Coaching Teachers in Bullying Detection and Intervention

  • Catherine P. BradshawEmail author
  • Tracy E. Waasdorp
  • Elise T. Pas
  • Kristine E. Larson
  • Stacy R. Johnson


The classroom is a particularly important context for bullying prevention, as the vast majority of bullying occurs in this setting. Although nearly all states now require some type of mandated professional development for educators to address concerns related to bullying, research shows that teachers still struggle to detect bullying and rarely implement effective strategies to respond to bullying when it is detected. This chapter focuses on the importance of the classroom context in bullying prevention. We describe a novel approach to addressing bullying in the classroom through an adapted version of the Classroom Check-Up coaching model (Reinke et al. Motivational interviewing for effective classroom management: The classroom check-up. The Guilford Press, New York, 2011), which is combined with a mixed-reality simulator called TeachLivE© (Dieker et al. Focus on Exceptional Children 40(6), 1–20, 2008) to build teacher skills in preventing, detecting, and responding to bullying. Referred to as the Bullying Classroom Check-Up, the program aims to help teachers prevent bullying in the classroom and intervene effectively when it does occur. The current chapter summarizes qualitative data collected that informed the development of the model as well as preliminary quantitative data regarding feasibility and acceptability of the intervention.


Coaching teachers Classroom bullying Detection Intervention Classroom check-up Student behaviors 



Funding for the writing of this work and the research on the Bullying Classroom Check-Up come from the National Institute of Justice (grant number 2015-CK-BX-0008). The authors would like to acknowledge Drs. Wendy Reinke, Keith Herman, and Dana Marchese for providing consultation on the adaptation of the Classroom Check-Up and Dr. Lisa Dieker for consultation regarding the use of the TeachLivE© simulator.


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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Catherine P. Bradshaw
    • 1
    Email author
  • Tracy E. Waasdorp
    • 2
  • Elise T. Pas
    • 2
  • Kristine E. Larson
    • 2
  • Stacy R. Johnson
    • 2
  1. 1.Curry School of Education, University of VirginiaCharlottesvilleUSA
  2. 2.Bloomberg School of Public Health, Johns Hopkins UniversityBaltimoreUSA

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