Abstract
This article makes the case for shifting the national focus from bullying prevention to the systemic integration of evidence-based practices of social and emotional learning (SEL) into US school programs and policies. Several meta-analyses demonstrate that SEL is a promising approach for reducing a range of disruptive behaviors in schools. The data also show that SEL enhances school engagement and climate, interpersonal relationships, well-being, and academic achievement. We critically analyze existing approaches to bullying prevention in the USA and, from a bioecological perspective, describe their limitations, in addition to the importance of emotions in the organization of children’s development. We discuss why schools should address the social and emotional development of children and adults in order to decrease harmful behaviors, form positive relationships, support psychological health, and offer more effective education. The bioecological perspective provides a framework for successfully integrating whole-school, evidence-based approaches to SEL, including statewide adoption of SEL standards and increased focus on school climate.
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Notes
Bullying is a repetitious, intentionally aggressive pattern of behavior involving a power imbalance. It may inflict physical, psychological, social, or educational harm. It can be physical or verbal and may occur face-to-face or via technology (Gladden et al. 2014).
The most recent survey by the U.S. Department of Education (Lessne and Yanez 2016) showed a decrease in overall bullying, but middle school rates stayed the same. Other negative indicators such as verbal abuse of teachers, sexual harassment, and student fear decreased slightly.
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The authors wish to thank Katherine Kimura for her research assistance on this article.
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Divecha, D., Brackett, M. Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective. Int Journal of Bullying Prevention 2, 93–113 (2020). https://doi.org/10.1007/s42380-019-00019-5
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DOI: https://doi.org/10.1007/s42380-019-00019-5