Andrea Spevak - 2003

Implementing the ATA’s Safe and Caring Schools Project in a Junior High School

For her Master of Education Thesis, Andrea Spevak evaluated SACSC implementation in an urban junior high school. Through her research, Andrea discovered that during the implementation of SACSC programming “teachers became more aware of how their teaching practice influenced student behaviour. In turn, students became more aware of how their actions affected others. Some noted an increased willingness to report bullying to teachers” (pg.1).

Through review of related literature, Andrea Spevak found that many of the existing violence-prevention programs focus on discouraging students from behaving inappropriately around teachers. These programs encourage students to control their violent or aggressive behaviours in the presence of teachers, but often fail to address the root causes of violence and bullying. Research indicates that comprehensive programs that include respect and character building initiatives are more effective at improving student behaviours, because these initiatives focus on modeling and reinforcing positive social behaviours rather than simply preventing negative behaviours. (pg.5,6)

The research paper outlines the root causes of violence, summarizes other violence-prevention initiatives, and highlights components of the SACSC program that contribute to its effectiveness. It also examines the experiences and opinions of teachers and students involved in the implementation. Data gathered from teachers support the effectiveness of the program in violence-prevention, with a positive impact on both the students and teachers involved.

Teachers tried new ways to help their students learn how inappropriate behaviour affects others. For example:

One teacher discussed how he began more consciously incorporating respect and dignity into student discipline. In a situation in which one student hit another with a rubber band, the teacher attempted to generate some empathy in the perpetrator by asking the victim how it felt. Patience and a little prodding revealed that the targeted student felt hurt and embarrassed, emotions that had surprised the perpetrator, who had not realized that his actions could have hurt another student unintentionally. This dialogue led to a prompt apology, and possibly a heightened awareness of how one’s conduct can inadvertently affect others. This teacher also noted that he had been more prone to suspending students in the past, but had soon realized that suspensions seemed to deter behavioural problems for no more than a month. At this point students would forget, or simply get used to, the idea of getting suspended, and not care anymore. He acknowledged better results with simple discussions that allowed students to consider how others perceive their actions. As well, this teacher noted his attempt to discuss student actions as choices, placing the responsibility on the student for his/ her actions. Both students involved in a conflict would be encouraged to discuss it and work out the aggressor’s punishment with this teacher’s guidance. As a result, disciplinary action became logical rather than punitive. (pg.46)

Teachers observed that SACSC:

Increased teacher responsiveness to student interactions (pg. 46).
Gave both the victims and the aggressors the same language to use in resolving problems (pg. 69).
Led to useful and enlightening class discussions on respect and social skills (pg. 70).
Increased student awareness of how others perceived their comments and actions (pg. 71).
Decreased disrespectful behaviour in students by stimulating empathy (pg. 71).
Encouraged students to report school violence and to develop a heightened understanding of bullying (pg. 71).
Increased teachers’ sensitivity towards students’ issues and perceptions (pg. 71).

From the student surveys and interviews, Andrea found that:

Students felt that the teachers’ use of cooperative learning strategies helped to promote effective social interactions (pg. 72).
As a result of SACSC implementation, students were now more willing to go to a teacher in the event of a problem or a conflict, confident that teachers would help resolve the conflict by facilitating a positive and peaceful resolution (pg. 72).
Many students noticed positive changes in adult behaviour (pg. 72).
During the interviews, students “seemed to radiate a confidence in their awareness and comprehension of the values discussed” (pg.72).

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