Coaching Teachers in Bullying Detection and Intervention

NCT ID: NCT05321342

Last Updated: 2025-09-22

Basic Information

• Recruitment Status: RECRUITING
• Clinical Phase: NA
• Total Enrollment: 32 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-06-01
• Study Completion Date: 2026-05-31

Brief Summary

The investigators' overall objective is to demonstrate the efficacy of the Bullying Classroom Check-Up (BCCU) on elementary aged students' aggressive and bullying behaviors, teacher practices, and student and teacher relationships. The investigators' principal hypothesis is that the BCCU will improve students' aggression and bullying behaviors and their perceptions of the school climate and relationships in the building as well as teacher practices.

Detailed Description

Aim 1: Examine the Efficacy of the Bullying Classroom Check-Up (BCCU) at improving child aggressive and bullying behaviors For this aim, the study team will examine student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on their own aggression and bullying behavior as well as their perceptions of the general bullying climate, rating of safety, and positive bystander behaviors (i.e., how students respond to bullying when they witness it). The study team hypothesize that children in schools randomized to the BCCU condition will be less likely to engage in aggression and bullying, will rate the general bullying climate (i.e., perceptions that bullying is a problem and that adults/students do enough to stop bullying) and sense of safety more positively, and engage in more positive bystander behaviors than children in schools randomized to the control condition.

Aim 2: Examine the efficacy of the BCCU at improving teacher practices and relationships For this aim, the study team will examine teacher and aggregated student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on teacher self-reported, observed, and student-reported classroom practices as well as perceptions from teachers and students about relationships within the school. The investigators' hypotheses are that teachers in the BCCU condition will engage in more preventive classroom management and intervention strategies (e.g., modeling social emotional competencies such as empathy) in response to bullying than teachers in the control condition, and that teacher-student and student-student relationships will be more positive in classrooms in the BCCU condition than in the control condition.

Exploratory Aim 3: Explore the moderating role of fidelity in the main outcomes of interest. Explore the mediating role of teacher self-efficacy and behavior management practices on distal outcomes.

For this exploratory aim, the study team will examine how fidelity indicators (e.g., dosage, coach adherence, as reported by coaches) moderates intermediate teacher outcomes (e.g., teacher practices) within the main effect models. The study team will also examine how changes in teacher intermediate outcomes (e.g., teacher efficacy and practices) relate to the follow-up year's classroom climate (e.g., relationships) as reported by students (aggregated) and teachers in mediation models.

Conditions

Intervention; Control

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: PREVENTION
• Blinding Strategy: NONE

Study Groups

Intervention group

This group will receive Professional Development and Coaching (CCU)

Group Type: EXPERIMENTAL

Bullying Classroom Check-Up (BCCU)

Intervention Type: BEHAVIORAL

BCCU professional development (PD) modules will be provided to all staff in intervention schools as part of their standard, school-approved professional development practices to provide knowledge and awareness for bullying identification, prevention, and intervention. In addition, consented 3rd-5th grade teachers will participate in the BCCU intervention. The coaching follows the original Classroom Check-Up model (Reinke, Herman, \& Sprick, 2011), embedding 5 steps (i.e., assessment of the classroom, feedback to teacher, goal setting and plan, ongoing coaching and guided practice in the TeachLivE© mixed-reality simulator \[developed at the University of Central Florida (UCF); Dieker, Hynes, Hughes, \& Smith, 2008\], and self-monitoring) and utilizing motivational interviewing (Miller \& Rollnick, 2012) to empower teacher practice change.

Control group

Business as usual

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Bullying Classroom Check-Up (BCCU)

BCCU professional development (PD) modules will be provided to all staff in intervention schools as part of their standard, school-approved professional development practices to provide knowledge and awareness for bullying identification, prevention, and intervention. In addition, consented 3rd-5th grade teachers will participate in the BCCU intervention. The coaching follows the original Classroom Check-Up model (Reinke, Herman, \& Sprick, 2011), embedding 5 steps (i.e., assessment of the classroom, feedback to teacher, goal setting and plan, ongoing coaching and guided practice in the TeachLivE© mixed-reality simulator \[developed at the University of Central Florida (UCF); Dieker, Hynes, Hughes, \& Smith, 2008\], and self-monitoring) and utilizing motivational interviewing (Miller \& Rollnick, 2012) to empower teacher practice change.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

1. Urban to urban fringe districts in the Northeast US

2. Predominately minority student body (> 65%)

3. Relatively large school with at least two 3rd, 4th, and 5th grade classrooms

1) All students of consented teachers will be eligible to participate in survey activities.

Exclusion Criteria

1. Teachers in grades other than 3, 4, or 5 during the first year

2. Special education teachers

3. Specials (e.g., art, music) teachers

1. Students who do not speak English.

2. Special education students who are not integrated within the regular education classroom (i.e., receive education in self-contained classrooms).

• Minimum Eligible Age: 8 Years
• Maximum Eligible Age: 99 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Children's Hospital of Philadelphia

OTHER

Sponsor Role: collaborator

University of Virginia

OTHER

Sponsor Role: collaborator

Sheppard Pratt Health System

OTHER

Sponsor Role: collaborator

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

NIH

Sponsor Role: collaborator

Johns Hopkins Bloomberg School of Public Health

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Elise Pas, PhD

Role: PRINCIPAL_INVESTIGATOR

Johns Hopkins University

Tracy Waasdorp, PhD

Role: PRINCIPAL_INVESTIGATOR

Children's Hospital of Philadelphia

Locations

Johns Hopkins Bloomberg School of Public Health

Baltimore, Maryland, United States

Site Status: RECRUITING

Children's Hospital of Philadelphia

Philadelphia, Pennsylvania, United States

Site Status: RECRUITING

Countries

United States

Central Contacts

Elise Pas, Ph.D.

Role: CONTACT

epas1@jhu.edu

410-502-8506

Tracy Waasdorp, Ph.D.

Role: CONTACT

waasdorpt@chop.edu

267-426-9286

Facility Contacts

Elise Pas, Ph.D.

Role: primary

epas1@jhu.edu

410-502-8506

Tracy Waasdorp, Ph.D.

Role: primary

waasdorpt@chop.edu

267-426-9286

Brooke Paskewich, Ph.D.

Role: backup

PASKEWICH@chop.edu

215-590-3193

Other Identifiers

20-018301

Identifier Type: OTHER

Identifier Source: secondary_id

IRB00015114

Identifier Type: OTHER

Identifier Source: secondary_id

1R01HD102491-01A1

Identifier Type: NIH

Identifier Source: org_study_id

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