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

Bullying Victimization and School-wide Discipline: Their Relations to School Climate. Chunyan Yang George Bear Debby Boyer Sarah Hearn .

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

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  1. Bullying Victimization and School-wide Discipline: Their Relations to School Climate Chunyan YangGeorge Bear Debby Boyer Sarah Hearn NASP, 2/19/14

  2. The Delaware Positive Behavior Support Project (DE-PBS) is a collaboration between the DE Department of Education, the University of Delaware’s Center for Disabilities Studies, and Delaware Public Schools. NASP, 2/19/14

  3. Overview • Present the Delaware School Climate Survey (includes measure of bullying) and how it is used in over 70% of schools in DE to improve school climate and bullying prevention. • Report results of recent study of the effects of school climate and disciplinary techniques on bullying victimization, and how effects varied depending on type the of bullying victimization, the disciplinary technique emphasized in the school, and the dimension of school climate, as well as on individual student characteristics (i.e., race/ethnicity, gender, grade level). • Discuss practical implications of the our findings for improving school climate and preventing bullying, including what we’re doing in Delaware schools. NASP, 2/19/14

  4. Why is school climate important overall? School Climate is linked to a wide range of academic, behavioral, and socio-emotional outcomes for students: • Academic achievement • Student academic, social, and personal attitudes and motives • Delinquency • Behavior problems NASP, 2/19/14

  5. Why is School Climate important to Bully Prevention? Problematic school climate contributes to negative outcomes including: • Bullying victimization • Attendance and school avoidance • Depression and self-esteem NASP, 2/19/14

  6. Part I: School ClimateItem Examples Teacher-Student Relations • “Teachers care about their students.” Student-Student Relations • “Students are friendly with each other.” Respect for Diversity • “Students respect those of other races.” Student Engagement School-wide • “Most students try their best.” Clarity of Expectations • “Students know what the rules are.” NASP, 2/19/14

  7. Part I: School Climate Item Examples (continued) Fairness of Rules • “The school rules are fair.” School Safety • “This school is safe.” Bullying School-wide • “Students threaten and bully others in this school” Teacher-Home Communications • “Teachers listen to the concerns of parents.” Teacher-Staff Relations • “Teachers work well together in this school.” Satisfaction with School • “I like this school.” NASP, 2/19/14

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  9. Part II: Techniques Item Examples Use of Positive Techniques • “Students are praised often.” • “Classes get rewards for good behavior.” Use of Punitive Techniques • “Students are punished a lot.” • “Students are often sent out of class for breaking rules.” Use of Social Emotional Learning (SEL) Techniques • “Students are taught to feel responsible for how they act.” • “Students are taught to understand how others think and feel.” NASP, 2/19/14

  10. Part III: Bullying Item Examples Bully Victimization • Verbal Bullying • “A student said mean things to me.” • Physical Bullying • “I was pushed or shoved on purpose.” • Social/Relational Bullying • “A student told/got others to not like me.” • Cyberbullying (grades 6-12) • “A student sentme a mean or hurtful message about me using email, text messaging, instant messaging, or similar electronic messaging.” NASP, 2/19/14

  11. Part IV: Engagement Item Examples Student Engagement • Cognitive and Behavioral Engagement • “I pay attention in class.” • “I try my best in school.” • Emotional Engagement • “I feel happy in school.” • “My school is a fun place to be.” NASP, 2/19/14

  12. School Climate Surveys Process • Supported by Delaware DOE and managed by the Delaware Positive Behavior Support (DE-PBS) Project staff • Free to all public schools – not just DE-PBS schools • Optional but required by some districts • Completed by students, teachers, and parents • Students in grades 3-12 • Via either computer or Scantron paper form • Individual School Reports developed • Score interpretation workshops provided • Including Guidelines and Worksheets NASP, 2/19/14

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  14. Climate Surveys: School Climate Reliability (alpha coefficients)

  15. Climate Surveys: Techniques Reliability (alpha coefficients) NASP, 2/19/14

  16. Climate Surveys: Engagement & Bullying Reliability (alpha coefficients) NASP, 2/19/14

  17. New This Year: Two Lie Items Lie Items: • “I am telling the truth in this survey.” • “I answered all items truthfully on this survey.” Results: • 7.5% (2,637) disagreed to 1 of 2 items and thus were deleted. • (Additional 1% dropped due to incomplete responses.) • “Liars” scored significantly lower, BUT their removal had very little impact on overall scores (about 1 tenth of a point) NASP, 2/19/14

  18. How do school climate scores relate to other measures? • Caution: Correlation does not mean causation.  Direction of influence is likely to be bidirectional. NASP, 2/19/14

  19. Evidence of Concurrent Validity Student Survey and School-level Data

  20. Evidence of Concurrent Validity Student Survey and School-level Data

  21. Evidence of Concurrent Validity Student Survey: Positive, Punitive, SEL Techniques NASP, 2/19/14

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  24. Recent Study, Using Multi-level Analyses • Q1: How do school climate factors and other individual demographic characteristics influence bullying victimization? • Q2: How do school disciplinary techniques influence bullying victimization at the school level? • Q3: How does school-level school disciplinary techniques moderate the association between school climate factors and bullying victimization? NASP, 2/19/14

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  26. School Climate and School Discipline:Their Relations to Bullying Victimization • Individual-level Predictors • 6 domains of student perception of school climate • Gender, Race and Grade Levels • School-level predictors and moderators (aggregated) • Positive disciplinary techniques (rewards and praise) • Punitive disciplinary techniques • SEL disciplinary techniques NASP, 2/19/14

  27. School Climate and School Discipline:Their Relations to Bullying Victimization Outcome Variables: • Bullying Victimization • Physical Bullying Victimization • Verbal Bullying Victimization • Social/Relational Bullying Victimization NASP, 2/19/14

  28. School Climate and School Discipline:Their Relations to Bullying Victimization • School Climate Domains • T-S Relations • S-S Relations • Fairness of School Rules • Clarity of Expectation • School Safety • Respect for Diversity Predictors Predictors & Moderators • Disciplinary Techniques • Positive • Punitive • Social-emotional Learning Outcome Bullying Victimization NASP, 2/19/14

  29. Results: Multilevel regression analysis of bullying victimization

  30. Results: Moderation analysis of bullying victimization

  31. Results: Moderation analysis of bullying victimization NASP, 2/19/14

  32. Effects of School-wide Disciplinary Techniques on School Climate • Varied depending on grade level and technique type • After controlling for individual characteristics and school level effects: • School climate was positively predicted by SEL techniques in elementary, middle school, and high school. • Use of positive techniques (rewards/praise) did not predict school climate. NASP, 2/19/14

  33. Implications of findings for improving school climate and preventing bullying.What we’re doing in Delaware schoolsto address critical areas. NASP, 2/19/14

  34. School Climate’s Relationship with Bullying (and Self-Discipline) is RECIPROCAL Thus, improving school climate is likely to reduce bullying and develop self-discipline, and vice versa. NASP, 2/19/14

  35. Focus on School Climate “Given the overwhelming evidence that school climate is a critical factor for increased (or decreased) levels of bullying, all school personnel should be aware of elements that contribute to a positive school climate.” (Swearer, et al., 2012, p. 184) NASP, 2/19/14

  36. School Climate Very similar factors influence, and are influenced by, school discipline (including self-discipline) and school climate. Research shows many of the same strategies influence both school discipline and school climate, and they are reciprocally related. Bullying Prevention Same strategies for improving school discipline (including self-discipline) and school climate apply to preventing bullying. NASP, 2/19/14

  37. Preventing BullyingWhere to start? 1st step “Assess school prevention and intervention efforts around student behavior, including substance use and violence. You may be able to build upon them or integrate bullying prevention strategies. Many programs help address the same protective and risk factors that bullying programs do.” From: www.stopbullying.gov NASP, 2/19/14

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  39. What does the research say regarding integrating the two approaches, providing a more comprehensive approach? • Best for achieving compliance • Best for promoting self-discipline and resilience • Best for effective prevention and correction • Best for school climate • Best for preventing bullying NASP, 2/19/14

  40. How do we measure school climate, and the research-supported practices for achieving a positive school climatein schools? • Multi-component Evaluation Process • DE School Climate Survey: Student, Teacher/Staff, and Home • DE-PBS Key Features Evaluation • DE Assessment of Strengths and Needs for Positive Behavior Support (DASNPBS) NASP, 2/19/14

  41. DSCS Interpretation & Planning • Identify overall strengths & concerns by examining subscale scores • By Race • By Gender • By Grade • Identify specific items influencing high or low subscale scores • By Race • By Gender • By Grade NASP, 2/19/14

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  43. Evaluation Process • On-site Evaluation (approx. 3-4 hours) • Sources of Information: • Interviews with administrator, DE-PBS team leader, teachers/staff, students • Review of documents • School-wide observations • Existing data: School Climate Surveys, DASNPBS, Office Discipline Referrals (ODR) NASP, 2/19/14

  44. Rubric 2: Prevention - Implementing School-wide & Classroom Systems • School expectations are taught and the school has a set of teaching materials to be used where needed (ie, where behavior problems are common, where expectations were not clearly taught) • Source: Documentation & Team Leader Interview NASP, 2/19/14

  45. 10 Evidence-based Strategies for Preventing Behavior Problems (and promoting a positive school climate) as found on the Strengths and Needs Assessment(DASNPBS) 1.1 Caring and supportive adult-student relationships. Adults demonstrate warmth, respect, support, and caring toward all students (irrespective of gender, race, ethnicity, socioeconomic background, disabilities, previous history of behavior). Every student has a supportive relationship with at least one adult at school. I.2 Authoritative approach to prevention and correction. I.3 High expectations for all. I.4 Positive behavioral expectations and clear and fair rules pertaining to bullying. NASP, 2/19/14

  46. I.5 Positive behavior expectations related to bullying are taught. I.6 Recognition of desired behaviors. I.7 Procedures and routines I.8 Monitoring and supervision. I.9 Motivating instruction and curriculum. I.10Home communication and collaboration. Emphasis was on Supportive Relationships NASP, 2/19/14

  47. How do we measure use of disciplinary techniques, and use data to guide practices? • DE School Climate Survey: Studentand Teacher/Staff(not Home) • DE-PBS Key Features Evaluation • Disciplinary Techniques • Positive • Punitive • Social-emotional Learning NASP, 2/19/14

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