Coaching Teachers to Detect, Prevent, and Respond to Bullying Using Mixed Reality Simulation: an Efficacy Study in Middle Schools

Abstract

Teachers play a critical role in bullying prevention but often struggle to identify bullying and intervene effectively, particularly in real time and in the classroom. The coaching literature suggests that ongoing, tailored supports are often needed to promote changes in teacher practices. The purpose of this study was to examine the efficacy of an adapted version of the Classroom CheckUp (CCU) coaching model, which utilized mixed reality simulation to allow teachers to practice addressing the detection of, prevention of, and responding to bullying in the classroom. The sample included 78 teachers within 5 middle schools, randomized to either receive coaching or serve as a comparison teacher. Teachers provided survey data regarding their perceptions about the occurrence of bullying and how they respond to bullying. Classroom observations of teacher preventive and responding practices as well as student aggression were conducted by trained observers. Regression analyses examining differences between intervention and comparison teachers, following coaching provided during one school year, indicated that intervention teachers were more likely to report responding to bullies with referrals to counselors and other staff, to intervene with the victims and perpetrators, and report that they do not perceive adults at their school do enough to address bullying in schools. Survey data regarding detection approached significance; however, observational data regarding preventive practices and responding showed no differences. Together with prior research findings showing that the intervention was acceptable and feasible, these results demonstrate the promise of this preventive intervention for increasing teachers' responding to and detection of bullying in classrooms.

Teachers’ Beliefs About Bullying, Analysis to Reorient Teacher Training

“…The most identified preventive actions have been the involvement and sensitization of members of the educational community and the work of values in the classrooms (Nickerson, 2019;Nocentini et al, 2019). When aggressions are detected, the strategies they use are to talk to those involved and deal with problems in mentoring (Pas et al, 2019). These data coincide with some revised studies that assert that teachers usually use dialogue or support in other members of the educational community (Ochoa and Peiró, 2010; Serrano, 2013).…”

“…In line with the studies of Hernando and Sanz (2017), teachers detect mainly verbal aggression in the form of insults and nicknames (Pas et al, 2019). However, undetectable attacks are likely to need to reach more drastic or very obvious levels for teachers to detect them (Ombudsman's Report, 2007).…”

“…The detection of bullying the behaviour has been a subject on which much has been saying and expressed, despite the fact that teachers say they have difficulties and little training in detecting and intervening in situations of bullying (Nickerson, 2019;Pas et al, 2019). Teachers say they have difficulties and little training in detecting and intervening in situations of bullying, but in our case, teacher training has proved to be a determining variable.…”

“…This contrasts with the opinions they give regarding the frequency with which conflicts and situations related to coexistence have to be resolved, which claim that such situations often or almost always occur. There is a degree of difficulty in identifying, detecting, and differentiating bullying situations (Pas et al, 2019). There has been confusion and a degree of ignorance among teachers, as Abdulwahhab (2020) and Sánchez and Ortega (2010) point out, any problematic situation cannot be defined as bullying.…”

Bullying in school children: How much do teachers know?

“…Literature also revealed teachers’ perspectives to be more in line with overt acts of bullying, and at times, they tend to report the low prevalence of bullying compared to students. [19] As teachers hold a great responsibility, there is a need to develop their concepts comprehensively about overt and covert acts and behaviors that come within the broad spectrum of bullying. [18]…”