Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the 'Steps to Respect' Program

Miriam K. Hirschstein
Leihua Van Schoiack Edstrom, George Fox University
Karin S. Frey
Jennie L. Snell
Elizabeth P. MacKenzie

Originally published in School Psychology Review

DOI: 10.1080/02796015.2007.12087949


This study examined relationships between teacher implementation of a comprehensive bullying prevention program and student outcomes. Implementa-tion in third- through sixth-grade classrooms (N = 36) was measured by obser-vation and teacher report. Student outcomes were measured by student surveys and teacher ratings of peer social skills (N = 549) and observations of playground behaviors (n = 298). Multilevel modeling showed that teacher coaching of students involved in bullying was associated with less observed victimization and destructive bystander behavior among students engaged in these problems at pretest, and less observed aggression among fifth- and sixth-grade students. Support for skill generalization related to reductions in observed aggression and victimization among older students. Adherence to lessons was associated with higher ratings of peer social skills. Quality of lesson instruction corresponded to greater self-reported victimization, as well as more perceived difficulty respond-ing assertively to bullying. Implications for school-based practice and future research directions are discussed.