Reduce Bullying by Improving Classroom Climate

Bullying takes many forms, including intimidation in classrooms by peers, or at times, by teachers. Intentional or not, when students don't feel safe to participate in the classroom, their learning is severely impaired. Even the most stellar curriculum cannot get through when students are worried about negative reactions when they participate in class.

Red Bank (NJ) Middle School, grades 4-8, took an evidence-based list of positive contributors to classroom climates (from Ed Dunkelblau's 2009 Laminated SECD Resource Guide, available at National Professional Resources) and used it to create their own unique approach to improving the climate of their classrooms for caring, respect, and learning.

Here is what they did, adapted for your potential use:

Creating Relationship-Centered Classrooms and Schools

The following is a condensed list obtained from the SECD Laminated Guide. If teachers systematically implement one of the items from the list below, it will significantly increase students' success with Social and Emotional Character Development (SECD). In preparation for follow-up and discussion at our Grade Level meeting at the end of the third marking period (MP 3), each grade level team will collaboratively decide which 3 focus areas they will reinforce based on the schedule provided below.

Each Grade Level Team 4-8 (Special Ed will follow their Common Planning Time group), Special Area Team, and Bilingual/ESL Team will identify three focus areas that they will implement in their classrooms through the end of the school year. Please work collaboratively during Common Planning Time and decide which focus areas you will identify as #1, 2, and 3. By the end of the third marking period, all teachers should have integrated three focus areas from the list below.

Each grade level, as a team, should pick which focus areas they will be introducing to their students, so that there is continuity and consistency within each grade level. Please email this completed form to the Principal by [insert date]. If you need assistance with implementation, please use your team members and the school SECD Coordinator as resources and sources of ideas.

Timeline of Implementation

How Might It Be Useful to You?

By using this gradual approach, along with conversations that emphasized the literature on the importance of a respectful, encouraging climate for reducing bullying and improving learning, Red Bank Middle School got all of their educational staff involved in creating more positive classroom climates. They credit this as working with other efforts in RBMS to significantly reduce bullying in their school.

Most important is to note that this approach conveys much respect to the professionals involved, allowing them latitude to identify what is most important to them, to work together as a team to afford continuity for the students, to have a gradual schedule for implementation, and to clearly know the implementation supports available.

See what you can adapt from this for your own bullying prevention efforts and let us know how it goes!