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Related Experiment Video

Updated: Jun 20, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

The Expect Respect Project. Creating a positive elementary school climate.

Martha G Meraviglia¹, Heather Becker, Barri Rosenbluth

¹School of Nursing, University of Texas at Austin, USA.

Journal of Interpersonal Violence

|September 25, 2009

Summary

This summary is machine-generated.

The Expect Respect Project improved school awareness of bullying and sexual harassment. However, students and staff had different ideas about how to respond to these issues, highlighting a need for consistent intervention strategies.

Related Experiment Videos

Last Updated: Jun 20, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Educational Psychology
School Violence Prevention
Public Health

Background:

Bullying and sexual harassment pose significant risks to student well-being and school climate.
Existing interventions often lack consistent staff response strategies.
Creating a positive school environment is crucial for preventing inappropriate behaviors.

Purpose of the Study:

To describe the educational intervention and evaluation of the Expect Respect Project.
To assess the impact of the intervention on awareness of bullying and sexual harassment.
To identify discrepancies in perceived responses to inappropriate behaviors between students and staff.

Main Methods:

Implementation of an educational intervention for students, parents, and school staff.
Evaluation of the project's effectiveness in changing awareness and perceptions.
Analysis of reported bullying incidents and locations.
Comparison of student and staff perceptions of response strategies.

Main Results:

A significant increase in awareness of bullying was observed post-intervention.
Bullying incidents were frequently reported in areas with limited adult supervision.
Students perceived staff responses as less interventionist (e.g., 'ignore') compared to staff perceptions (e.g., 'punish').

Conclusions:

The Expect Respect Project successfully increased awareness of bullying.
Discrepancies in perceived response strategies between students and staff indicate a need for unified approaches.
Consistent and clear staff responses are essential for effective violence prevention in schools.