Success Story:
Upstander Power
Brian Dublirer, Counselor, and Students
Clark Elementary School
Charlottesville, VA
We recently spoke with Brian Dublirer, counselor at Clark Elementary School in Charlottesville, VA, and four of his students. They told us about how they made the STEPS TO RESPECT program live and breathe as an integral part of their school culture.
What the Kids Thought of the Word "Bystander"
Brian: "When we were talking about it in the classrooms, some of the kids were saying they didn't like the word "bystander," because they said, 'That means standing by. We don't want to stand by. We want to do something.'"
How the Kids Came up with an Alternative
Brian: "So I said, 'Okay, why don't we have a little contest for a word that would take the place of "bystander" once you did something?' A lot of the kids submitted words—we had 40 entries, at least. And 'upstander' just stood out to me."
How They Spread the "Upstander" Word
Brian: "We had the [STEPS TO RESPECT] poster that said 'bystander power,' and we just changed the name, and now it says 'upstander power'. And our art teacher helped the students design their own 'upstander power' posters, which we've hung all around the building. Also, we had an assembly on the theme of responsibility, where the students learned that being an upstander is a great way to be responsible."
The Upstander Effect on Clark Elementary
Brian: "That word has really caught on in the students' language and replaced bystander completely. So everyone really talks about being an upstander."
Being an Upstander
Third-grader Kyara: "It makes other people feel a lot safer in school when people stand up for them and there's not as many bullies."
Giving Kids Confidence in the Program
Brian: "I asked all the teachers to be present during the lesson. They really liked it. Several teachers became actively involved in the discussions, which legitimized the whole thing with the kids."
Extending Learning Outside the Classroom
Brian: "Giving them the language, that was the big thing. That's really where the transfer comes in: When you have the staff and students using a common language, everyone knows what you mean. And that's very helpful to the kids."
Interviewed by Allison Schumacher
Assistant Editor
Committee for Children