Social-Emotional Learning Can Help Prevent Bullying

Research-based, schoolwide social-emotional learning (SEL) programs are foundational to preventing bullying.

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Every state works to protect students from bullying, yet bullying is pervasive and challenging to prevent.

Bullying is not merely:

  • Kids not getting along, kids being mean to one another, or even kids fighting with each other

Bullying is:

  • A perceived power imbalance coupled with unwanted aggressive peer behavior that happens or is likely to happen multiple times1

Bullying can cause physical, social, emotional, and academic harm to all those involved—not just the victim, but the perpetrator and bystanders as well.2

Effective bullying prevention is possible.

Schools can prevent bullying through anti-bullying programs in concert with SEL.3 In a bullying prevention strategy, schools can:

  • Train adults to foster a positive classroom environment and to be aware of and understand bullying behaviors, risk factors, and warning signs4
  • Foster safe, supportive, and inclusive environments5
  • Strengthen young people’s social-emotional skills, such as empathy, emotion management, and social problem-solving, often through a universal, school-based SEL program6,7
  • Connect youth to mentoring programs, after-school activities, and caring adults8

Including SEL in this strategy is vital.

SEL bolsters bullying prevention efforts because it:

  • Fosters positive classroom norms—which all kids in the classroom can promote—that discourage bullying9
  • Teaches relationship skills, including peer support, to protect against bullying10
  • Strengthens social problem-solving skills, which can helpprevent both bullying perpetration and victimization11
  • Supports emotion-regulation skills to reduce bullyingbehavior and victimization12
  • Cultivates empathy to reduce bullying behavior and increase bystander intervention13

Schools should not use zero-tolerance policies, which are ineffective and can exacerbate bullying.14 These policies can hinder student achievement and disproportionally impact marginalized student groups.15

A culture of inclusion is the best antidote to bullying. What is true of preventing in-person bullying is true of preventing cyberbullying.

How can norm-setting help reduce bullying?

Kids look to be accepted by their peers: if they get positive feedback and peer acceptance from bullying behaviors, that’s creating a norm. On an individual level, kids can be dissuaded from engaging in bullying behavior if they hold a negative attitude toward bullying; it’s important that anti-bullying beliefs be clearly expressed in the classroom, as kids are influenced by their peers and class climate.16

SEL in concert with schoolwide bullying prevention efforts is effective because it can bolster positive and respectful learning environments, thus influencing social norms in the school, and because it can address some of the complex social-emotional factors of bullying.17

Policy Recommendations

  • Create a framework for schools to provide periodic research-based training and education on bullying prevention for all adults that work with young people.
  • Create a framework for schools to provide periodic research-based bullying prevention programs and strategies for young people.
  • Replace zero-tolerance policies with equitable, evidence-based strategies that foster a school culture of safety, support, and inclusion.
  • Create a framework for schools to implement SEL as a schoolwide intervention that promotes and aligns with bullying prevention.
  • Provide sustainable and appropriate funding for SEL and bullying prevention efforts.
  • Establish mechanisms to continuously improve bullying prevention policies and practices.

References

  1. The Centers for Disease Control and Prevention. (2018). Preventing bullying. https://www.cdc.gov/violenceprevention/pdf/bullyingfactsheet508.pdf

    Ragozzino, K., & Utne O’Brien, M. (2009). Social and emotional learning and bullying prevention. CASEL. http://www.casel.org/wp-content/uploads/2016/01/3_SEL_and_Bullying_Prevention_2009.pdf

  2. The Centers for Disease Control and Prevention. (2018). Preventing bullying. https://www.cdc.gov/violenceprevention/pdf/bullyingfactsheet508.pdf
  3. Committee for Children. (2013). Bullying Prevention Unit Review of Research. https://assets.ctfassets

  4. Moore, M. (2000). Critical issues for teacher training to counter bullying and victimisation in Ireland. Aggressive Behavior, 26(1), 99–111. https://doi.org/10.1002/(SICI)1098-2337(2000)26:1<99::AIDAB8>3.0.CO;2-W

    Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics and Adolescent Medicine, 161(1), 78–88. https://doi.org/10.1001/archpedi.161.1.78

  5. The Centers for Disease Control and Prevention. (2018). Preventing bullying. https://www.cdc.gov/violenceprevention/pdf/bullyingfactsheet508.pdf
  6. The Centers for Disease Control and Prevention. (2018). Preventing bullying. https://www.cdc.gov/violenceprevention/pdf/bullyingfactsheet508.pdf
  7. Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice, 52(4), 280–287. https://doi.org/10.1080/00405841.2013.829731
  8. David-Ferdon, C., Vivolo-Kantor, A., Dahlberg, L., Marshall, K., Rainford, N., & Hall, J. (2016). A comprehensive technical package for the prevention of youth violence and associated risk behaviors. National Center for Injury Prevention and Control, Division of Violence Prevention, Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf
  9. Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice, 52(4), 280–287. https://doi.org/10.1080/00405841.2013.829731

  10. Pellegrini, A. D. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151–163. https://doi.org/10.1207/S15326985EP3703_2

    11. Boulton, M. J., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer victimization: implications for befriending interventions. Journal of Adolescence, 22(4), 461–466. https://doi.org/10.1006/jado.1999.0240

  11. Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice, 52(4), 280–287. https://doi.org/10.1080/00405841.2013.829731

    Biggam, F. H., & Power, K. (1999). Social problem-solving skills and psychological distress among incarcerated young offenders: The issue of bullying and victimization. Cognitive Therapy and Research, 23(3), 307–326. https://doi.org/10.1023/A:1018795632067

  12. Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice, 52(4), 280–287. https://doi.org/10.1080/00405841.2013.829731

    Bosworth, K., Espelage, D. L., & Simon, T. R. (1999). Factors associated with bullying behavior in middle school students.
    Journal of Early Adolescence, 19(3), 341–362. https://doi.org/10.1177/0272431699019003003

  13. Nickerson, A. B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46(6), 687–703. https://doi.org/10.1016/j.jsp.2008.06.002
  14. Borgwald, K., & Theixos, H. (2013). Bullying the bully: Why zero-tolerance policies get a failing grade. Social Influence, 8(2-3), 149–160. http://dx.doi.org/10.1080/15534510.2012.724030

  15. Ragozzino, K., & Utne O’Brien, M. (2009). Social and emotional learning and bullying prevention. CASEL. http://www.casel.org/wp-content/uploads/2016/01/3_SEL_and_Bullying_Prevention_2009.pdf

    Cardichon, J., & Darling-Hammond, L. (2019). Protecting students’ civil rights: The federal role in school discipline. The Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/productfiles/Federal_Role_School_Discipline_REPORT.pdf

  16. Sentse, M., Veenstra, R., Kiuru, N., & Salmivalli, C. (2014). A longitudinal multilevel study of individual characteristics and classroom norms in explaining bullying behaviors. Journal of Abnormal Child Psychology, 43(5), 943–955. https://doi.org/10.1007/s10802-014-9949-7
  17. Ragozzino, K., & Utne O’Brien, M. (2009). Social and emotional learning and bullying prevention. CASEL. http://www.casel.org/wp-content/uploads/2016/01/3_SEL_and_Bullying_Prevention_2009.pdf