Since a report issued by the United States Secret Service last May tied bullying to many school shootings, several states have moved to pass laws requiring that schools develop policies against bullying. But the success of anti-bullying programs and legislation requires more than a mandate by lawmakers. Success requires leadership to change attitudes about bullying from the top down; starting with a district’s superintendent and trickling down to each principal, and every teacher.

While Steven Fish served as superintendent of the West Covina School District (Calif.), he received state and federal money for school violence prevention. Instead of purchasing electronic monitoring equipment for just one high school, he chose to spend the money in a way that would ensure every student within his district would receive long-term benefits. He used the grant money to purchase the Second Step curriculum for virtually every teacher at every school in the district.

The Second Step curriculum, developed by the Committee for Children in Seattle, Wash., provides user-friendly social skills lessons for children in preschool through grade 9. In addition to Second Step, Superintendent Fish also purchased the Steps to Respect anti-bullying curriculum designed for children in grades three through six. Finally, Fish hired Dr. Judy McBride as a consultant to assist each school implement its program and to provide support to teachers, principals and parents.

The Second Step curriculum teaches children empathy, impulse control and anger management using 11 x 17 lesson cards. Each card has a photo on one side, and the teacher’s instructions clearly out lined on the

The teaching staff of Merced Elem., West Covina, CA. Principal Marge Miller (second from right), Judy McBride (third from right)

reverse. Each explains the concept to be addressed by the lesson, the objectives, materials needed, notes to the teacher and a story and discussion to accompany the picture. There are also suggestions for activities such as role-playing, a favorite among the students, and wrap-ups which reinforce the goals and objectives of the lesson. Each lesson, McBride explains, is beautifully photographed, gender and racially diverse, and depicts children of ages consistent with the students’ grade level.

One lesson card that teaches empathy shows a young Asian American boy sitting close to his grandfather with his arms crossed, his body slumped over slightly, and his lips curled down and twisted with sadness. First graders would listen to the story that accompanies the picture and learn to identify other's emotions based upon body language and facial expressions.

“Because it’s so user-friendly,” McBride says, “a teacher can open the box and use it effectively.” However, McBride notes, having a someone to provide assistance helps give teachers the courage to open the box and model the behaviors. With 25 years as a school psychologist, McBride has been using the Second Step program, which has been designated as an “Exemplary Program” by the Department of Education’s Safe and Drug-Free Schools, almost since its introduction.

Steps to Respect teaches youth a common definition of bullying, how to recognize the differences between bullying and other behaviors, such as arguments; how to refuse it, when to report it and how. The program involves “coaching” students in order to change the whole school’s climate toward bullying.

Now in the third year of implementation anti-bullying curricula at West Covina's Merced Elementary, Principal Marge Miller says there has been approximately a 30 percent reduction in suspensions at the elementary level within the district. But the qualitative changes have been even more remarkable.

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