Restorative practices – increasingly seen as the best prevention plus intervention approach to school discipline problems, whether online or offline, as well as to growing positive school climates
- San Francisco Unified School District's "Restorative Practices Whole School Implementation Guide" and information-packed 15 min. video on what restorative practices has done for San Francisco schools
- "8 Tips for Schools Interested in Restorative Justice" in Edutopia
- The International Institute for Restorative Practices on what "restorative practices" means
Social-emotional learning – Seen by psychologists and researchers as the major part of bullying (and cyberbullying) prevention, SEL is being adopted by more and more school districts as key not only to preventing anti-social behavior but also to improving academic performance as well as social literacy. Some resources:
- The Collaborative for Social, Emotional and Academic Learning (CASEL) in Chicago describes the competencies that SEL grows in students and the impacts of SEL, including "an 11% gain in academic achievement" and "an average benefit-cost ratio of about 11 to 1 among the six evidence-based SEL interventions studied" at Columbia University in 2015.
- Two evidence-based SEL programs most widely used in U.S. schools are Seattle-based Committee for Children's Second Step program (pre-K-8) and the Yale Center for Emotional Intelligence's "RULER Approach to Social and Emotional Learning" (K-8)
To help youth dealing with trauma – Because we know from the research that the young people most at risk online are those most at risk offline, a book for school personnel working with vulnerable youth: A Strengths-Based Approach for Intervention with At-Risk Youth, by Dr. Kevin M. Powell, Research Press, which writes that "by focusing attention on what is right with youth rather than what is wrong with them, the strengths-based approach to intervening with youth avoids negative outcomes commonly associated with deficit- or problem-based interventions." The book offers 41 interventions across several strengths domains.
For growing students' resilience – A key source of safety online and offline, resilience can be taught. A new resource is the book Resilience Builder Program for Children and Adolescents: Enhancing Social Competence and Self-Regulation, by Dr. Mary K. Alford, et al (Research Press), details "30 group sessions designed to help youth bounce back from the challenges in their lives by increasing confidence, self-esteem, self-control, and the use of coping strategies."
Two guides for schools in a series of documents called the "The Kinder & Braver World Project: Research Series" produced by the Berkman Klein Center for Internet and Society at Harvard University and the Born This Way Foundation, funded by the John D. & Catherine T. MacArthur Foundation.
- Bullying Prevention 101 for Schools: Dos and Don’ts – a list of dos and don’ts for schools in developing anti-bullying practices and policies. Grounded in research findings on actions and activities that have been shown to help schools improve anti-bullying efforts, this document aims to provide concrete ways in which schools 1) can assess if they’re doing the right things and 2) have tactical recommendations aimed at improving their school culture, curricula, and school policies.
- Implementing Bullying Prevention Programs in Schools: A How-To Guide – a guide for schools trying to determine how to implement effective bullying prevention and intervention programming. This document offers ideas on how to think about the process and how to identify and evaluate the right program for their community.
The International Bullying Prevention Association – To keep up on the latest in bullying and cyberbullying prevention, SEL, restorative practices and related topics, IBPA holds an international conference in a U.S. city each fall, as well as regional conferences other times of the year. These conferences feature student activists, researchers, practitioners in the public and private sectors, and people from companies providing and supporting programs for schools.
Bullying and suicide – Bullying and suicide are often inaccurately linked, especially in the news media. The connection is complicated, says Ellyson Stout of EDC's Suicide Prevention Resource Center in Massachusetts (SPRC). "The biggest risk factors for suicide remain mental illness, substance use disorders, previous suicide attempt, and access to lethal means." Here are some resources:
- "Preventing Suicide: A Toolkit for High Schools," free PDF guide from SAMHSA (federal agency that supports the Suicide Prevention Lifeline) and other youth-focused prevention resources from SPRC
- "How to support friends in crisis" – the National Suicide Prevention Lifeline's info page on how users can support suicidal users on Facebook (which also owns Instagram and WhatsApp)
- After a Suicide: A Toolkit for Schools from the American Foundation for Suicide Prevention includes facts, tools for crisis response and for helping students cope, working with the community, memorialization in social media and much more, and Survivor Support is the AFSP's search engine for locating Support Groups in your state
- "The Relationship Between Bullying & Suicide: What We Know and What It Means for Schools" from the U.S. Centers for Disease Control – "A central resource" for the bullying prevention field, Stout wrote to us and other colleagues. "This guidance specifically states that linking suicide and bullying can be harmful because doing so 'can focus the response on blame and punishment, which misdirects the attention from getting needed support and treatment to those who are bullied as well as those who bully others'.” It also "takes 'attention away from other important risk factors for suicidal behavior that need to be addressed'," Stout wrote.