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Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one-year period.
Prev Sci. 2014 Apr; 15(2):165-176.PS

Abstract

Steps to Respect: A Bullying Prevention Program (STR) relies on a social-ecological model of prevention to increase school staff awareness and responsiveness, foster socially responsible beliefs among students, and teach social-emotional skills to students to reduce bullying behavior. As part of a school-randomized controlled trial of STR, we examined predictors and outcomes associated with classroom curriculum implementation in intervention schools. Data on classroom implementation (adherence and engagement) were collected from a sample of teachers using a weekly on-line Teacher Implementation Checklist system. Pre-post data related to school bullying-related outcomes were collected from 1,424 students and archival school demographic data were obtained from the National Center for Education Statistics. Results of multilevel analyses indicated that higher levels of program engagement were influenced by school-level percentage of students receiving free/reduced lunch, as well as classroom-level climate indicators. Results also suggest that higher levels of program engagement were related to lower levels of school bullying problems, enhanced school climate and attitudes less supportive of bullying. Predictors and outcomes related to program fidelity (i.e., adherence) were largely nonsignificant. Results suggest that student engagement is a key element of program impact, though implementation is influenced by both school-level demographics and classroom contexts.

Authors+Show Affiliations

T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA. sabina.low@asu.edu.Wichita State, Wichita, USA.Social Development Research Group, University of Washington, Seattle, WA, USA.Committee for Children, Seattle, WA, USA.Social Development Research Group, University of Washington, Seattle, WA, USA.

Pub Type(s)

Journal Article
Randomized Controlled Trial
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

23456311

Citation

Low, Sabina, et al. "Engagement Matters: Lessons From Assessing Classroom Implementation of Steps to Respect: a Bullying Prevention Program Over a One-year Period." Prevention Science : the Official Journal of the Society for Prevention Research, vol. 15, no. 2, 2014, pp. 165-176.
Low S, Van Ryzin MJ, Brown EC, et al. Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one-year period. Prev Sci. 2014;15(2):165-176.
Low, S., Van Ryzin, M. J., Brown, E. C., Smith, B. H., & Haggerty, K. P. (2014). Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one-year period. Prevention Science : the Official Journal of the Society for Prevention Research, 15(2), 165-176. https://doi.org/10.1007/s11121-012-0359-1
Low S, et al. Engagement Matters: Lessons From Assessing Classroom Implementation of Steps to Respect: a Bullying Prevention Program Over a One-year Period. Prev Sci. 2014;15(2):165-176. PubMed PMID: 23456311.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Engagement matters: lessons from assessing classroom implementation of steps to respect: a bullying prevention program over a one-year period. AU - Low,Sabina, AU - Van Ryzin,Mark J, AU - Brown,Eric C, AU - Smith,Brian H, AU - Haggerty,Kevin P, PY - 2013/3/5/entrez PY - 2013/3/5/pubmed PY - 2015/8/11/medline SP - 165 EP - 176 JF - Prevention science : the official journal of the Society for Prevention Research JO - Prev Sci VL - 15 IS - 2 N2 - Steps to Respect: A Bullying Prevention Program (STR) relies on a social-ecological model of prevention to increase school staff awareness and responsiveness, foster socially responsible beliefs among students, and teach social-emotional skills to students to reduce bullying behavior. As part of a school-randomized controlled trial of STR, we examined predictors and outcomes associated with classroom curriculum implementation in intervention schools. Data on classroom implementation (adherence and engagement) were collected from a sample of teachers using a weekly on-line Teacher Implementation Checklist system. Pre-post data related to school bullying-related outcomes were collected from 1,424 students and archival school demographic data were obtained from the National Center for Education Statistics. Results of multilevel analyses indicated that higher levels of program engagement were influenced by school-level percentage of students receiving free/reduced lunch, as well as classroom-level climate indicators. Results also suggest that higher levels of program engagement were related to lower levels of school bullying problems, enhanced school climate and attitudes less supportive of bullying. Predictors and outcomes related to program fidelity (i.e., adherence) were largely nonsignificant. Results suggest that student engagement is a key element of program impact, though implementation is influenced by both school-level demographics and classroom contexts. SN - 1573-6695 UR - https://www.unboundmedicine.com/medline/citation/23456311/Engagement_matters:_lessons_from_assessing_classroom_implementation_of_steps_to_respect:_a_bullying_prevention_program_over_a_one_year_period_ L2 - https://doi.org/10.1007/s11121-012-0359-1 DB - PRIME DP - Unbound Medicine ER -