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teaching / intelligence Evidence is mounting that social and emotional learning strategies are critical to promoting academically solid, bully-free schools. ith the well-publicized excalation of teen suicide attributed toschool bullying, today’s educators are ramping up theire {ors to creat safe, bully fre campuses, IFanything positive thas come from thishorifi epidemic, it’ that school leaders are reconsidering a concept that has been elbowed out of the way in the exchi- sively academic climate of No Child Left Behind the importance of teaching students to respect others. ‘What was once considered a value as basic as pencils and paper has been left ‘behind in the educational rae tothe top. There isa growing body of evidence, however, that suggests that geting back to the Golden Rule through the use of Social and Emotional Learning (SEL) strategies may be a worthwhile invest- ‘ment in promoting an academically solid, bully-fre learning environment. "The systematic development of a core set of ils that helps kide navigate lifes moral and interpersonal challengesisat the heart of SEL theory, and many Bylaws nasa Leadership schools ae getting onboard, The Cola ‘orative for Academic, Social, and Emo- ‘onl Learning defines SEL asthe processes ‘through which cilren and adults acquire ‘theknowiedgeettiudesandsklsthey need to recognize and manage thei emotions demonstrate caring and concer footers, ‘stablih positive relationships, make sponsible decisions andhandle challenging tocil situations constructively ‘They add up to wht isknown a emo: tional intelligence, and they are rapidly ‘ning ground. Edvcetorsare taking note of the mounting evidence proving that SEL competencies ae cic t academic schiewement school aft and particularly ‘oadaressngtheisve ofbllying. ‘Undrstaning the probiom of buying ‘Because bulvngintrudes onthe educe ‘donlright fs any 830 percent our ‘ations youth, leads 0 160,000 school ab pet day and contibutestoan alarm {ng increase in suid, ie atthe atonal forettonfschoo safety concer. ors understand reales he problem, thelager ‘lenge ein thei ably to recognize bullying thelr own campuses Inthe ado escent word secrecy on behalf of persis and forever shallbe,sacrosenct With most students adhering to this unspoken but ‘universally understood gag ode, bullying Incidents emain largely unreported, Con sequently fartoo many ofou clea com tlnue tobe haunted on campus and inthe balls of eyberspace, They eer in lence hile parents, classmates and staff remain shviows. ‘Solitons for schools "There emis no simple solution toa problem a compler a the society mie ‘ors, but mot wil agree that the states quo {sat working. Though the post Columbine {nf of tate mandated policies might re duce some ough-and-tumble schoolyard bullying, they've done litle expose the more covet frm of emotional bly such as elational aggression and eer bul ying. While sch punitive po tiny «vita imeediate igh to jr {ce and cove the choo legal big many spresthey merely pata Bund. Aidona ‘wound plaguing generations. Recognising that oarschoolsnced amare Intrinsic change, where indvidealsinstly relerto engage in peacfalintractonrand seher all tadents nd bullying unaccept ‘hie eeachersate doing moreto ettothe beartofthe mater According SEL theory, Ina society that often finds entertainment inthe degradation of others, ou students are Inundated with mixed messages through the media, from politicians and even from thelr ‘own parents. ‘hat eans taking tong. bardlookat whats gonin thehearsofour kids. Ina ociety that often nds enteral smentia the degradation of others ou st dents are inundated with mized metsages through the medi, from politicians and ven fom thei own parents. The blatant ‘hatin between what i aceptable behav Jor fr adults and what children are being ‘aught is bullying makes i difficule for sehocls o convince tents that bullying Ss wrong, Yet schools at held responsible for correcting the behavior thatthe larger culture not only rates, bts often con Adones Many concerned stakeholders are beginning taster ha schools can, and mast bedoing more “Among thor carrying the torch i cation Secretary Arne Dunean, who em: braced SEL. as top priority toward help ing schools meet the challenge. Congest Snow considering The Academic, Soc tnd Emotional Lesring Act (H.R. 4225) which would designate fading to expand SEL programs nationwide, farther vali Inge efficacy fan edactional movement ‘hatmanybelereislong overdue. ‘SEL istration speaks tothe value of sighing emotional iatlgece a thee seat eounterpurtto aeademicinteligence Emotionally intligent students stand out. ‘Their ability to empathize, control eme- communicate effectively, maker sponsible decisions solve problems ere ‘vere and get along with others earn them ing relationships are highly proactive in spire productivity in ater, and are ableto tetand tin gal, They ean better grades sod according tothe evidence, do beteron ‘andardaed esta than helper -Areentstudy fom the Collbocative for ‘Academie Soci, and Emotional Learning Indicates that stodents developing emo- ‘onl intelligence through SEL instruction ‘improved by 11 percentage points om ta ‘May/one2011 8 ardied teat compared to ther counter part who didnot recive SEL instracton. Students with restr social and emotional ‘competency ar leelikel tobe apgrewor, targets of balling or passive bystanders (CASEL on) Recognizing that he tre challenge a liminating allyng ie in oa ability t0 {edefine adolescent norms inthe minds of ‘thekidethemslres, SEL provides therenewe norman cles terms, through five founds tional ills These kills are defined a le serene elf management ocal™ ‘When students lean to recognize and manage their own behavioral tendencies and develop healthier patterns, incidents of school violence, including bullying, will subside... Once students have their ‘own behaviors in focus, they can widen the lens to the more complex world of tolerance, appreciation and acceptance of others. nets reitionhipr and rerponsibe decision raking. ‘Sertawareness and settmanagement ‘Studies show thet both bles and vic tims lackefectveemotona awareness and regulation sls, which, ifeorete, could ep decrease the incidents of ally ing sig nificantly. In a 1999 study by Bosworth, Espelage end Simon, researchers found ‘that children who ae the angiet are the ‘most ikly to baly others. According toa 2009 study by Anal, students spaying higher levels of sets and emotional vl: rnerabilityare more apttoe the victims of buying Hyperactivity and emotional outbursts are thetwo factors eported by stadents as being the most likely to ieritate nd pro: ‘woke pers into sing and bullying. When ‘dents letra oselfmonitor and regaite themselves, these behaviors subside Stu dents, teachers and administrators then «enjoy amore productive leaning environ ‘ment wit ewer disciplinary distractions Inclodingballying ‘SEL helps shift the focus away from the often-controversial labyrinth of issues that {nce bullying, rendering them irsevat. 10 Leadership ‘Theres never reson to mises another ‘human being, regedless of one's polities social or tligios belies. Inthe sprit of. self-awareness and self-management, stu- ents begin to pay atetion to, cae about, nd take responsi for theirown scons Inany contet, When students can earn to recognize their own behavioral tendencies ‘manage them independently and develop ‘eather patterns all incideats of school olene, including bullying wil susie Social awareness ‘Once sudentshavetheirownbebavort in focustheyan thea widen the lens tothe more complex word atoerancs,appreciation and aceptance of others. They leara to step outed thelr developmentally ego- centri selves to experience the ulinately own upemotionofelesnes, known at pay. "The 2007 reterchof Sener and Cary suggest that bullies and pasive bystand cerrypclly lack empathy fo their victims, tnd that they vew being diferent from the secialnorm asthe jsifcation for balyng. ‘When ative bystanders of bullying were asked why they chose to lntervene they de- secbed experiencing elngsofempathy for the vitim and a concer fo the well being ofall people as motivating factors Teach Ingempaty not only ansformsbalesbut Also propels ystandersiato action, ‘When bystanders do asser thee dsap- proval ofa bullying incident, the ssalt ‘usualy ends in fewer than 10 seconds in bout half the cases (Selma 1998). The Impacto ths static lone ie competing ‘many educators to devote daly instruction to isingsocialawarenessandto reeling bystandesint activism. ‘Changing the shot etre Atel Sur Middle Sehoolia Lancaster, the counseling department core focus on SEL conceps of soca awareness through ‘bystander activismledto an increaselnst: entperecved safety of30 percent. Inti ‘only 2 percent ofDelSurstudentsreported feclingeafe at schol, Ti mumbe jomped 1092 percent at the conclusion of the ist yearofimplementng the schools compre ensv SEL ant lying program. According to Were Union SD Soper {ntendent Gina Rov the improveent at ‘Del Sar Schoo is attribted ta change of clare relative tobllyng She asd, "Prior to the program's implementation, many student oveooked how ric bytandere aren perpetuating bullying. Thisprogeam help stedents understand how they are condoning bullying by ot responding, and how tobepartofthe solution” ‘SEL instruction at Del Sar consi of ix ‘countelor-ceted casaroom leon, which represented by counselors dig svsory periods, Counselors at Del So engages dentleadersin conducting these SEL lessons fortheirpeesThis development gavebreath tothe seeing stadentambasadr program ‘now known across the city of Lancaster at theDelSor Middle School True Lea ‘Te highly blithe uccessofDel Sars SEL program pined community recogni tion and provided» modelto inspires city wide ati:bulying campaign, rallying 20 secondary schools across four neighboring eho distcs, 200 student ambasadors, themayor aad the city couse City of Lancaster Mayor R Rex Parris swat quoted athe tows local paper sep fg, “This precely the type of progeam ‘hat esd tobe implemented never choo! ‘acing challenges with bullying” (AV Press, March, 2010, Relationship sis uligng heater rlationshps i cen ‘tal tending the bullying cycle among children For both bullies an victims ree ‘lontipr wth frends and family members tend tobe rdled with confit (Society for Research in Cilé Development, 200. ‘The ability fr children initiate and sus ‘ain fienshipsand other elatonshipscan potentially impact students entire social rofessonaland personal ture. Fartoo often, however victims ofl Ingare left out ofthe process. SL insteve: ‘on helpsall stunts become more prox tive about their own wel being, inclading ‘hose onthe receiving end of bullying. Victims of buying are sypiely with Arawn and lack confidence and ails ine fectivlyinterctng with peers, With this ck of peer support, victimized eileen ae ess ike to have classmates come to their defense when they are allie. They also tend to lack problem-solving strategies whenitcomesto getting along with others. Victims who apply strategic problem solving are found be 13 times mor effec: tive at d-esalatingconficts than are the sggresive retaliatory or emotionally reac: tive responses most requenty used by tar gee children (Wilton al 200) Without sch assertive strategies, victims resort toa asive mode of tlezating the ballying by ‘oid acqtescing or ignoring teu Tools foreting Teaching victinss more effective gy sucha aking with ther ofiad a solution or asking fr help can give vie ‘Unt the oo needed to mre permanently overcome the predicament Developing teslency in studets who continually id ‘themselves as age diminishes hee vl erably not only to blag, balso toa future filed with endles inate ‘The 2006 research of Gabaur, Calg, Pepler& Conaolly suggests that having high-quality friendships, or at leat one ‘best rend, ca help prevent eileen fom being vetinsnterventons that teach per ejected cilirem to engagein more postive ‘communication with pees can help them bbe more acepted by peer es big peeriftaretedty ably Problem solving skis According tothe ining of Pelegrini's 2002 research both bullies nd vctimstend tobe emotionally volatile and to eactbe {ore thinking through the consequences Problem solving requires an evaluation of potsibe snd itkely consequences in dei fon making. To the extreme, many young people contemplating iid ack logical problem saling sien tragically ert to theunthinkable Stackinan emotional rito, troubled kid reiyon rational sel Aerracive imple for decision making, seth potently fal rena, tention2Attendance’ LOECREASE DROPOUTRATES » INCREASE ADA 877.954.4357 « productinfos: ‘Mayfune2011 14 ‘Nocdacator drpaterthe importance af teaching problem solving killin math, yet the notion of helping kids acquire the le so insntal inthe daly iterpertonal mi neta of adolercent ifs conpieoasile outoftheeqaton. "Almost every edacator's mantra is that thechoierkide mak today have enormour impact on thee faturs, Bat how many of (ut bighly coveted instructional miter sresllocatedtaproaciey helping rodents learn to make uch crucial decison? Stu denteare faced with donent of choices each snd everyday, bat many have a sense of Aliection no guidance from home, and 80 opularbut morally corect path ‘SEL instrcton hep nil et oft. ible cognitive procedures kids can ase to ‘contol implies and make houghtfl de ‘Grions nurturing an internal locus ofcon- froin eden, iliminating options nd imately svg ive. The dehumanization of buying ‘Through ts fvefoundatina sil, SEL provides tol for developing instadetsan ‘empathetic understanding ofthe shaman laation of bullying in aloft forms. tu: ents earn to recognize the impact ether postive or negative oftheir behavior upon others 32 Leadership Giving bales an opportunity fo correct their behavior by teaching them the oly oftheir ways crester ating sltion that ‘antranformlive, school and ental ‘commoniten Compelingty anders to sce the moral imperative fn intervening on be fafa clsimatecesteracltre of com: ‘pasion and unity. Empowering itis to take ownership oftheirhappinee and vale their own worth, independent ofthe opin Jor of peers encourages healing relieney sndhope. ‘When edcators do devote revourer to the direct and explicit instruction oft ‘ial and emotional skills, schools nt only become afer, but academic achievement Improve. This paver the wayto rection {nachool violence ensuring nf and di tinguthed learnigenviroament Fortring ‘ ehool climate ofincason, warmth and rerpetintime and esoureer mellapenyend {proven investment in ftare earnestly Eivingtobe ree of allying. A Relorences Anais, eal: (2008) "Being balled “Asocated factors in cilen and ado- Jesents8o18yenrsoldin European counties.” Pediatrie 12302). Anilpe Vay Pres. Match 3, 2010. "Stu- enteto Share Asi Bling Story” Bosworth, KEapelae DL Simon, TR. (0989). "Factor sttociated wit bully ing behavior in mide rchooltudents” Journal of arly Adolerene 13). Collaborative for Academic, Social, and ‘Emotional Learning (20002011. Be sftzof SEL Overview Chiago I Goldbsum, 5 Crag, WM. Pple,D. & Connolly, J (2006). “Developmental tnvjetries of vitimination: denying riskand protective factors” In}. Zin, ‘MiB CA. Maer (Ede), Baling, etna, and peer harroment Nene ‘York: Haworth Pest Palgrn, A.D. 2002). “Baliying veto ‘nation and rex harassment ding the transition to mile chook” Buca tional reblog, 373). Salmivali, (1998). "Patcipant oleap ‘prosch to school bullying Implicationt for interventions” Journal of Adote- ‘cence, 22(4), Retrieved Oct. 26, 2008 from htpwwwedvaton aiss.ed su/bullying/Bystander-Béacstional: Psychology Society for Retearchin Cilé Development. (atarch 26, 2008) “Children who bay leo have problems with other elation ipa” SeneeDay Retrieved Aprl25, 2008, from hutpllwwwaciencedaily. ‘Sweater SM. & Cary, PT (2007). “Pecep tions and atitades toward blyig in ‘idle schoo youth: A developmental ‘examination acroes the bullying con tina” In JE Zins, MJ. lias & CA, Maher (Eds), Buying victimisation, land peer harassment. New York Ha Wilton, MM. Craig, WM. & Pepler, DL (2000) “Emotional repuation and di playin cartoon victims of bullying Characters expresionsofatet cop ing tyes and relevant contextual Sail Development, 91). a Massa acount te Westie io Stet ist and ASA Repco VP Parson Anintter oe Ya 201. She ‘sab authorand pede ofthe ‘Danes io {igh ant uing menor andcarcuan