics. In contrast to demand characteristics, these characteristics are
not initially outwardly noticeable. Resource characteristics are past experiences and
skills as well as social and material resources. Lastly, force characteristics relate to
personality traits such as temperament, motivation and persistence. The individual, with
these three types of characteristics, stands at the center of the social ecological model and
is surrounded by different layers of influence.
The microsystem is the first layer of influences that is closest to the student. It
contains people with whom s/he has direct and continuous contact, such as family,
friends, peers and teachers (Bronfenbrenner, 1979). The microsystem also includes the
student’s immediate environments: home, school, church and neighborhood
(Bronfenbrenner, 1979). The processes (or interactions) between the individual and the
contexts within the microsystem are bi-directional (Darling, 2007). For example, the
child can influence how his/her friends behave, think or feel but can also be influenced by
them as well.
The mesosystem encompasses the interrelations between two or more of the
individuals or environments in the microsystem (Bronfenbrenner, 1979). The
relationships among these different entities influence the child. Just one example of the
PREVENTION OF BULLYING 33
mesosystem is the connection between a student’s teacher and his/her friends within the
classroom. For instance, the teacher’ expectations of behavior and how those
expectations are enforced influence how the children behave, how the children relate to
one another and the quality of their relationships.
The exosystem is the layer outside of the mesosystem. This layer consists of the
larger social system that affects the child’s life by interacting with some part of the
child’s microsystem but with which the child does not have direct contact
(Bronfenbrenner, 1979). This system includes the district office or governing body of a
school or the parents’ employer. Events or processes that occur within the exosystem can
affect entities of the child’s microsystem (Bronfenbrenner, 1979).
The macrosystem system is the outermost layer of the child’s world. It is made
up of cultural values, beliefs, traditions and societal norms that play an influential role in
the closer systems and therefore affect the child’s own values, beliefs and ideas. The
chronosystem is not a layer but another dimension of the model. It encompasses time as
it relates to the individual’s environment, life and development. This paper focuses on
the individual, the microsystem, the mesosystem and the interactions or processes
between the individual and his/her contexts and the chronosystem.
These surrounding systems of influence have a great impact upon the
development of the student. The dynamic and interactive relationship among the systems
also relates to his/her development. Originally, Bronfenbrenner focused on how the
outside layers shaped the individual, but he later explained that it was the interplay
between the individual and his/her layers of influence that was most impactful. For this
reason, the key factor in human development is the process of the individual interacting
PREVENTION OF BULLYING 34
with his/her surrounding relationships and environments within the above listed systems
(Bronfenbrenner & Morris, 1998).
Consequences of Bullying
The following sections analyze potential negative consequences of bullying on the
victims, bullies and their peer group.
Victims
Victimization of bullying is painful and can have consequences on physical
health, emotional development and academic performance. The short-term findings
indicate that victims have more physical health complaints such as; headaches,
stomachaches, sleeping problems and bedwetting, and can feel chronically ill (Borg,
1998; Fekkes et al., 2005). Equally debilitating can be the emotional effects of bullying
on victims. Victims are also more likely to feel lonely, depressed, and sad, as well as
suffer from low self-esteem and anxiety, than students who have not been bullied (Dake
et al., 2003; Nansel et al., 2001; Peterson & Skiba, 2000;). As a result, victims may view
themselves in a negative fashion and ultimately identify with the negative image the bully
or bullies have perpetrated on them, which depresses self-esteem even more (Fekkes et
al., 2005; Samdal et al., 1998; Smokowski & Kopasz, 2005). As another consequence,
bullying can result in a negative impact on a victim’s perception of school, his/her
attendance rate, his/her overall learning experience and can result in a drop in grades in
the short-term and in a long-term lower trajectory of academic achievement (Flaspohler
et al., 2009; Glew et al., 2010; Pohan, 2003; Swearer et al., 2010). Bullying affects
students’ academic achievement. Victims’ academics tend to decline or their academic
potential suffers (Smokowski & Kopasz, 2005). All in all, bullying negatively affects the
PREVENTION OF BULLYING 35
physical, social, emotional and cognitive domains, essentially affecting all developmental
aspects of the victimized student.
The effects listed above, if drawn out, can cause even more serious outcomes.
Emotional consequences can become long-term, resulting in a negative impact on a
student’s overall sense of well-being. Chronic victimization of bullying, which decreases
self-esteem and self-worth, can increase violent actions toward self or others. “The
traumatizing effects can lead to depression and suicide” (Morrison, 2005, p. 98). Often,
child suicides are reported as accidents because of the general belief that children do not
understand the finality of such a decision and because children do not often leave suicide
notes (Granello & Granello, 2007). This is the case of nine-year-old Bryan who told his
school counselor that he believed he would never have a friend after being repeatedly
bullied by peers. Two days later, he unlocked his parents’ gun cabinet and shot himself.
Because he did not leave a note and because it is believed that he was too young to
understand the finality of his actions, the case was ruled accidental (Granello & Granello,
2006). Other cases are clearer suicides because of the circumstances of death, as with the
hanging of another nine-year-old bully victim named Montana (Diaz, 2012). Some
victims’ sense of hopelessness can influence them to use violence in a misguided attempt
to reclaim power. There have been many cases reported, the most notorious being
Columbine, of previously bullied victims turning violent and perpetrating tragic acts of
homicide. Death is the most painful and severe consequence of bullying.
Bullies
Bullying behaviors can generate a cycle of bullying. Without understanding how
to make appropriate amends or restitution for aggressive and intimidating behaviors,
PREVENTION OF BULLYING 36
bullies may suffer regret and shame about their actions. Thus, emotional problems may
be one reason a perpetrator engages in bullying behaviors but may also cause other
emotional issues for that same student. For bullies, the consequences of early aggression
may be a trajectory of long-term aggression. There is a link between aggressive behavior
in children and a continuation of that behavior into adulthood (O’Connell et al., 1999). In
the social domain, being a bully has a negative impact on relationships. Bullies are more
likely to have difficulties in relationships and less likely to behave in pro-social ways
later in life (Flaspohler et al., 2009). Moreover, former bullies are four times more likely
to participate in criminal activity as adults (Nansel et al., 2001).
Bullies often experience low academic achievement (Smokowski & Kopasz,
2005). Low academic achievement may result in a decrease of educational experience,
which has negative long-term effects on employment. According to Smokowski and
Kopasz (2005), “Disproportionally high numbers of bullies underachieve in school and
later perform below potential in employment settings” (p. 102). Adults who were bullies
as students may have more difficulty in work environments because of a lack of
educational experience and/or because of aggressive relational patterns of behavior.
Bullies can have negative issues later on in life as a result of bullying experiences in
school.
Peers
Peers include all of the students who are associated with the group of a classroom
or school. Whether they are involved directly or indirectly in incidents of bullying, they
are all part of the social ecology that is affected. Bullying creates emotional and
academic consequences for students, whether they are involved or not, if they are
PREVENTION OF BULLYING 37
students within a classroom or school that has high rates of bullying (O’Connell et al.,
1999). Essentially, bullying can affect students’ feelings of security and their academic
potential.
Peers within a bullying environment may not feel safe. Whitted and Dupper
(2005) and Glew et al. (2000) agree that even peers not directly involved can be
negatively affected because bullying is such an unpleasant occurrence that it can affect
them emotionally, causing them to be distracted and fearful. As noted earlier, one in five
students express being fearful during their school day, which negatively affects their
efforts to learn (Smokowski & Kopasz, 2005). Additionally, perceptions of safety at
school strongly relate to students attitudes about and satisfaction with school (Samdal et
al., 1998).
Bullying can cause a decrease in academic achievement because emotional well-
being is important to academic success (Pohan, 2003). Overall student satisfaction with
school and academic performance is decreased in schools that have bullying problems
(Olweus, 2003). The academic achievement of all can be negatively affected because
bullying can interrupt teaching, take up teachers’ time and distract students (Glew et al.,
2000). This leads to the fact that bullying can negatively affect peers because students
can only achieve optimally if they are in a safe learning environment (Swearer et al.,
2010). Research shows that students who feel safer at school and better about their
school environment have higher academic achievement. MacNeil, Prater and Busch
(2009) conducted a 29 school study in Texas on how school climate affects student
achievement. The schools in the study were distinguished by test scores into three
different levels and then were compared by a school climate survey taken by 1727
PREVENTION OF BULLYING 38
teachers. The results of this study suggested that students in healthy learning
environments (as determined by the teachers’ surveys) achieved higher test scores.
MacNeil, Prater and Busch (2009) found that student achievement is affected by the
climate of the school.
Influences on Bullying
As discussed earlier, Bronfenbrenner’s ecological theory noted many influences
on the individual. This section explores some of the ecological influences within the
individual, microsystem and mesosystem and their effect on the perpetration or
prevention of bullying, including characteristics, peer/bystanders, adults, classroom
climates and social and emotional learning. Effects of individual characteristics, such as
physical stature and emotional competence, can resist or encourage bullying (Glew et al.,
2000; Taub & Pearrow, 2013). Peers can have a tremendous influence on bullying both
positively and negatively (Swearer et al., 2010). Their involvement in bullying episodes
can encourage or discourage the cycle (Hanish et al., 2004). Additionally adults, such as
teachers, are key in creating an anti-bullying environment (Glew et al., 2010; Olweus,
2003; Samdal et al., 1998). Furthermore, the way students and teachers feel about their
classroom and/or school is what defines the climate of a school (Dupper & Meyer-
Adams, 2002). Issues of satisfaction, belonging, engagement and safety are all a part of a
school or classroom’s climate, which affects bullying. Teaching social and emotional
skills can provide protective factors to reduce the likelihood that students will be
involved in bullying (Polan, Sieving, & McMorris, 2013).

PREVENTION OF BULLYING 39
Personal Characteristics
Researchers have agreed upon certain characteristics that victims may have in
common. Victims may be physically smaller in stature than their peers. This is
especially true for boys (Smokowski & Kopasz, 2005). Other characteristics of victims
include personality traits such as being introverted and/or submissive (Andreau, 2001).
Research shows that social and emotional reactions such as calm and assertive behaviors
ward off bullying, but submissive attitudes can increase bullying incidents (Reid et al.,
2004; Whitted & Dupper, 2005). Smokowski and Kopasz (2005) suggest that those who
lack “sufficient self-esteem and assertiveness to stand up for themselves…may cause
these victims to be targeted repeatedly” (p. 104). These characteristics have an impact on
whether a child will be singled out by a perpetrator to be bullied, on whether the child
feels supported or alone in the incident and on how the child will respond to and think
about occurrences of bullying.
As with victims, research has found certain characteristics of bullies. Physically,
bullies may be larger than their peers, propelling them to use their size to influence others
(Varjas, Meyer, Belmoff, Lopp, Birckbichler & Marshall, 2008). Socially, some students
may bully as an anti-social effect of a perceived lack of belongingness or connection to
others at their school (Waasdorp et al., 2011). Research suggests that some bullies may
feel isolated from a positive social connection at school (Blum, 2005). Emotional
characteristics may include having a more aggressive temperament. Again, many bullies
have similar characteristics such as large physical stature, lack of school connection
and/or having an aggressive nature.

PREVENTION OF BULLYING 40
Peers/Bystanders
Peer influence is complex (Pellegrini & Long, 2004). Members of the peer group,
who are present in a bullying incident, either actively or passively, are known as
bystanders (O’Connell et al., 1999). All peers have the power to influence the climate of
their classroom and whether bullying happens, but those with the most immediate
influence are the bystanders. Peers are bystanders in 85% of elementary bullying
episodes (Hanish et al., 2004). Atlas and Pepler (1998) observe, “Peer involvement may
be a salient factor that perpetuates and sustains bullying interactions whether or not peers
become active participants” (pp. 87-88). Bystanders participate in the process in one of
three ways: 1) They may actively participate by joining in either physically or verbally,
2) they may remain passive onlookers, but can still encourage the bully because a
negative reaction is not shown, or 3) they can defend the victim (Flaspohler et al., 2009).
Individual behavior can be shaped by peer responses and reactions (Hanish et al., 2004).
Through active encouragement, passive on looking (or ignoring) or active
discouragement, bystanders affect the cycle of bullying (Hanish et al., 2004). In fact,
students look to one another about how they should respond to witnessing bullying.
Hence, the relationship between bullies and victims is supported by the responses of the
bystanders who either enable the bullying or intervene.
Adults/Teachers
Teacher involvement and intervention is essential in creating an anti-bullying
climate. Adults can make a positive difference in decreasing the rate of bullying
(Olweus, 2003). Adults, such as teachers, are key socialization agents in classrooms by
creating either supportive or stressful contexts in which children’s social and emotional
PREVENTION OF BULLYING 41
skills development unfolds. The literature reveals ways teachers can create anti-bullying
classrooms. First, teachers need to be aware of the social interactions of their students.
Second, teachers can nurture high quality relationships between themselves and students
as well as supporting peer relationships. Finally, teachers can model and teach social and
emotional skills that contribute to the healthy development of their students. Utilizing
these recommendations from the literature, teachers can positively affect their students
and the classroom climate.
Teachers are sometimes unaware of the problem of bullying or ineffective at
stopping it. Research shows that teachers are often unaware of many bullying incidents
(Doll, Song, & Siemers, 2004). There is an ignorance among educators of the extent to
which bullying occurs (Glew et al., 2000). In essence, there is a discrepancy between the
perception of prevalence rates by adults and by students (Holt & Keyes, 2004). Teachers
are often unconscious of bullying episodes because students do not always report them.
In fact, only half of all incidents are reported to a teacher or the school (Fekkes et al.,
2005). Victims (or bystanders) may not report incidents of bullying because of not
perceiving to be supported by teachers or feeling that the teachers will not be effectual in
dealing with the problem. Because bullying is not always reported, teachers need to be
more aware of its covert existence to be more effective in its prevention. Bullying
happens often where there is little adult supervision, but it can also happen in front of a
teacher without perception (Austin & Joseph, 1996). It is vital that educators become
more aware and informed of the bullying problem in their schools and classrooms and
take action to prevent and/or stop such behavior (Fekkes et al., 2005; Olweus, 1993).
Beyond being aware of the issue, teachers need to be effective in the interruption and
PREVENTION OF BULLYING 42
negation of bullying. Teachers can unintentionally exacerbate bullying by not responding
effectively to it (Glew et al., 2000). Glew et al. (2000) report that the worst cases of
bullying seem to be connected to ineffective adult responses, such as when bullying is
tolerated, teachers do not involve themselves, or there is weak supervision. Ineffective
interventions can lead to an increase of victimization. One thought is that, if educators do
not actively try to diminish bullying, then they are passively letting it continue, which
gives the students the message that it is acceptable. But as Hanish et al. (2004) state,
“When teachers become more aware of and actively involved in bullying situations, rates
of bullying decrease significantly” (p. 147). Teachers can promote an anti-bullying
environment with effective monitoring of students and prompt responses to any incidents
of conflict, aggression or bullying (Doll et al., 2004).
Classroom/School Climate
Climate is the tone or feel of a school or classroom. Peterson and Skiba (2000)
state, “climate is a reflection of the positive or negative feelings regarding the school
environment and it may directly or indirectly affect a variety of learning outcomes” (p.
122). Climate is part of the mesosystem that, bi-directionally, is influenced by and
influences those with in it. The adults and students within a school or classroom create
the climate, but the reverse is also true; the climate of a classroom affects those within it.
A number of factors influence climate: physical environment, academic instruction,
quality of adult-to-student interactions, types of student-to-student interactions and
feelings of safety and belonging. A healthy school or classroom environment includes:
1) a physical environment that is inviting and conducive to learning, 2) an academic
environment that supports learning to one’s full potential, 3) a social environment that
PREVENTION OF BULLYING 43
promotes a sense of connection, and 4) an affective environment that helps develop
positive self-esteem and fosters a sense of belonging, (Tableman & Herron, 2004). This
section explores how positive school and classroom climates foster quality relationships,
develop students’ sense of self and promote feelings of safety, thus mitigating bullying.
Positive school and classroom climates help students build and develop
relationships and create a community of learners (Morrison, 2005). Quality relationships
shape and are shaped by the day-to-day functioning of a classroom (Hanish et al., 2004).
For instance, classroom environments influence how and with whom friendships among
peers are made and whether students feel included (Doll et al., 2004). Indeed, positive
classroom climates are often full of opportunities for students to collaborate and
cooperate with one another in learning (Schaps, 2009). A positive classroom climate will
encourage respectful interaction among students, incorporate inclusionary tactics and
promote friendships. Ultimately, friendships are a protective factor against bullying
(Smokowski & Kopasz, 2005).
Through these friendships and positive relationships, students become a
community and it is within this community that students sense social support from their
peers and their teacher. Community and quality relationships foster belonging and
connection in students and staff. Belonging is a primary goal for all human beings,
especially children (Nelsen, 2006). A students’ sense of belonging and connection in the
classroom is an important element of a positive climate (Pohan, 2003). Furthermore, a
child’s sense of connection is an indicator of how well s/he will perform academically
and socially. Belonging and connection are protective factors against bullying (Hong &
Espelage, 2012). For instance, when children feel a sense of belonging, they are less
PREVENTION OF BULLYING 44
likely to perceive aggressive incidents as bullying because they feel empowered by
having friendships. Equally important is that children who feel connected to their school
are less likely to exhibit bullying behaviors (Blum, 2005). Thus, a strong sense of
classroom connection can decrease bullying behaviors and mitigate the consequences of
incidents by fostering development within a positive climate.
Extending beyond feelings of belonging and connection are feelings of safety. As
noted in the introduction to this chapter, feelings of safety are a key component of
emotional, social and academic development. A child’s sense of safety at school affects
his/her ability to learn (Elliott, 2009). A classroom climate that is perceived as safe
fosters optimal development and achievement (Swearer et al., 2010). Alternatively,
bullying at school creates a climate of fear, which negatively affects student achievement
(Batsche & Knoff, 1994). Consequently, school and classroom safety are an essential
component of a positive climate.
Social and Emotional Learning
Children develop in four main domains: physical, cognitive, social and emotional.
School plays an important role in fostering not only students’ academic growth (cognitive
development) but also their social and emotional development (Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011). Schools have typically focused on the cognitive
domain of development (academics). A secondary focus of schools has typically been
the physical domain with the inclusion of physical education and sports. Educating
children fully requires that schools focus on all developmental domains (Marion, 2011).
Research found that effective schools interweave instruction in academics with social and
emotional learning to best meet the needs of the whole student (Zins & Elias, 2007).
PREVENTION OF BULLYING 45
Social and emotional learning is teaching, modeling, and providing the space to
be able to practice social and emotional skills or competencies. Elias, Zins, Weissberg,
Frey, Greenberg, Haynes, Kessler, Schwab-Stone, & Shiver (1997) define social and
emotional learning as the process by which students gain competence in “the ability to
understand, manage, and express the social and emotional aspects of one’s life in ways
that enable the successful management of life tasks such as learning, forming
relationships, solving everyday problems and adapting to the complex demands of growth
and development” (p. 2). Social and emotional learning helps students recognize and
manage emotions, develop healthy and caring relationships with others, handle
challenges and make responsible decisions (DuPage County, 2011).
The literature indicates that social and emotional skills can be taught in classroom
settings, and these skills can be infused throughout a curriculum (Elias, 2001). The
Illinois State Board of Education (2013) suggests that schools should embed social and
emotional learning into existing curricula and provide opportunities for students to
practice social and emotional skills. Social and emotional skills are usually taught
together rather than separate because the integration of these types of skills can scaffold
on one another (Durlak et al., 2011). Essentially, to help children understand others, it is
necessary for them to understand themselves (Fayne & Matthews, 2010). For instance,
emotional skills can help guide students in managing themselves and their interactions
with others, thus fostering social development (Brion-Meisels & Jones, 2012). Zins,
Weissberg, Wang and Walberg (2004) argue that it is a mistake to try to teach social and
emotional skills separately. Instead, social and emotional learning should be integrated
into the everyday curriculum (Zins et. al., 2004). Social and emotional learning infused
PREVENTION OF BULLYING 46
into the curriculum can teach students to recognize and manage their emotions, develop
goals and promote decision-making, and develop positive ways of dealing with
interpersonal situations as well as create safe, orderly and positive learning environments
that support success in school. Intrapersonal skills such as self-awareness and self-
management can be developed in a classroom management system that shifts the
responsibility and the focus from the teacher onto the students through student
engagement, self-regulation and a sense of community (Allen, 2010). Students can be
involved in decision-making through exercises such as collaboratively making the
classroom rules (Brion-Meisels, Brion-Meisels, & Hoffman, 2007). Decision-making
skills are also practiced and developed through participation in class meetings to solve
problems or plan activities (Schaps, 2009; Whitted & Dupper, 2005). Collaborative work
can help develop interpersonal skills, positively impact academic learning and improve
the social climate of the classroom (Lillard, 2007; Schaps, 2009). Classrooms that
employ social and emotional learning can provide students with opportunities to address
and develop their own needs and feelings, foster new learning activities, and support
them in establishing positive relationships with teachers and peers (Zins & Elias, 2007).
Research has found that social and emotional learning is a protective factor
against bullying. Effective bullying prevention begins with teaching social and emotional
skills (Jones, Doces, Swearer, & Collier, 2012). The intent of social and emotional
learning is to help students develop healthy behaviors and to avoid maladaptive social
interactions such as bullying (Zins & Elias, 2007). Social and emotional skills are skills
that enable one to function better in school and get along with others such as empathy,
effective communication, perspective taking, emotion management, and problem solving
PREVENTION OF BULLYING 47
(Jones et al., 2012). Polan, Sieving, and McMorris (2013) examined the relationship
between social and emotional skills and involvement in bullying in students from
Minneapolis. Students were given a bullying survey and a social and emotional skills
assessment. The results of this study found an inverse relationship between interpersonal
skills and the perpetration of bullying. Polan, Sieving, and McMorris (2013) stated,
“evidence supported our hypothesis that greater social and emotional skills would be
associated with lower levels of bullying perpetration” (p. 603). Thus, efforts to foster
development of students’ social and emotional skills may reduce their involvement in
bullying.
Some researchers, policymakers and parents call for schools to more fully support
students’ social and emotional development. “Fostering social and emotional health in
children as part of healthy child development must… be a national priority” (U.S.
Department of Health and Human Service, 2000, p. 3). At the time of this study, a bill in
Congress, called the Academic, Social and Emotional Learning Act of 2013 (H.R. 1875,
2013), specifically addresses bullying and suggests that teaching social and emotional
skills may act as a protective agent of prevention. The language of the bill would amend
the definitions section 9101 of the Elementary and Secondary Education Act of 1965 by
adding the following:
SOCIAL AND EMOTIONAL LEARNING - The term ‘social and
emotional learning’ means the process through which children and adults
acquire the knowledge, attitudes and skills associated with the core areas
of social and emotional competency, including:
PREVENTION OF BULLYING 48
A) self-awareness and self-management to achieve school and life
success, such as identifying and recognizing strengths, needs,
emotions, values and self-efficacy, impulse control and stress-
management, self-motivation and discipline, and goal setting and
organizational skills;
B) social awareness and interpersonal skills to establish and maintain
positive relationships, such as perspective taking and respect for
others, communication, working cooperatively, negotiation,
conflict management, and help seeking; and
C) decision making skills and responsible behaviors in personal,
academic and community contexts, such as situational analysis,
problem solving, reflection and personal, and social and ethical
responsibility.
SOCIAL AND EMOTIONAL LEARNING PROGRAMMING – The
term ‘social and emotional learning programming’ refers to classroom
instruction and school-wide activities and initiatives that:
A) integrate social and emotional learning into curriculum;
B) provide systematic instruction whereby social and emotional skills
are taught, modeled, practiced, and applied so that students use
them as part of their daily behavior;
C) teach children to apply social and emotional skills to prevent
specific problem behaviors such as substance use, violence,
PREVENTION OF BULLYING 49
bullying, and school failure, and to promote positive behaviors in
class, school and community activities, and
D) establish safe and caring learning environments that foster student
participation, engagement and connection to learning and school
(pp. 4-6).
Research identified social and emotional competencies that relate to preventative
or risk factors of bullying or being bullied (Chaux et al., 2009; Polan et al., 2012). The
above bill and its language is centered in research supported by The Collaborative for
Academics, Social and Emotional Learning (CASEL) which has promoted scientific and
evidence based research of social and emotional learning since its founding in 1994.
Social and emotional learning and programing work as an anti-bullying agent by having a
positive impact on students’ academic achievement and character development.
Summary of Chapter
The classroom can be a primary vehicle through which bullying is either
propagated or mitigated (Rodkin, 2004). Bullying taints the classroom climate, affecting
students’ social, emotional and academic growth (Smokowski & Kopasz, 2005). It is
vital to consider the social ecology of a classroom when trying to prevent bullying. The
ecological framework shows the bi-directionality of influence. The view of bullying
taken by the social group of the classroom affects the prevalence of bullying (Pellegrini
& Long, 2004).
Preventions through leadership and climate can be highly effective. Strong,
caring leadership provided by teachers sets the climate of a classroom. Research suggests
that teaching social and emotional skills to students improves climate (Batsche & Knoff,
PREVENTION OF BULLYING 50
1994), and the climate of elementary school classrooms fosters or discourages peer
bullying (Doll et al., 2004). It is through teacher leadership that classroom climates are
shaped and positive social and emotional competencies are taught. Teachers can actively
reduce bullying by being aware of the intricacies and interactions between students and
effectively mediating situations. Teachers can create classroom routines of collaboration
and cooperative work that encourage inclusion and friendship. Social and emotional
skills and competencies can foster student’s sense of self and promote positive
interactions with peers, thus reducing or preventing bullying.

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CHAPTER THREE: METHODOLOGY
Bullying is a widespread problem experienced by many school-age children
(Nansel et al., 2001). Bullying is considered a prevalent and pervasive problem because
of the number of students who are adversely affected and because of the potentially
severe negative consequences connected with it (Smokowski & Kopasz, 2005).
However, there are schools that combat bullying by creating an anti-bullying climate with
a positive culture. Teachers, administrators and other adults working within a school site
influence the culture and the climate of a school (Samdal et al., 1998).
The purpose of this study was to discover promising practices for preventing
bullying in elementary schools and how teachers and administrators best implement these
practices. This research examined the perceived systems and structures that are utilized
to create a climate that inhibits, prevents or acts as an agent against bullying.
This chapter serves to explain the research design used to answer the research
questions and describes the population studied. A review of the theoretical framework
and conceptual framework are also presented. The instrumentation, data collection and
data analysis of this research are illustrated in this chapter as well as ethical
considerations.
Research Questions
To identify systems and structures that promote an anti-bullying climate the
following research questions were addressed:
1. What are the perceived systems and structures that contribute to an anti-
bullying climate in schools and classrooms?
PREVENTION OF BULLYING 52
2. How are these systems and structures implemented and sustained to support
anti-bullying school and classroom climates?
Research Design
The research design should be compatible with the types of questions being
considered and help collect the type of information that would be most germane
(Maxwell, 2013). The nature of the above research questions translated well into a
qualitative approach, looking to deeply understand the process of creating an anti-
bullying environment. Merriam (2009) states, “Qualitative researchers are interested in
understanding how people interpret their experiences, how they construct their worlds
and what meaning they attribute to their experiences” (p. 5). According to Maxwell
(2013) a key strength of qualitative research is viewing the world through the lens of
process connecting people, situations and events.
A case study was the best means of trying to get at the multiple layers of social
dynamic within a real-life context: a classroom/school. Merriam (2009) describes, “the
case study offers a means of investigating complex social units consisting of multiple
variables of potential importance in understanding the phenomenon” (p 50). A case study
is particularistic, descriptive and heuristic (Merriam, 2009). Particularistic means that
this case study used observations of multiple classrooms and interviews from multiple
people but all material was gathered from one bounded source: one school. While
pulling together data from multiple places, this research strived to provide a rich and
detailed narrative describing the elements that create and sustain an anti-bullying
environment. The heuristic nature of a case study aligns well with the perspective of the
theoretical framework used in this research.
PREVENTION OF BULLYING 53
Qualitative studies often use a variety of data resources (Bogden & Biklen, 2003)
and this study incorporated interviews, observations, and artifact review. Interviews,
observations and artifacts served to triangulate data as well as give the researcher
different perspectives (Maxwell, 2013). Interviews were conducted in a semi-structured
format utilizing the interview protocol developed by the USC student cohort and further
refined by the researcher. Observations provided firsthand experience with the
phenomenon being studied while interviews provided access to other people’s
perspective of the same phenomenon (Weiss, 1994). Each of the observations was
approximately one hour in length, and each classroom was observed twice. The purpose
of the observations was to give the researcher first-hand experience regarding how the
teachers included social and emotional learning into the classroom learning experience.
Written documents or artifacts can provide another perspective through the researcher’s
inferences of such documents (Maxwell, 2013). Artifact review of teachers’ notes, lesson
plans, philosophical guides, school policies, curriculum guide and communications with
parents were reviewed to supplement the data of the interviews and observations. Thus,
in this research three methods of data instrumentation were utilized: interviews,
observations and artifact review.
Sample and Population
A single site case study was used in this qualitative research. A case study is an
analysis of a bounded system in a narrative format (Merriam, 2009). The site was chosen
by purposeful selection. When making a selection decision in qualitative research, it is
important to consider the research questions and which settings or individuals can best
provide the needed information (Maxwell, 2013). The purposeful selection of the school
PREVENTION OF BULLYING 54
site decreases the generalizability of the findings. The small size of the school as well as
the fact that it is a private school inhibits the generalizability to larger or public schools.
While generalizability is limited, context specific knowledge may be found in a
purposeful sampling case study of a particular phenomenon (Merriam, 2009).
The participant selection criteria were based upon standards set by the researcher.
One criterion was that the site needed to be perceived as having an anti-bullying climate.
A second criterion was that the school needed to focus on social and emotional learning
for student development. A third criterion was a small school size. Thus, the site needed
to be small, utilizing systems and structures that emphasized social and emotional
learning to create an anti-bullying environment. The school site chosen for this research
was purposefully selected because of its focus on social and emotional learning to
complement its academic curriculum and its positive, anti-bullying, climate.
The site is a small and private school consisting of three toddler classrooms, for
students ages 18 months to three years; three primary classrooms, for preschool and
kindergarten age students; three lower elementary classrooms of first, second and third
graders; and two upper elementary classrooms of fourth, fifth and sixth graders. The
entire school population is approximately 360 students. These students come from a
middle to upper-middle class homogeneous socio-economic background but a
heterogeneous cultural background.
The observations of classroom teachers conducted in this research were carried
out in two of the lower elementary classrooms and the two upper elementary classrooms.
Eight employees of the school were interviewed: the assistant head of school, the head of
PREVENTION OF BULLYING 55
school and five teachers from observed classrooms as well as the physical education
teacher.
Theoretical Framework
Bronfenbrenner’s ecological system was the theoretical frame that guided this
study. In recognizing that parents, teachers, peers, school, neighborhood and the overall
society in which a student participates affect that student in dynamic ways, this social
ecological framework was chosen. The student, with his/her individual characteristics,
stands at the center of his/her world surrounded by layers of influences and the
interactions among those influences. The microsystem surrounds the child and includes
any individuals and settings that the child has direct interactions with, such as his/her
family, friends, and teachers as well as his/her school, church, and neighborhood. The
mesosystem is the interplay among all of the microsystems. The exosystem includes
individuals, activities and settings that affect the student without direct interaction. Even
though the student does not have any direct contact with the exosystem, it still has
influence in the child’s life. The macrosystem is made up of cultural values, beliefs,
traditions and societal norms that play an influential role in how that child’s values,
beliefs, and behaviors are shaped. The chronosystem is made up of time within the
individual’s lifetime. All of the phenomena within each system weave in and out with
other systems to influence and affect the individual. The visual representation below
depicts each system and its components.

PREVENTION OF BULLYING 56

Figure 1. Theoretical Framework: Bronfenbrenner’s Ecological Theory
Conceptual Framework
The conceptual framework, designed by the thematic group, was built on the
preliminary and preparatory research of the group on the topic of bullying.
The systems and structures that have a perceived effect on the classroom culture and
school culture are derived from five sources. The first source is the stakeholders
involved: students, staff, and parents. Another source is funding, the financial freedom to
direct monies to helpful avenues. The third source consists of the policies that make a
difference in the social ecology of the classroom or school. The fourth source is the
staffing objectives and student-teacher ratios. Finally, professional development is a
PREVENTION OF BULLYING 57
source of information and training for teachers. Leadership is considered an overarching
concept that creates and sustains the anti-bullying climate by reading and responding to
it. The visual representation below depicts the bi-directionality of influence of the
sources, the systems and structures, the climate and the leadership.

Figure 2. Bi-directionality of Influence
Instrumentation
This study used interviews, observations and artifact review as sources of data.
The interview protocol included thirteen questions, as well as follow-up questions,
created to relate to the context and/or to the research questions. The interview protocol
was semi-structured with flexibility in the wording and sequencing of the questions, but
each interview utilized the same guide for questioning (Appendix A). The observations
consisted of two one-hour sessions conducted in four classrooms using an observation
protocol that was designed to guide the researcher’s observations (Appendix B). One
Stakeholders
Funding
Policies
Staffing
Professional
Development
What
schools
do with
systems
and
structures
School-wide
anti-bullying
climate
Sustainability and
leadership
PREVENTION OF BULLYING 58
focus of the observation protocol was on the environmental factors such as organization,
cleanliness and aesthetics as well as the physical set-up. Another focus of the
observations was to describe the nature of the interactions between the students and
between the teacher and the students. Finally, the observations were to collect data about
how teachers use social and emotional learning throughout the classroom curriculum.
Pertinent artifacts were reviewed to triangulate the information gleaned through the
interviews and observations. The table below represents each research question’s data
needs, data sources, and instrumentation used.
Table 1
Research Question Data Needs, Sources and Instrumentation
Research
Questions
Data Needs Data Sources Instrumentation
What are the
perceived systems
and structures that
contribute to an anti-
bullying climate in
schools and
classrooms?

Find what are
believed to be the
systems and
structures that
make a positive
difference
Administrators
and Teachers
Observations,
Interviews and
Artifact review
How are these
systems and
structures
implemented and
sustained to support
anti-bullying school
and classroom
climates?
To know who
implements each
of the systems
and/or structures
and how they
operate and are
maintained
Administrators
and Teachers
Observations,
Interviews and
Artifact review

Data Collection
After a school was chosen, a letter of introduction that included information about
the study and a request for participation was sent to the site for administration approval.
Data in the form of interviews, observations and artifact review were collected from the
school site from the beginning of the school year in October and continued for two
PREVENTION OF BULLYING 59
months. The substantive frame or the set of topics would be best answered from teachers
and administrators. Therefore, the head and assistant head of school, three upper
elementary teachers, two lower elementary teachers, and the physical education teacher
were chosen as interview participants because of their role. The interviews were
conducted face-to-face, recorded both by notes and audio equipment, and lasted
approximately 60 minutes.
The use of multiple methods of data collection to add credibility to the findings is
called triangulation (Merriam, 2009). Thus, the interviews were triangulated with
observations and artifacts review. The observations of classrooms were correlated to the
teachers interviewed. Each observation consisted of a visit of approximately one hour,
during which impressions and behaviors were recorded. The data collection ended with a
review of artifacts such as written policies, curriculum guide and philosophic materials
that the assistant head of school provided the researcher. These three data collection
methods were used to help the researcher create a more complete picture of the case
study.
Data Analysis
After the data from the interviews, observations and artifact review were
collected, they were analyzed using Creswell’s (2007) six-step qualitative analysis model.
The initial step in preparing the data and organizing it included doing the interviews with
an audio recorder then transcribing the interviews. The notes from the observations and
artifact review were typed up. Next, all of the data were examined to gain a general
sense or impression to reflect upon. The third step taken was to code the data into chunks
of useful information. The codes were both generated from the literature review and
PREVENTION OF BULLYING 60
emerged organically from the data. Next, coding of the information was done and
organized. Then, an in-depth analysis of the information took place. The fifth step was
organizing the information into the narrative of this paper. The final and sixth step of
data analysis was to make meaning of the data or to interpret it to capture what was
learned through the study. The diagram below (Figure 3) depicts each step in Creswell’s
(2007) model.

Figure 3. Creswell’s Model

Step
1.
Organize
and

prepare
the
data
for

analysis.

Step
2.
Read
through
all
the

data
(:irst
obtaining
a

general
sense).

Step
3.
Begin
detail
analysis

with
a
coding
process

organizing
the
material
into

chunks
before
bringing

meaning
to
them.

Step
4.
Use
coding
process

to
develop
a
description
of

the
participants
and/or

setting.

Step
5.
Decide
how
the

description
and
themes
will

be
represented
in
the
study

narrative.

Step
6.
Interpret
or
make

meaning
of
the
data.

PREVENTION OF BULLYING 61
Ethical Considerations
This researcher and the thematic team completed a certification course regarding
the historical and ethical role of the Institutional Review Board (IRB) in protecting
human subjects. Following the certification, the thematic group completed and submitted
the IRB application. IRB approval was granted before any data was collected. This
researcher provided the school with an information sheet outlining the purpose of the
study and the researcher and university’s contact information for questions or concerns.
Assurance that participation was voluntary was noted. Consent was obtained and the
intake survey was completed by all of the interviewees. Interviews and observation data
were treated as confidential, pseudonyms were used, and data were stored according to
IRB regulations.
PREVENTION OF BULLYING 62
CHAPTER FOUR: FINDINGS, ANALYSIS AND DISCUSSION
The goal of this study was to identify systems and structures that foster an anti-
bullying climate. This chapter presents the findings of a case study focused on using
social and emotional learning to create a positive climate. The research examined the
school’s systems and structures that guided and supported implementation of practices,
which contribute to creating and sustaining an anti-bullying climate.
This study was guided by two research questions through the theoretical lens of
Bronfenbrenner’s ecological systems framework. This framework’s focus is on the
development of human beings through their interrelationships with settings and contexts
(Darling, 2007). Bullying is a phenomenon that occurs within a social ecology.
Therefore, the ecological systems model provides an appropriate framework in which to
view systems and structures that promote an anti-bullying climate. Based upon the
ecological systems perspective, data were collected through interviews, observations and
artifact review. The research questions were used to guide the development of the
interview protocol (Appendix A) and the observation protocols (Appendix B). Data from
interviews, observations and artifact review were triangulated into the findings of this
case study.
This chapter is organized by sections: the research questions, introduction of the
participants of the interviews and observations, report and analysis of the results, and a
discussion of the findings, and a summary of the chapter.

PREVENTION OF BULLYING 63
Research Questions
In an effort to identify promising practices that can create an anti-bullying
climate, two research questions were designed to frame the study. This study aimed to
answer these research questions:
1. What are the perceived systems and structures that contribute to an anti-bullying
climate in schools and classrooms?
2. How are these systems and structures implemented and sustained to support anti-
bullying school and classroom climates?
Case Study Participants
One small, private school was chosen and studied based upon the staff member’s
utilization of social and emotional learning in their everyday academic environment to
promote a positive school climate. This school uses the Montessori method of
education, developed over 100 years ago in Italy by Maria Montessori with impoverished
preschool age children. Orange School is located in the middle of an orange grove in a
suburban area. It serves a student population of heterogeneous cultures and a
homogenous economic background of middle class. Approximately 360 students ranging
in ages from 18 months (preschool) to 12 years (sixth grade) attend this private
institution. A public Montessori middle school and high school are connected to this
school but were not used as part of the study.

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Table 2
Staff Interviewed
Interviewee Position Years of Montessori
Experience/
Other
Years
at
Orange
Type of Credential
Administrator
Azure
Head of School 21/1 13 AMI Elementary &
Primary
Administrator
Plum
Assistant Head
of School
39 7 AMI Primary
Teacher
Scarlett
Lower
Elementary
10 10 AMI Elementary
Teacher Gold Upper
Elementary
21 10 AMI Elementary
Teacher Silver Upper
Elementary
11 11 AMI Elementary
Teacher Green Lower
Elementary
5/16 5 AMI Elementary
Teacher
Brown
Upper
Elementary
3 3 AMI Elementary
Teacher Onyx Physical
Education
1 1 None, undergraduate
degree only

Two administrators were interviewed as well as five classroom teachers and the
physical education teacher. The teachers interviewed corresponded to the four
classrooms observed; one of the classrooms has two teachers. Each of the four
classrooms was observed two times for approximately 60 minutes each time. In each
classroom, one observation occurred during work time and the other took place during a
class meeting.
Data Findings
This study sought to answer questions focused on preventing bullying by creating
an anti-bullying climate. Research suggests that the most effective primary strategy in
the prevention of bullying is a positive climate (Elliott, 2009). During data review and
analysis, the term positive climate often seemed to encompass the scope of attitude and
purpose of those at Orange School more fully than the term anti-bullying climate.
PREVENTION OF BULLYING 65
Therefore, when appropriate, the term positive climate will be used as well as anti-
bullying climate to represent an environment that prohibits, prevents and intervenes in
bullying.
Research Question One
The first research question asked, “What are the perceived systems and structures
that contribute to an anti-bullying climate in schools and classrooms?”
Structures
Structures as defined in this paper are mechanisms, policies, procedures and
philosophies in place and widely accepted as the official structure of the institution. In
this case study, the structures emerged as integrated overarching themes. These three
organizational structures were found to contribute to a positive, anti-bullying climate:
whole school approach emphasizing continuity over time, community belonging and
connection, and development of the whole child. These structures were found to not
work independently but, instead, interact with one another. Neither do these structures
correspond to any one system or vice versa. Rather, they are overarching of all of the
systems and are used to align the systems and practices of the stakeholders involved:
administrators, teachers, staff, students and parents. These structures guide the
underlying systems as culture guides climate. The respectful culture at Orange School is
infused into each of the structures that guide the systems and practices creating their anti-
bullying climate.
This section is organized to discuss each of the three overarching structures and
the three systems that support the structures. This section ends with an analysis of how
PREVENTION OF BULLYING 66
these structures and systems work as part of the social ecology of the school and
classroom and their overall impact in creating an anti-bullying climate.
Table 3
Perceived Structures and Systems Contributing to an Anti-Bullying Climate
Perceived Structures Perceived Systems

1. Whole-‐School
Approach

Emphasizing
Continuity

A. Teacher
as
Facilitator

Developing Social and Emotional
Competencies

2. Community
Belonging
and

Connection

B. Learning
Environments

Supporting Social and Emotional
Development

3. Development of the Whole Child

C. Curriculum

Integrating Social and Emotional Learning

Structure 1: Whole-School Approach Emphasizing Continuity
A whole-school approach can be seen at Orange School in similar educational
inputs from classroom to classroom and across the campus as a whole. Olweus (1993)
found that improvement in social climate and reductions of bullying happened in
institutions with a consistent whole-school approach. Continuity refers to consistency
over time of the systems and practices of the school that affects the experiences of the
stakeholders.
The whole-school approach evidenced in the social and emotional aspects of
utilizing the teacher as facilitator, the learning environments, and curriculum at Orange
School are based in the Montessori method and training. All of the teachers and both of
the administrators at Orange School have the same teacher training. This training
PREVENTION OF BULLYING 67
includes the Montessori principles of education through the philosophy, development of
curriculum guides, and teaching methodology. The Association of Montessori
International (AMI) training is a year-long (or three summer intensives) that focuses on
the curriculum, pedagogy and practices for a specific plane of development: infant to
three years, three to six years old, or six to twelve years old. In an interview,
Administrator Azure, who had been a teacher at a traditional high school before taking
her training said, “the training changed my whole outlook on education.” She went on to
talk about how the training helped her to view curriculum and teaching differently
through refocusing on the children, their needs and how they learn best. She added:
It’s about the child being at the center, the child having interests, the child having
potential, the child having an innate desire to learn and that my job is to set up an
environment and inspire them to want to look at different things and learn
different things.
In addition to the core AMI training, Orange School adopted a discipline approach that
uses modeling and a positive focus in responding to behavior. The Positive Discipline
model is discussed in the systems section of this chapter. These trainings and curriculum
affect each classroom in terms of what concepts are taught, how they are facilitated and
the types and quality of interaction between participants. Teacher Green stated, “our
teachers are all AMI trained which means you go through a rigorous teaching process as
a Montessori teacher and we all have the same common core values of how we
teach…this community here follows Maria Montessori’s mission.” The teachers and
administrators share the same core training resulting in a continuity and cohesion of
practices affecting the student population.
PREVENTION OF BULLYING 68
Teachers at Orange School share common philosophies about social and
emotional learning and use similar practices to integrate social and emotional learning
into the curriculum to best meet the needs of the whole child. Elbertson, Brackett, and
Weissberg (2009) state, “The effectiveness of a social and emotional learning program
depends upon its continuity” (p. 1021). As evidenced through interviews, observations
and artifact review, social and emotional learning at Orange School is integrated as a part
of the students’ overall learning and development consistently from year to year and
systematically through the grade levels. At Orange School students get a consistency of
messaging and practices across their school years that helps them to understand their role
in shaping a positive, anti-bullying climate. These messages and practices are designed
to convey the ideology of equality and respect for all.
Structure 2: Community Belonging and Connection
The community at Orange School is made up of the interwoven respectful
relationships between students, teachers, parents and other adults involved in the school.
It was evident through data collection that within these relationships a sense of belonging
and connection has been developed. The Parent Guide to the Classroom states, “We
work at being a community and not merely a class…(with) an atmosphere of trust where
we all feel more willing… to be our true selves”
Having a sense of belonging is a defense agent against bullying (Hong &
Espelage, 2012). Artifact review supported the idea that building a community in which
stakeholders feel connected and have a sense of belonging can have a far-reaching
positive impact. For the elementary age child, the peers in their classroom and school are
becoming more important to their developing sense of self. Students at this age are
PREVENTION OF BULLYING 69
beginning to individuate from his/her family and seek approval in relationships of their
peers (NAMTA, 2012). The NAMTA Curriculum Report states:
During the second plane of development children broaden their horizons beyond
the confines of the family into the wider society, most specifically into a new
level of social life with their peers. They exhibit a great loyalty to their peer
group and the evaluation of the group becomes paramount…they strive to belong
to and become accepted by a new community, this time of their peers. (p. 86)
This stage of social and emotional development is recognized at Orange School as they
focus on creating caring communities that are inclusive and cultivate a sense of
belonging. The Parent Guide to the Classroom declares the expectation that students will
work with mixed-gender, mixed-age groupings promoting inclusive behaviors. During
observations it was noted that there was an atmosphere of healthy community workings
within the classrooms, as students had positive interactions with a variety of peers
throughout the work period. Administrator Plum stated, “the elementary child is really
about constructing a community, they are still constructing themselves as an individual
but it is so interwoven within the community you can’t really say where one starts and the
other ends.” Students at this developmental stage are learning about themselves and how
they fit in. Community is critical in reducing perpetration and victimization of bullying
through increasing a sense of belonging in the classroom and school.
Community can also be a protective factor against bullying by increasing feelings
of responsibility toward one another and feelings of connection. Teacher Gold asserted,
“The big goal in elementary is peace, how to be a community and how to work together.”
The connection to one another creates a strong community at Orange. Administrator
PREVENTION OF BULLYING 70
Plum explained that a key vehicle for creating this community connection is through
students’ being able to have conversations with one another while they are collaborating
in work or as a larger group in class meetings. Positive interactions cultivate a sense of
connection and responsibility between community members. The NAMTA Curriculum
Report talks about how in a classroom community, students are responsible for
themselves but also responsible to one another. Administrator Plum suggested that,
“Everybody in the community has a responsibility for creating and maintaining the
emotional climate of that community… I think they feel a stronger sense of responsibility
toward their friends and that is probably the front line against bullying.” Orange School
uses community to support student connections and instill a sense of social responsibility
within their students, which in turn bolsters an anti-bullying climate.
Structure 3: Development of the Whole Child
The primary focus of traditional education has been on the academic development
of students, with physical education as an added component. The findings from this
research revealed that Orange School focuses not only on the cognitive (academic) and
physical domains of development but also on the social and emotional development that
students need to help them succeed in academics, relationships and in life in general. A
review of The Parent Handbook revealed that the school’s goal is to provide an
educational program that facilitates a child’s ability to fully develop his/her whole
potential by providing activities that support his/her physical, intellectual, emotional and
social growth. This written document is put into action through the beliefs and practices
of Orange’s staff. Teacher Green said, “that is the beauty of a Montessori classroom, we
are not just about academics, we are about that social and emotional being, helping them
PREVENTION OF BULLYING 71
develop fully.” The development of the whole child; academically, physically, socially
and emotionally is the goal of Orange School.
The findings revealed that routines, practices, and functioning of the classroom
supported social and emotional learning that helps students to feel empowered and less
likely to feel victimized. Teacher Silver discussed this:
I feel the majority of the time they feel empowered. They can stand up for
themselves and say please stop that and if that doesn’t happen then they can come
and talk to us and definitely they are because we are available to talk to them and
we’ve given them all these tools.
An example of a student standing up for herself happened during an observation in a
lower elementary class. A boy pointed his finger like a gun to “shoot” a little girl. She
looked at him and calmly said, “you shouldn’t do that, you know that.” The girl’s
reaction was not bossy or upset but calm and polite and the boy looked a little sheepish
before returning to his work. This girl applied the social and emotional tools that have
been modeled, taught and practiced in class to stand up for herself and promote the
standard of behavior that is expected at Orange. Students can use these tools also to
resolve conflict. Teacher Silver continued, “if anything occurs or anyone is feeling hurt
then we always go back to helping the child solve conflicts, giving them words to use,
then back to the values they have heard over and over.” Teachers at Orange Montessori
believe social and emotional learning leads students to feeling more confident in
themselves and better able to handle social situations.
All of the faculty interviewed emphasized the Montessori philosophy of
respecting each child: who they are and what they are interested in as the anchor for all of
PREVENTION OF BULLYING 72
their practices. Teacher Green said, “we show a respect to the child and I think that
draws them in and reflects upon them.” Administrator Azure agreed, “The difference here
is that there is a ton of respect for each child, we really respect what they are interested
in…they are the focus of what we are doing.” Additionally, administrator Plum espoused
the belief that everyone deserves respect because as humans we are all inherently good.
He said, “our core (philosophy) is that every human being is not only basically good but
every human being is amazingly wonderful and our job with children is to make sure we
are creating conditions where that inner child can emerge.” Administrator Azure
concurred, “I believe children are by nature are generous and kind and concerned.”
Teaching students how to have positive and respectful feelings about themselves begins
with how they are treated and is imperative in building up their character.
Adults at Orange School take seriously their responsibility to help each student
develop the social and emotional competencies they need currently and for the future.
They focus on taking each child from their current state of development and helping them
to cultivate an ever-widening circle of tools to meet life’s need. Teachers and
administrators look to the future and consider what characteristics and values they want
the students to embody. For instance administrator Azure spoke of the following,
This respect for not just this child that you have in front of you but the person
they have yet to become and this whole idea that we want these characteristics
and behaviors and social skills in the future… how do we build those?
Teacher Scarlett also emphasized the future person, “we want them to be world
citizens… creative, confident… be those people who can change the world.” In reference
to the social and emotional domains of developing the whole child Orange’s Parent
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Handbook states, “We promote the development of a strong sense of self and personal
responsibility toward oneself, others and the environment for success as an adult citizen
of the global community” (p. 3). This is demonstrated by teacher Brown’s statement,
“social and emotional learning has to do with everything, we focus on the whole being,
we are constantly working with the students on the person they want to become.” The
goal of Orange school is to develop the whole child to their full potential in order for
them to be happy, responsible and contributing citizens.
Systems
Systems as defined in this paper are the coordinated and coherent use of resources
at the institution to ensure that the institutional vision, philosophy and goals are met. The
data revealed three systems that collectively have an impact on the climate of the school
and classroom: teacher as facilitator - developing social and emotional competencies,
learning environments supporting social and emotional development, and curriculum
integrating social and emotional learning. The focus of these systems at Orange School
is the development of the child within the community over time.
System A: Teacher as Facilitator - Developing Social and Emotional Competencies
Utilizing the teacher as facilitator in a classroom can support social and emotional
learning and create a positive climate. Second only to the children themselves teachers
are the most valuable resource in decreasing bullying and victimization and have the
potential to greatly affect peer relations and ecologies (Rodkin and Hodges, 2003). Past
research on classroom management has linked teacher practices to behavior issues such
as bullying. According to Roland and Galloway (2002) teachers’ employment of
classroom management strategies affects the social structure (peer ecology) of the
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classroom and that in turn plays a role in whether bullying happens or not. The teachers
at Orange School are the guides of their classrooms. They are responsible for facilitating
and supporting learning in a positive, anti-bullying climate.
Through classroom observations, artifact review and interviews, it was clear that
the teachers at Orange School work as a facilitator in their classrooms focusing on learner
responsibility, autonomy and initiative. Administrator Plum stated, “The teachers’ role is
not to assign topics for research but rather to see what students come up with and how
they (the teachers) can support and facilitate the children’s own interest in research.”
Furthermore, the administrator discussed how elementary students usually like to do this
within small groups and that, “the teacher is going to be facilitating the effort of this
group but it becomes the work of the children to organize those efforts.” Observations
demonstrated some students working independently but usually with others as the teacher
checked on their progress, supported their learning or asked questions to facilitate further
consideration or reflection. Teachers facilitated students working in this open-ended way
to help them internalize the learning, and create a climate that supports curiosity,
exploration and working to complete goals.
The teachers create a positive climate through the management of the interrelated
aspects of the classroom including student behavior, student-to-student interactions and
teacher and student interactions. According to Evertson and Harris (1999), classroom
management is more than discipline it is a holistic descriptor that builds up individuals
and builds a community. For fifteen years, Orange School has used a model called
Positive Discipline. Administrator Azure explained,
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What we like about positive discipline and why we feel it is very compatible with
Montessori is that it is based upon this idea of having the utmost respect for the
child and not only the child but the child’s feeling about where they are socially
and emotionally.
All of the teachers interviewed expressed that at Orange School they use Positive
Discipline and different types of social and emotional learning to focus on behavioral
growth and development. Allen (2010) reported that students were far less likely to
engage in or experience bullying when teachers use positive means to manage behavior
issues. Teacher Scarlett said it is important to work with kids, “so you are not
humiliating them or demeaning them or making them feel bad. Because making
somebody feel bad doesn’t make them feel like they want to be better.”
Bullying behaviors need to be interrupted and stopped but punitive reactions such
as punishment or treating the perpetrator with disrespect can actually have a further
negative impact upon classroom climate (DuPage County, 2011). Teacher Scarlett stated,
“you have to stop the behavior, but in the end that is not going to help it not happen in the
future.” At Orange School, rather than employing punishment methods they work with
the students to help them develop appropriate behaviors and desirable characteristics.
Teachers will counsel individuals but they will also facilitate a group discussion, either in
a class meeting or a small group, to address people’s feelings and needs. Administrator
Plum talked about what teachers do when incipient bullying behavior occurs in groups on
the playground or in the classroom:
Rather than address just the one student directly, often, we are going to have a
discussion with everyone. It is usually 3 or 4 people, how things are going with
PREVENTION OF BULLYING 76
this group dynamic, rather than just blaming, punishing or singling out the person
who may be the cause of whatever is going on. Because we do that frequently,
the children don’t respond by saying it’s X’s fault. They usually talk, instead,
about their own feelings in the situation. Then, the discussion is how are we
going to go forward so that every person gets their wishes, desires, or needs
respected.
Utilizing discussions in which everyone is feeling heard and respected helps students
develop the social and emotional competencies they need to react or behave more
appropriately in the future. Orange School uses a positive approach to discipline to help
students improve their behavior.
Teachers also sought to find the root or cause of behavior problems. In
interviews, four of the staff members specifically expressed that it was their
responsibility to help a misbehaving child by looking beyond the behavior to find the root
cause. Teacher Silver emphasized that, if a child is hurting another, then they need help,
not punishment, “If we can reach deep down and find a connection with that child and
find out why, we can work with them…and help them.” Administrator Azure expressed
the same idea:
I have a hard time believing that children are deliberately mean. I feel strongly
that a misbehaving child is a child who has a need that is not being met… and
we’ve always had the attitude of trying to figure out what is wrong and what is at
the core.
Orange teachers try to help students who are bullying, or having other behavioral
problems by understanding the deeper issues and taking a proactive approach.
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Another key factor in changing bullying behavior is helping the perpetrator take
ownership for his/her behavior and make amends, stated two of the teachers interviewed.
Additionally, pro-social skills that will help them in the future avoid aggressive behavior
by solving conflict peacefully are taught and practiced. If certain undesirable behaviors
are showing up in multiple students, the teachers at Orange take the opportunity to call
special class meetings to brainstorm, role-play and discuss appropriate solutions or
behaviors. Practices such as these help create anti-bullying climates by enforcing justice
that empowers students to grow in their social and emotional skills and offers them
opportunities to practice.
System B: Learning Environments Supporting Social and Emotional Development
The environment can affect the frequency of bullying (Hong and Espelage, 2012).
In this study, the learning environment refers to the physical environment, the social
environment, the time environment and the emotional environment. The physical
environment of the school includes the set-up of the classroom and its aesthetics. The
social environment encompasses the social interactions as well as the multi-age grouping
that will be discussed further in question two. The time environment is the utilization of
blocks of time. The emotional environment denotes features such as safety and
supervision.
The physical environment affects the climate of a school. Tableman and Herron
(2004) suggest that a physical environment that is welcoming and conducive to learning
is not overcrowded, is orderly, clean and well maintained, and is inviting. In looking at
each of the classrooms at Orange School, continuity was noted within the learning
environments in that classrooms share similar characteristics. The classrooms looked
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remarkably alike in the physical environment, table set up, availability of all materials
arranged in an orderly and organized fashion, with class bathrooms and no teacher desk.
The students moved interchangeably through and into the extended classroom outdoors,
which included gardens and seating areas.
The researcher observed aesthetically pleasing, orderly classrooms and outdoor
environments that were well cared for. The importance of order was expressed by all
interviewed as being a cornerstone of the Montessori learning environment. Interviews
and artifact review suggested the shared belief that an orderly environment promotes
students’ sense of well-being. Teacher Green talked about how the physical environment
at Orange has a sense of order that the children can feel which contributes to a sense of
peace and ownership. Order and organization also contribute to the functionality of the
classroom. Classrooms and materials are orderly and organized “because children can’t
have access unless it is organized,” stated administrator Plum. The orderliness of the
learning environment at Orange is an important factor in creating their positive climate.
The teachers at Orange School set up the learning environment to support both
autonomy and socialization. Evertson and Neal (2006) characterize effective learning
environments as having flexible room arrangements and using varied social groupings for
lessons and work. The researcher noted these characteristics in the observations. The
classrooms all had open rug areas for large group meetings and tables of different sizes
arranged around the room for a variety of grouping options. Students were allowed
freedom of movement, as they chose their own workspace. Materials were available to
be shared or used individually. Teacher Silver said that materials and tables are available
PREVENTION OF BULLYING 79
for students to work by themselves, “but it is mainly set up for social work.” Working
together does not always mean getting along. Teacher Scarlet put it:
Working together can mean a lot of conflict, which is a good thing because now
they get to practice it in a safe environment where there are some eyes around
them that can help them out when things don’t go well.
The environment is set up for students to work together and work out their differences
when need be.
The students are expected to respect the classroom environment, the materials and
their classmates’ work. Observations indicated the physical environment was well cared
for. Administrator Azure expressed, “it is beautiful here. Their classroom is beautiful,
they take pride in that and contribute to the cleaning and care of their classroom and
outdoor environment.” Students at Orange are expected to care for the learning
environment by doing jobs to help maintain it. Students in every classroom were
observed participating in activities that benefited the environment. Another important
aspect is how students treat materials and one another’s work. Big projects are not
usually put away but are left out in between work sessions and students have been taught
to be careful of work or materials left out. Teacher Silver talked about the importance of
“respecting others’ work - if I see someone’s work got stepped on, I make a big deal
because that is someone’s hard work.” It was observed that students were very careful to
avoid disturbing others’ projects that were out in the workspace. At Orange, students
demonstrated a respect for the environment and others’ work that benefits the overall
climate of the classroom.
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In addition to the flexibility and use of the physical space, Evertson and Neal
(2006) also characterize effective learning environments by fluid and effective use of
time periods. The morning work-time at Orange School for lower elementary age
students is three hours long and four hours long for upper elementary students. During
this time, students may spend a small part of their time getting a lesson from the teacher
or other students, but much of this time is spent working independently or with others.
The long uninterrupted work time is helpful to develop concentration, focus, and
cooperation. Social and emotional competencies such as autonomy, socializing with
others, lending a helping hand, and caring for one’s body were evident as students took
breaks before returning to their own work to refocus. The teachers and administrators of
Orange School agree that the physical environment and the long work times support a
positive climate.
Orange School emphasized the importance of students’ emotional safety.
Administrator Plum said that, as a staff, they meet and talk about safety on the
playground and in the classroom, “but that safety is as much emotional as it is physical
safety, and I think if unless we are really diligent about it the emotional safety could get
missed.” The teachers and administrators are very aware of this being an issue that
deserves directed attention. Administrator Plum said, “Children need supervision.
Children sometimes can, unintentionally, or sometimes just get carried away. That needs
an adult to notice it.” Administrators at Orange felt that having an adequate number of
adults that are trained in observation to notice and redirect student behaviors and actions
before they get out of hand could prevent bullying. Teacher Scarlett said:
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Everybody takes turns observing on the playground, observing what is going well,
what is not working well, because those are the times when those kids are going
to feel that feeling that makes them want to retaliate, or get revenge or have
power, so noticing that and stepping in. Can I teach them how to play a game?
Can I encourage them to work together? So, it is all based upon observation. I
can’t fix anything if I’m not paying attention.
Teachers’ observation of student behaviors and interactions and their ability to redirect
when needed is fundamental. Another aspect of students’ emotional safety is
demonstrated in teacher Silver’s statement that Orange students felt safe through
teachers’ “understanding their needs, and being open and available to them… availability
is key… they know I am available and that I will listen and I can help them.” The staff at
Orange School recognizes the need for the students to have adult modeling, supervision
and guidance fostering their emotional safety. Whether in the classroom or on the
playground, the availability of teacher support and supervision are essential factors in
creating a safe and an anti-bullying climate at Orange School.
System C: Curriculum Integrating Social and Emotional Learning
Curriculum consists of materials and means that are inputs into the overall
learning program that affects the educational outcomes of each student. Orange School
uses explicit and implicit curriculum taught in integrated ways. Explicit curriculum is the
specific materials and experiences that are planned for each student and that foster
educational outcomes. Implicit curriculum includes the natural lessons that come from
the behaviors, attitudes and expectations from others within the school and from the
school culture itself (Ebert, Ebert & Bentley, 2011). The implicit curriculum can
PREVENTION OF BULLYING 82
unintentionally run counter to the intentional learning outcomes or goals if not closely
monitored. The implicit curriculum is in the attitudes and beliefs the teachers and
administrators at Orange hold about their students. That, in turn, affects student behavior
and the culture and the climate of the school. The school’s culture is the basis of the
implicit curriculum (Inlay, 2003). The respectful culture and climate of Orange provides
key implicit curriculum to students about how important they are, how they fit in and
how they should behave. Administrator Azure talked about the school culture and stated,
“there is a deep respect for the child and that is probably the number one thing about this
environment.” Through interviews at Orange School, the implicit curriculum was
understood and demonstrated to be just as valued, by the staff, as the explicit curriculum
in promoting character development, relationships and citizenship in their students.
Integrating social and emotional learning into the curriculum promotes academic
success as well as stimulating the affective domain (DeBlasio, 2010). Social and
emotional learning at Orange School is taught and experienced through integrated
lessons. Administrator Plum emphatically stated, “Everything at Montessori is
integrated.” One way curriculum is integrated with social and emotional learning at
Orange is that all lessons begin with a story to help students understand why it is
important for them to learn and to help connect them to the subject matter. For example,
history lessons are used to inspire gratitude for those who have come before and helped
the world be a better place. Teacher Gold said, “We think about all those little inventions
that help get built upon and helped civilization grow and so we have a sense of gratitude
for those people we don’t even know.” Lessons on the fundamental needs of human
beings are science and social studies lessons designed to help students find the
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connections that they share with one another and other people across cultures, places and
time. Montessori curriculum provides stories of math, language, history, geography and
science that tell of people from different times and places with diverse characteristics and
providing different services in order to inspire gratitude for the contribution of others,
feelings of connection to others and may show students ways in which they can
contribute themselves.
Another way Orange integrates social and emotional learning is through students’
interaction with the curriculum. For instance a small group of upper elementary students
was observed using social and emotional skills to debate and compromise while doing a
lesson on classifying nouns (concrete: common, proper, collective, material or abstract:
state, quality, idea, action). These fourth and fifth grade girls talked, gave their opinions
and listened to each other about how each noun should be categorized. When the noun
love came up, one student said it was a state (of being), “You feel love, you have love
inside of you” but another student said, “No, it’s an action, like when your mom makes
you give her a kiss before school, she is showing you she loves you. Love is an action.”
They compromised and made another card with the word love and put it under both
headings on the board. During this work, the girls focused on more than just classifying
nouns. They utilized self-management, interpersonal and communication skills, and
decision-making skills. Through using a curriculum that integrates social and emotional
learning Orange School supports students working together in a healthy climate.
Analysis and Discussion of Research Question One
Data were analyzed through the theoretical lens of Bronfenbrenner’s ecological
framework. This perspective is important because bullying is embedded within a social
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context and, therefore, prevention techniques must also be embedded within the
classroom and school ecological context. Additionally, an ecological approach fit with
Orange School’s approach to education. Administrator Azure explained, “Montessori
puts the children in the context of human development and it puts the human
development in the context of the world around.” Thus, the developing child is at the
center with the community surrounding them. During data analysis, three overarching
thematic structures emerged that worked together and influenced each other much like
Bronfenbrenner’s ecological systems.

Figure 4. Nesting of Overarching Structures
At Orange School the development of the whole child is nested within the other
interrelated structures. Orange School works to develop students’ resource
characteristics and guide their force characteristics through using the teacher as
facilitator, supportive learning environments, and integrated curriculum. Developing
each student to their full potential is their goal, as stated in their school literature. The
Development
of

the
Whole
Child

Community
of

Belonging
and

Connection

Whole-‐School

Approach

Emphasizing

Continuity

PREVENTION OF BULLYING 85
development of the whole child is central not only in their mission but also in their daily
activities. Teachers focused on developing the whole individual through social and
emotional learning to help students change behaviors before they compounded and turned
into bullying. Teacher Green explained, “if we don’t help them and guide them to learn
(what) is not appropriate it could easily turn into something detrimental.” On the flip
side, teachers also expressed how their students’ felt empowered, connected and
confident, thus protecting themselves from bullying. Observations demonstrated students
behaving in ways that correspond to those statements. Students stood up for themselves,
they worked together well and seemed self-reliant and poised. Building up the individual
student is central to the focus of the prevention of bullying and creating climates that act
against bullying at Orange School.
The community at Orange encircles the child and includes peers, teachers,
administrators and parents. Students are nested inside of the community to help them
develop but they also intermingle within the community to help shape it. Thus,
community influences the individual, and they, in turn, influence how the community
works as a whole. This intermingling of influences is generated and suffused through the
teachers’ being facilitators, the supportive learning environments and the integrated
curriculum to create a strong and healthy climate. The NAMTA Curriculum Report says
that developing students to the best of their abilities can only occur in a community that is
safe place of acceptance. Orange school holds the philosophy that children need to feel
emotionally safe in their class and within their community to be able to feel free enough
to make mistakes and grow to their full potential.
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The whole-school approach emphasizing continuity at Orange influences the
other nested structures through consistency and continuity across time from year to year.
The uniformity of the teacher as facilitator, learning environments, and curriculum are
important because everyone is on the same page, so to speak, but this becomes even more
valuable as the students interact with these systems over extended time, as long as they
are at Orange School, potentially from 18 months to 18 years of age. Students do not
move from one class to another as often as they do in traditional education because of the
three-year assignment, but when they do move into another classroom, they are met with
familiar systems because teachers at Orange School share same educational philosophies
and training. The continuity of the whole-school approach at Orange upholds the positive
anti-bullying climate over time.
Administrators and teachers at Orange School attribute their positive climate to
the good feelings students have about themselves and their part in their classroom and
school community that has been built up over time.
Research Question Two
The second research question asked, “How are these systems and structures
implemented and sustained to support anti-bullying school and classroom climates?”
The pervious section concentrated on the overarching structures and the systems that
shape the social ecology and climate of Orange School. This section focuses on how
those systems and structures are put into practice, how they are implemented and
sustained and what that looks like in the everyday environment of Orange School.
Table 4 shows the ways in which staff at Orange School used their overarching
structures to guide systems, implementing and sustaining practices that support a positive
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climate. These practices are discussed as integral mechanisms of their positive school
environment, which acts as a preventive agent against bullying. The components of each
system are influenced by all three of the overarching structures. The discussion of each
of the components is not ordered by any type of hierarchy but instead is organized by
systems to flow for clarity and understanding.
Table 4
Implementation of Structures and Systems

Perceived Structures

Perceived Systems
Active Components
Implemented and Sustained
at Orange School

1. Whole-School
Approach
Emphasizing Continuity

A. Teacher as Facilitator
Developing Social and
Emotional Competencies

*Quality Relationships
*Collaboration
*Freedom of Choice
*Class Meetings

2. Community
Belonging and Connection

B. Learning Environments
Supporting Social and
Emotional Development

*Multi-Age Classrooms
* Jobs and Service
Opportunities
*School-Wide Events

3. Development of the
Whole Child

C. Curriculum
Integrating Social and
Emotional Learning

*Lessons in
History and Values

Components of Teacher as Facilitator
A positive anti-bullying climate is implemented and sustained at Orange School
through components that utilize the teacher as facilitator – developing social and
emotional competencies such as quality relationships, collaboration, freedom of choice
and movement, and student led class meetings.
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Quality relationships. The quality of relationships within a school is the
cornerstone of a positive climate (Doll et al., 2004). High quality relationships were
demonstrated at Orange School through interviews and observations. Teacher Silver
commented, “We have a great support system, great parents, great children… we are able
to have a connection or relationship with our students and with each other.” These high
quality relationships exist among the different stakeholders at Orange.
In interviews, the staff noted their feelings of being supported and valued by the
administration and their coworkers. For example teacher Green said, “administration
provides us with the opportunity to grow and be the best teacher we can be.” Teacher
Scarlett agreed and added that, as a staff, they are invested in each other, their school and
their kids. The quality of relationships and good feelings among the staff was evident by
their cohesive bond and their positive remarks about one another and their school.
In the classroom, teachers play a critical role in the prevention of bullying by
modeling and fostering healthy relationships. To support the students’ social and
emotional competencies, teachers at Orange School have created nurturing relationships
with their students. Teachers were observed to speak and behave in respectful ways
toward their teaching assistants and their students. Teacher Gold explained that teachers
are the models on how to act toward other human beings and that it is essential that
teachers promote healthy relationships and talk with students peacefully even in difficult
situations. Positive relationships among the teachers and with their students were
demonstrated at Orange.
Additionally, it is the role of teachers at Orange to facilitate peer relations and to
guide students in supporting one another. Friendships and social support act as a
PREVENTION OF BULLYING 89
protective agent against bullying (Flaspohler et al., 2009; Pellegrini & Long, 2004).
Teacher Silver talked about how she will ask certain students to work together to either
facilitate a blossoming friendship or to foster social support for a child in need.
Additionally, it was observed in both the lower elementary and upper elementary
classrooms that teachers used team building activities for students to get to know one
another on different levels. For instance, one game involved students trying to find
others that shared a commonality. Teacher Gold talked about having the students work in
assigned groups as a way of connecting and growing in their social skills. She added,
“We do a lot of team building activities in which we give leadership roles and
responsibilities.” In another observation, teacher Onyx, who is the physical education
teacher, had groups of students confer, discuss and negotiate before and after trying to all
fit inside a hula hoop to practice team building on the playground. Healthy relationships
were evident in how students worked together to accomplish tasks or jobs and their
overall interactions together.
Students at Orange have been taught to stand up for one another. Administrator
Plum stated, “One of the biggest problems of bullying at large in the world is the people
who don’t say anything! …The person who is witnessing it and not doing anything about
it and that’s what doesn’t happen here.” Strong peer relations that do not accept bullying
and peers that defend against it are the most influential factors in discouraging bullying
from happening (Flaspohler et al., 2009). Teacher Silver talked about teaching advocacy,
“If you see someone doing something mean to another child, then you’re just as guilty,
you need to stand up for that friend.” Student relationships at Orange School are key
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influential factors in promoting an anti-bullying environment by not accepting bullying
behaviors as part of their peer group.
Collaboration. One of the biggest components at Orange School that affects
their climate is collaboration. Collaboration requires students to use social and emotional
skills that help them build relationships with one another and to manage themselves and
those relationships. DuPage County (2011) reports that collaboration can be used to give
students practice in listening to others, giving and receiving constructive criticism,
peaceable negotiation and helping others. Teacher Scarlett talked about using
collaboration as an instructional method:
We do things like you have to pick something to plant in the garden, and you have
to research it and you have to go buy it and you have to do it together so there is
lots of time to talk and use all those skills, they have to learn to get along, they
have to talk and listen to each other, they have to problem solve.

Teacher Gold added that collaboration teaches students, “how to sit and listen, and who
gets to talk and what happens when your feelings get hurt, which they will because it is
just the nature of being in groups especially if you are children.” Collaboration is used to
build students’ sense of self in social situations and gives them the opportunity to practice
those skills. Collaboration as an instructional tool gives students an opportunity to
interact and get to know one another in ways that they would not at playtime. There was
a lot of talking among the students that was noted in the classroom observations - talking
about their work and also about other things that were important to them. Administrator
Azure is proud of this fact:
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They get to talk about their work, they get to talk about their weekend, they don’t
just work quietly, the playground being their own time for socialization…in the
classroom there is all of this social and emotional growth along the lines of
making friends, problem solving and flexibility.
Collaboration is used at Orange School for more than academic instruction it is a key
component in building their community of learners thus promoting their anti-bullying
climate.
Collaboration among the staff at Orange promotes professional growth and job
satisfaction. Teachers collaborate with one another to coordinate projects among their
classes, get ideas from one another and learn together. Teacher Scarlett said, “teachers
here get together and collaborate, and we have trainings and we get to go do professional
development, and I think that helps us invest in our school.” Teachers utilize their
colleagues as a resource. For instance, if a teacher is having a difficult time with helping
a student improve his/her behavior, this teacher will talk to other teachers at meetings and
maybe do role-playing activities to help figure out their next step. Additionally, teacher
Green expressed having respect for the way the administrative leadership promotes
teacher growth and interaction. She said, “Our leader is proactive and always reading
and having us reflect. The first part of a staff meeting might be to reflect upon our work
…and to share with one another.” Moreover, teacher Scarlett added that administration is
inspiring, reminding them of the reasons why they are there and the kind of impact they
can make upon their students. Finally, every year, over the summer, many of the staff
members go to a Montessori conference together to support their own growth in a
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collaborative environment. Teacher and administration collaboration supports a healthy
climate at Orange.
Freedom of choice and freedom of movement. Students have a lot of freedom
within the classrooms at Orange School. They have the freedom to move, the freedom to
choose what work they do and with whom. Administrator Azure said, “We allow them to
move and work and be who they are going to be and that is at their own pace and to their
own satisfaction.” Teacher Scarlett emphasized the positive outcomes of allowing for
and encouraging these freedoms. She said, “Being able to make choices, move around in
space, make work choices, those are all character building, those are all person
building… helping them become a better person.”
Feelings of self-sufficiency, empowerment and autonomy are associated with
freedom of choice in the classrooms at Orange. But those freedoms come with the
expectation of responsible decision-making and behavior. Students are free to choose
within the limits that are provided and, if students are not choosing wisely, then their
choices will be guided. “We have a lot of structure set in place in how the classroom is
run but also the children have a lot of choice, and they are given as much freedom as they
can responsibly handle,” stated Teacher Brown. The NAMTA (2012) curriculum report
declares of students, “They are free to expand their independence and to take
responsibility commensurate with their level of independence” (p. 18). Letting students
be as independent in their choices as possible helps them to grow and develop, which, in
turn, expands their positive feelings about themselves. Teacher Scarlett stated, “children
learn how to use their freedoms and responsibilities and again if someone feels like they
have power and significance in the classroom they are going to be less likely to become a
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bully.” Students feeling empowered to make choices in their classroom promotes
autonomy and an anti-bullying climate.
Freedom of choice in what types of work students are doing affects their
engagement level. Teacher Gold explained, “In my experience, when people get to
choose what they are coming to they are much more excited about it and invested in it.”
Students at Orange School demonstrated high levels of engagement in their work. Past
research has suggested that student engagement affects participation in bullying (Furlong,
Whipple, Jean, Simental, Soliz, & Punthuna, 2003). Administrator Azure suggested that
bullying behavior can be evoked by boredom, “because kids need to be engaged, in a
Montessori class, there is a lot to do and they get to choose… those elements really take a
chunk out of any reason or need to engage in bullying.”
Another type of freedom utilized in the classrooms at Orange is freedom of
movement. Observations showed that teachers did not dictate to their students where to
sit and what to do. Students did not have to ask to get a drink, go to the bathroom, or just
walk around. Teacher Green suggested that freedom of movement is necessary for
students to gain control of their physiological impulses. She said, “If the children don’t
learn how to deal with their physiological urges, they are going to end up bullying
because that is part of physical bullying.” Having the freedom to be able to get up and
move about when students feel like and to how to do so appropriately helps them feel like
they are in control of their own bodies. This physical autonomy contributes to an overall
anti-bully climate.
Class meetings. Class meetings are designed to give students a voice in the day-
to-day running of the classroom and as a vehicle to solve problems. Research in the
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prevention of bullying cites class meetings as an effective tool. According to Whitted
and Dupper (2005), class meetings can help to solve current problems, teach students
how to intervene in bullying, or stand up for themselves and build pro-social behaviors.
Other research on creating peaceable communities suggests that regular class meetings
teach and support democracy and decision-making skills (Brion-Meisels et al., 2007).
Teacher Brown reported, “We do our meetings, and we give them ownership. How
cooperative things are going and how smoothly things are running in class is a reflection
of how much work they are putting into it.” Orange School uses weekly, one hour,
scheduled class meetings to promote students’ voice in expressing opinions, cultivate
cooperation in solution oriented discussions, make decisions and follow up on them, and
build a sense of community.
Data from observations, interviews, and artifact review revealed the positive
effect of class meetings on the classroom climate. One class meeting was observed in
each of the four classrooms. Students and teachers sat in a circle with everyone on the
same level, whether in chairs or on the floor. Teacher Gold said this promotes a sense of
unity and equality. A preselected student acted as meeting facilitator while one of the
teachers was secretary recording the proceedings. Students were selected to run the
meeting either by order of a list or some other predetermined factor agreed upon by the
students.
In upper elementary, class meetings began with students giving compliments and
appreciation to others. In the lower elementary rooms, class meetings began with a
unifying game and then led into the compliments and thank yous. Students were
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observed to say nice things about others’ work, attitude or effort and to express
appreciation for help they received or some other act that inspired gratitude.
The meetings then continued with agenda items that had been submitted
previously. During the week, if students had problems that did not need to be
immediately responded to, they wrote out the issue in a class meeting folder or on a slip
of paper and put it in an agenda box. When an agenda item was read, the owner of that
agenda item addressed the class and explained what they wanted to do. Teacher Gold
explained three types of items:
Class meetings are a time when they get to speak up with an agenda system, it can
be A: I would just like to say this where everybody is listening, or B: this is
something I would like all of us to share about or discuss and then there are C:
actual problems that we need to find a solution for.
During observations, all three types of options were enacted. In lower elementary
classes, teachers guide the discussion much more than they did in the upper elementary
class meetings.
An example of an agenda item in an upper elementary class read, We have to
stand in line a longtime. The owner of this item wanted to find a solution to the problem.
Students raised their hands and gave opinions and ideas about what could be done. A
discussion ensued with approximately eleven students giving suggestions or making
comments. In the end, the teacher took a vote to decide which method they were going to
enact to solve the problem. This demonstrated students’ belief in their ability as a
community to solve a problem. After all agenda items were addressed, the class meetings
continued with a review of the schedule for the upcoming week. Students made
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comments on scheduled items or added something to the schedule if needed. Class
meetings ended with a fun activity. One class was observed to play a game that involved
yoga moves. The unifying, empowering and validating dynamic of the class meeting was
evident at Orange School.
Components of Supportive Learning Environments
Implementation and sustainability of the positive climate at Orange uses three
components of the learning environments that support social and emotional development.
These three components are multi-age classrooms, jobs and service opportunities and
school-wide events.
Multi-age classrooms. Schaps (2009) suggests using cross-age buddies to create
caring relationships that support a positive climate. Instead of just doing this
occasionally, the classrooms at Orange School utilize multi-age groupings of students.
Elementary students are grouped from first to third grade in one classroom with one
teacher and assistant, and fourth through sixth grade is spent in another multi-age
classroom. This multi-age dynamic enables students to develop at their own pace and
form cross-age relationships. Analysis of the artifacts revealed why this dynamic is
believed to be so beneficial to the students’ academic, social and emotional development.
When a child enters the classroom as one of the youngest students as occurs in first or
fourth grade, s/he looks up to the older students as role models, who are established in
work and social interactions in the classroom, and aspire to their level (NAMTA, 2012).
As students become the older peers in the classroom, they have the opportunity to be the
role model, to help and care for younger students and to reinforce their own mastery of a
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subject through peer teaching as they give lessons to the younger children (NAMTA,
2012).
In a three year multi-age classroom, a child grows from being one of the youngest
students, an observer and follower, to one of the oldest students, with opportunities to
lead and teach the younger ones. In interviews, three teachers and both of the
administrators talked about their belief in the multi-age classroom as a positive and
powerful tool in fostering students’ academic growth and their social and emotional
development. Teacher Scarlett felt it was especially powerful for the older ones being
helpers for the little ones, to increase their confidence and sense of responsibility to
others. Teacher Silver agreed:
The multi-age is great for the older ones because they want to help, and
automatically have a filter on because they know that the younger ones listen to
everything…and the younger ones really look up to the older ones...it’s just really
beautiful.
During observations, it was evident that interactions between older students and younger
ones helped create a positive climate. Students were teaching one another, listening to
one another with courtesy, and encouraging one another’s work. The multi-age
classroom provides students with the opportunity to interact with role models and also
gives them the opportunity to be a role model themselves.
Administrators suggested that the three-year commitment in a single learning
environment helps relationships to flourish and helps student develop a sense of self.
Administrator Azure shared:
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It allows them to build more permanent relationships…everybody knows where
your social and emotional growth is as you go along so you can build on that...and
there is a lot of self-awareness that happens when you are in the same class for 3
years, because you get to know who you are as part of that community really well.
This type of continuity fosters relationships and a sense of self within a community,
which are essential ingredients in creating a caring, anti-bullying environment. There are
many benefits to the three-year commitment in a single class but negative issues such as
personality conflicts with a teacher or another student arose at Orange, but usually early
within the placement. In such cases, administrators and parents work together to resolve
the problem. On the whole, three years in a single classroom allows a child to develop
strong relationships with the teacher and other peers as well as develop his/her concept of
self.
Jobs and service opportunities. Students in each class shared the responsibility
of the order and cleanliness of the environment by doing classroom jobs. Teachers and
administrators agreed that the jobs and responsibilities that the students took for the
upkeep of the classrooms and outdoor environments helped students feel a sense of
belonging within their class. Observation of students doing their jobs revealed the
efficiency of the routine and the positive quality it brought to the climate. Students were
purposeful and concentrated in their actions. Jobs included dusting different parts of the
classroom, organizing materials, cleaning the sink, cleaning the bathrooms, seeing to a
variety of pets, sweeping the floor, weeding and watering the outdoor garden, being the
class photographer/historian and a multiple of other tasks. There was a hum of organized
activity as students fulfilled their jobs to benefit their classroom climate.
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Service is to go beyond what is productive for one’s self and immediate
environment and to be helpful to others. Students at Orange have the opportunity to go
outside of the classroom to be of service to others. Teacher Gold reported that service
opportunities are important in developing students to be good citizens by stating, “finding
a way to do something that helps the whole community, to make life easier for somebody
else for no other reason than to do just that.” Regularly scheduled service opportunities,
where students contribute to the welfare of others, are important in creating a positive
environment (Schaps, 2009). At Orange, students set up and sign a protocol contract
before being able to participate in a service opportunity. Teacher Gold explained that
service is a responsibility but it is also a privilege and they are expected to abide by a set
of criteria. During classroom observations, some third year students left to go help in
younger classrooms to set up mats for the toddlers’ naptime. Another example observed
was a small group of students coming in and taking an order from the teacher about how
many crickets she would need for the next week. The group of students went to each
class and took their orders, tallied them, coordinated a “going out” to a pet store to
gather all of the required feed for the school pets, and then delivered them back to each
respective class. Service opportunities extend beyond the school boundaries to include
singing and reading to senior citizens at a nearby retirement community and participation
in landscaping maintenance at an adjacent park. Service to others and classroom jobs are
noteworthy components of creating a positive climate at Orange.
School-wide events. School-wide events are a fundamental factor in creating a
healthy community and an anti-bullying environment. Teacher Scarlett stated, “We are
very community oriented, doing things together…feeling connected to the school as a
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whole.” School-wide events at Orange School are activities where different stakeholders
come together and interact and relate to each other in other ways outside of their
everyday interactions. The stakeholders at Orange School extend beyond the
administration, teachers, staff, parents and students to incorporate older students in the
affiliated junior high and high school, many of whom were once students at Orange.
Many school-wide activities like Peace Day and the Holiday Sing include these older
students. At some events, such as the flag assembly, parents come and see their children
involved in a structured school activity. At other events, such as the Spring and Fall
carnivals or Orange Campout, parents and students get to intermingle freely and socialize
together and with teachers, staff and administrators. Fun events help people get to know
one another on different levels and provide the basis of a community (Schaps, 2009).
Teacher Silver articulated, “we do a lot of community events where everybody pitches in,
everybody brings something, everybody helps set up, everybody helps tear down, I think
modeling that for the children helps show them that what a community should be.”
School-wide events give students a chance to feel connected to their peers, teachers and
others in ways that enhance their everyday relationships promoting an anti-bullying
climate.
Components of Integrated Curriculum
Lessons integrating social and emotional learning in the curriculum are
implemented and sustained to help create the anti-bullying climate at Orange School.
Lessons. Teachers at Orange School influence the climate of their classrooms by
teaching curriculum lessons that emphasize common purposes and needs while inspiring
common values, ethics and conduct. Classroom climates are created by the common
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beliefs and values held within it (Gruenert, 2008). The norms that govern daily
interactions are affected by the values and ideals shared by the group (Schaps, 2009).
Three specific types of lessons; history, grace and courtesy, and values lessons, help
build a positive climate at Orange.
History lessons are a key part of social and emotional learning at Orange School.
Both administrator Plum and teacher Gold posited that students at the elementary age are
developing their own sense of right and wrong, of how morality should work. The
history lessons are designed to teach ethics and values through helping students connect
what others have done in the past to their own lives and classroom and to facilitate
discussions about how humans get along. Administrator Plum said that elementary
students are socially motivated and eager to learn, “they are especially interested in
finding out how humans through history have confronted the mysteries of life and how
they have gotten along as a group.” These lessons are used to inform discussions about
daily life in the classroom as evidenced by a reference a student made about the Code of
Hammurabi in a class meeting when the topic of justice came up.
Grace and Courtesy lessons are experiences designed to guide the students in pro-
social everyday courtesy types of behaviors. “Lessons in grace and courtesy provide
knowledge and support needed to succeed in social interactions” (NAMTA, 2012, p. 90).
Values lessons are for older students who can think about abstract ideas such as integrity,
fairness, justice, and advocacy. Values lessons include class discussion and role-playing
activities to solve a problem or build character development. Teacher Silver stated,
“Role-playing is big, we might do that at classroom meetings or values times where we’ll
have a bully situation, and then we’ll break up into groups and they can figure out a
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peaceful way of solving it”. A values lesson in advocacy was observed where the
students gathered in groups of 8 to role-play how they could stand up for someone in
need. Teachers at Orange school use everyday courtesies and bigger abstract ideas to
help children connect to one another in pro-social ways and to create an anti-bullying
climate.
Analysis and Discussion of Research Question Two
Analysis of the data suggested that Orange School implemented and sustained
their systems and structures through everyday active components in the classroom and
beyond. These active components were evidenced through data triangulation to boost
social and emotional learning in their students and support a positive anti-bullying
climate. The active components worked to create a climate that used social and
emotional learning in three ways. First, they provided students with models of
appropriate social and emotional competencies. Second, they promoted opportunities for
students to use and practice social and emotional skills. Third, they afforded students the
environment to model these skills for others to learn from. The active components
worked in all three ways to build an anti-bullying climate through social and emotional
development.
All of the active components in the above section are important to the
development of an anti-bullying climate, but four of these components stand out above
the rest as key to providing students with models of appropriate the social and emotional
competencies. Orange School uses quality relationships, class meetings, school-wide
events and history lessons to demonstrate different social and emotional skills that they
believe would be beneficial for students to develop themselves. Teachers model caring
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relationships through how they speak and interact with one another and with their
students. Additionally, class meetings model democratic behaviors. Also, school-wide
events model how communities come together to celebrate or unify for a specific goal.
And finally, history lessons provide models of how others have gotten along and
developed societies, businesses, relationships, inventions, and many other aspects of our
common human experience. These models provide students with guidelines and
expectations for themselves, while sparking within them their imagination of what they
can do and who they can be.
Opportunities for students to practice and apply social and emotional skills are
provided through all of the active components, especially collaboration, grace, courtesy
and values lessons, as well as freedom of choice and movement. A good example of
students’ opportunity to practice these skills could be seen during work time when
students were collaborating and working with one another in a give and take manner that
allowed them to exercise social and emotional competencies. Additionally, values
lessons demonstrated students practicing their social and emotionally learning in ways
that benefited others and added to a peaceable climate. Finally, freedom of choice and
movement allowed children to actively and regularly practice autonomy and decision
making skills. Teachers believe it is imperative for students to practice these social and
emotional skills in safe environments in which mistakes can be turned into learning
experiences. The staff at Orange posited that development is optimal when student get a
chance to practice and apply their social and emotional skills in a variety of contexts.
All of the components afford students the opportunity to be a model to others, but
the multi-age classrooms as well as jobs and service opportunities are key in allowing
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students to be models of social and emotional competencies for others. These two
components let children be the example of what to do and how to be. Allowing students
to be the exemplars and models to others helps build their confidence and sense of worth
in themselves while extending the cycle of modeling as a paradigm.
Orange School has developed a positive anti-bullying climate through
implementing and sustaining active components of their systems and structures to support
students’ social and emotional learning.
Summary of Chapter
This chapter presented the findings of a case study of a small, private school that
uses social and emotional learning to create a positive, anti-bullying climate. Data from
interviews, observations and artifact review revealed three overarching structures used at
Orange School: whole-school approach emphasizing continuity, community belonging
and connection, and development of the whole child. Three systems emerged from the
overarching structures: teacher as facilitator - developing social and emotional
competencies, learning environments supporting social and emotional development, and
curriculum integrating social and emotional learning. These systems and structures were
implemented and sustained through active components such as quality relationships,
collaboration, freedom of choice and movement, class meetings, multi-age classrooms,
jobs and service opportunities, school-wide events as well as different types of lessons.
The next chapter includes the summary of the findings, implications and
recommendations for this study.

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CHAPTER FIVE: SUMMARY AND RECOMMENDATIONS
Many students are experiencing bullying within their school communities. Even
in small and private schools, bullying happens and causes adverse effects. Emotionally
loaded experiences can contribute positively or negatively in shaping current and future
development (Bronfenbrenner & Morris, 1998). Bullying experiences negatively affect
those who are involved. Students who are victimized, bystanders who witness bullying,
and students who are the perpetrators are all more likely to experience negative feelings
toward school and themselves. Bullying taints the whole classroom and school
environments detrimentally affecting students’ social, emotional and academic growth
(Smokowski & Kopasz, 2005).
Bullying develops and is committed within the context of the social ecology of
the classroom and school (Dake et al., 2003; O’Connell, Pepler & Craig, 1999).
Researchers have attempted to understand the influences within the school and classroom
social ecology that either promote or insulate against bullying. Individual students’
characteristics, peer reactions and adult attitudes are all active agents in the climate of the
classroom that promotes or prohibits bullying. Social and emotional learning can be a
preventative factor for each of the ecological influences on bullying. Teaching,
modeling, practicing and applying social and emotional skills in the classroom and school
environments are important factors in creating an anti-bullying climate.
Purpose of the Study
Bullying is the most prevalent and pervasive type of violence affecting school age
children in their learning environment (Nansel et al., 2001). The negative consequences
of bullying can be deep-seated and long lasting affecting the trajectory of academic
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performance, self-esteem and relationships (Flaspohler et al., 2009; Glew et al., 2010;
Pohan, 2003; Swearer et al., 2010). Chronic victimization of bullying can lead to
depression, suicidal ideation and/or violence against others. Due to the serious nature
and consequences of bullying, it is a subject that merits more attention and research to
find ways to help prevent this type of violence in our student population.
Therefore, this study sought to identify ways in which teachers and schools can
create an anti-bullying climate for their students. Previous studies examined types of
bullying (Hong & Espelage, 2012; Reid et al., 2004; Vivolo et al., 2011), the effects of
bullying on students (Flaspohler et al., 2009; Glew et al., 2010; Smokowski & Kopasz,
2005), how the social ecology affects bullying (Swearer & Espelage, 2004), and how
whole school approaches can reduce bullying (Olweus, 2003). This study employed this
aforementioned research to further an examination of how systems and structures work to
prevent bullying in elementary grades by utilizing and integrating social and emotional
learning. The following two research questions guided this inquiry:
1. What are the perceived systems and structures that contribute to an anti-bullying
climate in schools and classrooms?
2. How are these systems and structures implemented and sustained to support anti-
bullying school and classroom climates?
Schools can prevent bullying by creating a positive and anti-bullying climate.
Some schools use social and emotional learning as a basis in building this type of
environment. There is a reciprocal relationship between social and emotional learning
and an anti-bullying climate (Zins & Elias, 2007). Social and emotional learning can be
used to make students feel safe, trusted and respected, all of which are feelings that
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contribute to a climate that prevents bullying. Reciprocally, classroom climates are
essential to how students feel emotionally, develop socially and perform academically. A
positive school climate strengthens relationships, produces good feelings of bonding and
safety, and helps strengthen student’s sense of self (Schaps, 2009).
A case study approach was used in this study to look closely at the perceptions of
those involved (Merriam, 2009). This research looked at a small and private school that
integrates social and emotional learning in a whole school approach to develop the
students to their full potential within a community. This school implemented curriculum,
structured the environment and deployed teachers as facilitators developing social and
emotional competencies to support and create an anti-bullying climate. The researcher
triangulated data from interviews, observations and artifact review to understand multiple
perspectives of the phenomenon (Maxwell, 2013).
Summary of the Findings
Bullying perpetration and prevention are embedded in the social ecological
system of the school and classroom. “Bullying behavior is an interaction that occurs
between an individual bully and victim and unfolds with in a social ecological context”
(Atlas & Pepler, 1998, p. 86). Viewing the findings of this study through the social
ecological perspective it was determined that Orange School, acting within this social
construct, creates a climate that resists and protects against bullying through developing
individual characteristics in students, creating a nurturing community and continuing
consistent efforts overtime. Data suggest the primary focus at Orange is on the
development of the whole child: cognitive, social, emotional and physical with the goal
of enabling them to participate and contribute to their community in healthy ways. They
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believe it is important to understand where students are developmentally and relevant to
the context of the influences upon them within the community. The whole child, with
his/her individual characteristics stands at the center of their ecological model with peers,
teachers and staff making up the community that surrounds them and influences their
development. Orange School uses social and emotional learning as preventative agents
for each of the ecological influences on bullying: the individual, peers, and teachers, to
create a positive anti-bullying climate. Finally, study data imply a whole school
approach emphasizing continuity over time, from grade to grade is part of the ecology
that influences both the community and the individual.
In Bronfenbrenner’s ecological model, the individual’s characteristics are situated
at the center. Similarly, Orange School focuses on the development of what they call the
whole child with their social, emotional, cognitive and physical characteristics. An
individual’s characteristics have an impact on whether a child will be singled out by a
perpetrator to be bullied, if the child feels supported or alone in the incident, and how the
child will respond to and think about the occurrence (Taub & Pearrow, 2013). Individual
characteristics can be developed through focusing on the whole child, especially their
social and emotional competencies. Orange school uses curriculum, the learning
environment and teachers as facilitators to build students’ sense of self through emotional
skills and fosters resources for support and friendship through social skills. These skills
would be beneficial to both potential victims and potential bullies by fostering student’s
sense of self and social bonds.
In this ecological model, the most effective bullying prevention implementation
includes social and emotional learning (Jones et al., 2012). Victims of bullying are often
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“lacking sufficient self-esteem and assertiveness to stand up for themselves” (Smokowski
& Kopasz, 2005, p. 104). Students at Orange are provided with social and emotional
learning opportunities to grow their confidence in themselves, their abilities and their
contribution to the greater good. This confidence translates into feelings of
empowerment and the ability to stand up for themselves and makes them less likely to be
victimized by bullying. Teachers at Orange stated that they believe their students feel
empowered to handle situations that could otherwise be considered bullying because of
their school’s emphasis on social and emotional learning. This concept is supported by
research: Development of social and emotional competencies can act as a protective
agent against bullying by increasing student’s ability to manage social problems
effectively (Zins & Elias, 2007). Social resources at Orange, such as having models of
appropriate social behavior, opportunities to practice managing social issues and being
responsible to others act as preventative instruments against bullying.
Social and emotional learning can be a preventative tool for potential bullying
behaviors. Bullies may perpetrate unacceptable social behavior to try to gain a sense of
power because of feelings of lack of belongingness and connection to others within their
school. “When kids are being unkind to each other, one of the root causes is that they
don’t have that feeling of belonging,” voiced teacher Scarlett, representing the overall
opinion of the staff at Orange. This anecdote supports the literature: When students feel
connected to school, they are less likely to bully others within their school (Blum, 2005).
The teachers at Orange school focus on students need for a sense of belonging and
connection by supporting their social and emotional development in an anti-bullying
climate.
PREVENTION OF BULLYING 110
Student behaviors and beliefs are influenced by their community, especially their
peers. The influence of peers is complex and part of development (Pellegrini & Long,
2004). The students at Orange influence one another, and together, create a collective
group dynamic. Orange school recognizes the role of the student community in the
responsibility they have to one another and the benefits they can provide one another. As
bullying is a group process, the action within the group needs to be a part of the
prevention process (Dake et al., 2003). In order to create a powerful group dynamic that
resists bullying, peers at Orange have been taught social and emotional skills to be able to
help befriend, include, and defend peers who may need it. Social skills training through
modeling, coaching, role-playing and discussion teaches peers strategies such as how to
interact and respond to one another in a positive manner (Swearer, Grills, Haye & Cary,
2004). This type of training is practiced at Orange. For example, students have models
of pro-social behavior in their teachers and older students. Additionally, they use
empathy and advocacy in class discussions and role-playing to develop appropriate
responses to potentially bullying situations. They also discuss in class meetings how
their behavior affects others. Peers at Orange use social and emotional skills to defend
against bullying, either as a bystander within an incident or as a role model outside of an
incident.
The most influential member of the community affecting the climate is the
teacher. The teacher’s role is important in many ways. Firstly, teachers need to be aware
of the quality of the social interactions within their classroom (Olweus, 1993). This was
noted by the teachers and administrators at Orange as a key part of why they take time
every day to do observations within their classrooms and on the playground. With these
PREVENTION OF BULLYING 111
observations, they either praised and encouraged what was going well between students,
redirected or discussed what needed work or decided in what ways they needed to step in
to facilitate a change or development. Secondly, teachers are the agents of relationships
within the classroom. “The quality of teacher relationships with children is an essential
cornerstone of effective classroom ecologies” (Doll et al., 2004, p. 169). Teachers at
Orange talked about having trust and comfort within their relationships with their
students; they felt it contributed to students being happy and enjoying school.
Furthermore, it is the role of the teacher to guide and support peer relations among
students (Doll et al., 2004). At Orange, teachers regularly partner students with a variety
of others to create a sense of inclusion and unity within the classroom community.
Finally, teachers at Orange recognize that they are the primary models of relational
behaviors. Research underlines the importance of this; when teachers and administration
model social and emotional competence it reinforces student’s use of the skills they have
learned (Elias, 2010). A critical role in shaping an anti-bullying climate is done through
teacher modeling and supporting high quality relationships.
Whole school interventions produce promising results in anti-bullying efforts,
especially if they focus on social ecology practices that hinder bullying (Swearer,
Espelage, Vaillancourt, & Hymel, 2010). As a whole school from grade to grade and
across time, from year to year, Orange uses systems and structures to deliver consistent
examples, messaging, expectations and routines for the students.
Implications for Practice and Policy
The findings from this study have implications for teachers and administrators of
elementary schools with regard to promising practices to create an anti-bullying climate.
PREVENTION OF BULLYING 112
Focusing on character development of the students, creating a community that fosters
feelings of belonging and connection, and utilizing a continuity of practice and principles
across the whole school over extended time were effective in creating an anti-bullying
climate. Teachers and administrators of small and private elementary schools may find
the results of this study to be informational in creating their own set of systems and
structures to build an anti-bullying climate within their own classrooms and schools.
Data from interviews and artifact review in this study imply that social and
emotional learning is key in developing students and the formation of their character to
their full potential. These data are consistent with research emphasizing the benefits of
social and emotional learning for students (Elias et al., 1997). Because students are
learning about themselves and how to handle feelings and situations while they are also
being expected to achieve academically, it is advantageous to use multiple approaches to
support them. Utilizing teachers as facilitators is one way to develop social and
emotional competencies (Tableman & Herron, 2004). Teachers can support the character
development of students through helping them reflect upon behaviors and problem-solve
healthier solutions. Teachers can also be great models of skills and behaviors they would
like their students emulate. Another way to schools can enhance student improvement is
to create learning environments that support social and emotional development. The
learning environment can be used to encourage students to apply themselves to pursuits
of their own endeavor, giving them freedom of choice in their work to build and develop
their emotional sense of self. The learning environment should also provide students
with ways of contributing to others and the greater good such as giving them
opportunities to be of service. Finally, important social and emotional skills and lessons
PREVENTION OF BULLYING 113
such as values can be taught through integrated curriculum (Inlay, 2003). Building up
students as a whole creates strong characters that contribute to an anti-bullying climate.
Relatedly, social and emotional learning should be used to create a community of
belonging and connection within each classroom and school in general (Schaps, 2009).
The potential for bullying diffuses when students feel like they belong to the group and
are connected to the others within their community. One way to create this community is
through the facilitation of high quality relationships. Teachers should facilitate quality
relationships between themselves and their students and among all of the students.
Warm, nurturing relationships between teacher and students sets a tone for the overall
community. Additionally, collaboration in the classroom should be used to create
opportunities for students to interact and communicate with one another. Another
approach to creating a strong sense of community is utilizing the environment in different
ways such as having school-wide events in which all of the stakeholders can participate
together. Lastly, history lessons that teach the interconnectedness of humans and our
similarities can help students recognize themselves in others and open them up to further
bonding (NAMTA, 2012). The community acts as a protective agent in the prevention of
bullying.
To enhance student development within their cooperative community,
administrators should utilize approaches that can be enacted across the school as a whole
and continue from school year to school year. Teachers within one school community
that have similar philosophies and trainings are a benefit to the students in consistency of
messaging, expectations and routines, as they are promoted from one grade to another.
Additionally multi-age classrooms were found to provide students with various benefits.
PREVENTION OF BULLYING 114
The multi-age classroom allows students to remain in a consistent environment over a
longer period of time than the traditional ten-month school year providing stability of
relationships and a stronger sense of self within a community (Pratt, 1986). This type of
arrangement also allows students to have models to follow while eventually enabling
them to become the models themselves over the course of time. The multi-age classroom
should be considered as an option in traditional schools.
Applying the aforementioned approaches to build student development, the school
and classroom community and to do it consistently over time should promote a positive,
anti-bullying climate. This climate can in turn influence those within it in healthy ways.
Thus, the cycle of influence within the school ecology can continue to help students
develop their sense of self and encourage quality relationships among all of the
stakeholders promoting an anti-bullying climate.
Recommendations for Future Studies
This study demonstrated one schools’ use of systems and structures as promising
practices in the prevention of bullying. Although this data was illuminating, it was not
comprehensive or broad enough to generalize overall and it brought up further questions
for research. Therefore, recommendations for further studies are outlined in this section.
The elementary school participating in this study has a preschool that students
usually attend before their time in elementary and a junior high and high school
associated with it that almost 100% of students matriculate to afterward. Therefore, the
student population of this school is very stable and does not see many students enter or
leave midway through the elementary years. These students have had consistent
messaging, routines and expectations since preschool. An examination of a school with a
PREVENTION OF BULLYING 115
more transient population and one that was elementary only would be important to see if
social and emotional learning could be as impactful upon the climate of the school in this
type of situation. It is further recommended that a public Montessori be examined, as this
study looked at only a private school.
Relatedly, it would be beneficial to conduct a longitudinal study on the same
population of students from this study as they move beyond elementary school into
secondary education. The students from the school in this study generally matriculate to
the same junior high and high school. Limiting this study to elementary students
provided rich data collection and analysis but moving beyond looking at students in these
young years into adolescence would provide additional evidence of how social and
emotional learning can be used to create anti-bullying climates for older students.
Additionally, this study found teachers to be well versed in the understanding of
child development because it was part of their training. It would be instructive to
examine teachers’ levels of knowledge of child development to see if it has an impact on
how they create climate. Therefore, it is recommended that teachers’ knowledge of child
development be studied in conjunction with how they create a classroom climate.
Finally, in this study, only adults within the school were interviewed. Students
were not included. It would be useful to gather students’ input and perceptions regarding
factors they believe contribute to and promote an anti-bullying climate. Research
examining approaches that students believe to be beneficial in preventing bullying could
offer the most significant results and provide guidance to teachers and administrators
from students’ own voices.

PREVENTION OF BULLYING 116
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PREVENTION OF BULLYING 124
Appendix A
Interview Protocol
1. Tell me about you and how you came to be a teacher/administrator here.
2. How do you feel about the culture/climate of your school?
3. What role does social and emotional learning play in your climate?
4. What are your beliefs about social and emotional learning and anti-bullying?
5. How do you integrate social and emotional learning…
a. Into the curriculum?
b. Into day-to-day activities?
6. How does your physical environment affect or promote an anti-bullying climate?
7. Tell me about the issue of bullying at your school.
8. What is the process that occurs when there is a bullying incident?
9. What type of training is provided to the staff to identify and prevent bullying?
a. How prepared does your staff feel in relation to bullying?
b. How prepared do you feel to handle bullying?
10. How are teachers, staff and administrators involved in anti-bullying efforts?
11. How are students involved in anti-bullying efforts?
a. Tell me what is being done to help students feel more connected to your
institution.
12. In your opinion, what are some of the most important components that you use to
foster an anti-bullying climate in your school/classroom?
13. What data do you use to evaluate your school’s anti-bullying efforts?
a. How is that data used to sustain and improve the efforts?

PREVENTION OF BULLYING 125
Appendix B
Observation Protocol

School Name: _______________________________________ Date: _______________

Type of Observation:
_____________________________________________________

Participants: ______________________________ Materials: ____________________________

Researcher: ________________________________________________________

Time Started: ____________ Time Ended: ____________ Total Time: ___________

Environment
What are you looking for? Notes
Location:

What does the environment look like?

Physical setup:

How are the participants grouped?

Who is leading?
What is the agenda?

PREVENTION OF BULLYING 126

Interactions
What are you looking for? Notes
Context:

Noteworthy interactions:
Teacher to Student

Student to Student

Engagement of participants:

Overall tone:

Abstract (if available)

Abstract This study applies Bronfenbrenner’s ecological framework as a theoretical lens in looking at using social and emotional learning in the prevention of bullying. The purpose of this study was to determine what systems and structures were perceived to make a positive difference in creating an anti‐bullying climate. Additionally, this study sought to determine how those systems and structures were implemented and sustained. Taking a case study approach, a small, private school of approximately 360 students was used in this qualitative research. Utilizing interviews, observations and artifact review data were triangulated and interpreted for analysis. Findings for this study indicate that applying a whole school approach emphasizing continuity, creating a community of belonging and connection, and focusing on the development of the whole child contributes to creating and sustaining an anti‐bullying climate. Additionally, developing social and emotional skills through integrated curriculum, the learning environment, and the teacher as facilitator contribute to a healthy climate that resists bullying. As this study suggests social and emotional learning can positively affect classroom and school climates.

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Asset Metadata

Creator Pagel, Erin (author)

Core Title Promising practices in the prevention of bullying: using social and emotional skills to prevent bullying

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 07/18/2014

Defense Date 03/17/2014

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag bullying prevention,Montessori,OAI-PMH Harvest,social and emotional skills

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Stowe, Kathy (committee chair), Ahmadi, Shafiqa (committee member)

Creator Email pagel@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-445872

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