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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10, 187–213.
Altschuld, J. W., Kumar, D. D., Smith, D. W., & Goodway, J. D. (1999). School-based educational innovations: Case illustrations of context sensitive evaluations. Family and Community Health, 22, 66–79.
Barry, M. M., Domitrovich C., & Lara M. A., (2005). The implementation of mental health promotion programmes. Promotion and Education (supplement 2):30–36.
Botvin, G. J. (2004). Advancing prevention science and practice: Challenges, critical issues, and future directions. Prevention Science, 5, 69–72. doi:10.1023/B:PREV.0000013984.83251.8b.
Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2011). Outcomes of a randomized controlled trial of Steps to Respect: A Bullying Prevention Program. School Psychology Review, 40, 423–443.
Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 30, 40. doi:10.1186/1748-5908-2-40.
Christle, C., Nelson, M., & Jolivette, K. (2004). School characteristics related to the use of suspension. Education and the Treatment of Children, 27, 509–526.
Committee for Children. (2005). Steps to Respect: A Bullying Prevention Program. Seattle, WA.
Csuti, N. (2008). The Colorado Trust Bullying Prevention Initiative Staff Survey. Retrieved from: http://www.thecoloradotrust.org/repository/initiatives/pdfs/BPI/Evaluations/BPI%20Staff%20Survey.pdf.
Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18, 23–45.
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. doi:10.1007/s10464-008-9165-0.
Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. (2003). A Review of Research on Fidelity of Implementation: Implications for Drug Abuse Prevention in School Settings. Frey, Health Education Research, 18, 237–256. doi:10.1093/her/18.2.237.
Dusenbury, L., Brannigan, R., Hansen, W. B., Walsh, J., & Falco, M. (2005). Quality of implementation: Developing measures crucial to understanding the diffusion of preventive interventions. Health Education Research, 20, 308–313. doi:10.1093/her/cyg134.
Fagan, A. A., & Mihalic, S. F. (2003). Strategies for enhancing the adoption of school-based prevention programs: Lessons learned from the Blueprints for Violence Prevention Replications of the Life Skills Training Program. Journal of Community Psychology, 31, 235–253. doi:10.1002/jcop.10045.
Farrington, D. P., & Ttofi, M. M. (2009). Campbell Systematic Reviews: School-based programs to reduce bullying and victimization. Retrieved from: www.campbellcollaboration.org/lib/download/718/. doi: 10.4073/csr.2009.6.
Fredericks, J. A., Blumenfeld, P. C., & Alison, H. P. (2004). School Engagement: Potentials of the Concept, State of the Evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059.
Giles, S., Jackson-Newsom, J., Pankratz, M., Hansen, W., Ringwalt, C., & Dusenbury, L. (2008). Measuring quality of delivery in a substance use prevention program. Journal of Primary Prevention, 29, 489–501. doi:10.1007/s10935-008-0155-7.
Gottfredson, D. C. (2001). Schools and Delinquency. New York: Cambridge University Press.
Grossman D.C., Neckerman H.J., Koepsell T.D., et al. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. JAMA, 277, 1605–1611
Harachi, T. W., Abbot, R. D., Catalano, R. F., Haggerty, K. P., & Fleming, C. B. (1999). Opening the black box: Using process evaluation measures to assess implementation and theory building. American Journal of Community Psychology, 27, 711–731. doi:10.1007/s10935-008-0155-7.
Hess, R. S., & Copeland, E. P. (2001). Students’ stress, coping strategies, and school completion: A longitudinal perspective. School Psychology Quarterly, 16, 389–405.
Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the Steps to Respect program. School Psychology Review, 36, 3–21.
Laub, J. H., & Lauritsen, J. L. (1998). The interdependence of school violence with neighborhood and family conditions. In D. S. Elliott, B. A. Hamburg, & K. R. Williams (Eds.), Violence in American Schools (pp. 127–155). London: Cambridge University Press3.
Lee, V. E., & Smith, J. B. (1993). Effects of school restructuring on the achievement and engagement of middle grade students. Sociology of Education, 66, 164–187.
Lee, V. E., & Smith, J. B. (1994). High school restructuring and student achievement: A new study finds strong links. Issues in Restructuring Schools (Report No. 7). Madison: University of Wisconsin-Madison, Center on Organization and Restructuring of Schools.
Maguin, E., & Loeber, R. (1996). Academic performance and delinquency. Crime and Justice: A Review of Research, 20, 145–264.
Marks, H. M. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years. American Education Research Journal, 37, 153–184. doi:10.3102/00028312037001153.
Martens, M., van Assema, P., Paulussen, T., Schaalma, H., & Brug, J. (2006). Krachtvoer: Process evaluation of a Dutch programme for lower vocational schools to promote healthful diet. Health Education Research, 21, 695–704. doi:10.1093/her/cyl082.
Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42. doi:10.1037/1045-3830.23.1.26.
Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression. Hillsdale, NJ: Erlbaum.
Olweus, D. (2004). The Olweus Bullying Prevention Programme: Design and implementation issues and a new national initiative in Norway. In P. K. Smith, D. Pepler, & K. Rigby (Eds.), Bullying in schools: How successful can interventions be? (pp. 13–36). Cambridge: Cambridge University Press.
Ozer, E. (2006). Contextual Effects in school-based violence prevention programs: A conceptual framework and empirical review. The Journal of Primary Prevention, 27, 315–340. doi:10.1007/s10935-006-0036-x.
Payne, A., Gottfredson, D., & Gottfredson, G. (2006). School predictors of the intensity of implementation of school-based prevention programs: Results from a national study. Prevention Science, 7, 225–237. doi:10.1007/s11121-006-0029-2.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
Ringwalt, C. L., Pankratz, M. M., Gottfredson, N., Jackson-Newsom, J., Dusenbury, L., Giles, S. M., Curry, D., & Hansen, W. (2009). The effects of students’ curriculum engagement, attitudes towards their teachers, and perception of their teachers’ skills on school-based prevention curriculum outcomes. Journal of Drug Education, 39, 223–237. doi:10.2190/DE.39.3.a.
Rohrbach, L. A., Gunning, M., Sun, P., & Sussman, S. (2010). The Project Towards No Drug Abuse (TND) dissemination trial: Implementation fidelity and immediate outcomes. Prevention Science, 11, 77–88. doi:10.1007/s11121-009-0151-z.
Ryan, W., & Smith, J. D. (2009). Antibullying programs in schools: How effective are evaluation practices? Prevention Science, 10, 248–259. doi:10.1007/s11121-009-0128-y.
Salmivalli, C., Kaukianinen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75, 465–487. doi:10.1348/000709905X26011.
Shediac-Rizkallah, M. C., & Bone, L. R. (1998). Planning for the sustainability of community-based health programs: Conceptual frameworks and future directions for research, practice and policy. Health Education Research, 13, 87–108.
Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33, 547–560.
Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 39, 38–47. doi:10.3102/0013189X09357622.
Thaker S., Steckler A., Sánchez V., et al. (2008). Program characteristics and organizational factors affecting the implementation of a school-based indicated prevention program. Health Education Research, 23, 238–248.
Wandersman, A. (2003). Community science: Bridging the gap between science and practice with community-centered models. American Journal of Community Psychology, 31, 227–242.
Yazzie-Mintz, E. (2007). Engaging the voices of students: A report on the 2006 High School Survey of Student Engagement. Retrieved from http://www.indiana.edu/∼ceep/hssse/images/HSSSE_2009_Report.pdf
Acknowledgments
This research was supported by a grant from the Raynier Foundation. Portions of this study were presented at the 4th Annual NIH Conference on the Science of Dissemination and Implementation: Policy and Practice; Washington DC, March 21, 2011. We gratefully acknowledge the community prevention coordinators, principals, teachers, students, and parents of students in participating California elementary schools. We thank Sherry Burke and the staff of the Committee for Children; and Kate Fernandez, Koren Hanson, Amy Haslund, and the staff of the Survey Research Division at the Social Development Research Group, School of Social Work, University of Washington, for their hard work and support. We also thank Abby Fagan for her scholarly guidance on the project.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Low, S., Van Ryzin, M.J., Brown, E.C. et al. Engagement Matters: Lessons from Assessing Classroom Implementation of Steps to Respect: A Bullying Prevention Program Over a One-year Period. Prev Sci 15, 165–176 (2014). https://doi.org/10.1007/s11121-012-0359-1
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11121-012-0359-1