The investigators' overall objective is to demonstrate the efficacy of 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.

Coaching Late Elementary School Teachers in Bullying Detection and Intervention (Bullying Classroom Check-Up)

Intervention

Control

Aim 1: Examine the Efficacy of the 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.

BCCU

Coaching Teachers in Bullying Detection and Intervention

As self-reported by both teacher and students 'handling of aggression and bullying' designed for this study as well as an observational measure, the ASSIST of proactive behavior management for prevention.

As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on safety, rules and consequences, and the general aggression/bullying climate as well as an observational measure, the ASSIST of the disruptive behaviors in the classroom.

Collected by research team-hired observers trained in an observational measure, called the ASSIST, assessing use of SEL in the classroom 3 classroom observations at baseline.

Collected by research team-hired observers trained in an observational measure, called the ASSIST, assessing use of SEL in the classroom 3 classroom observations at end of year

Collected by research team-hired observers trained in an observational measure, called the ASSIST, assessing use of SEL in the classroom 3 classroom observations at end of year.

As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on experiences as a victim of bullying, bystander responses as well as an observational measure, the ASSIST of the aggressive behaviors in the classroom

As self-reported by teacher using a measure of emotional exhaustion/burnout and behavior management self-efficacy

As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on teacher connectedness and student connectedness (teacher version) and student-teacher and student-student relationships (student version)

This group will receive Professional Development and Coaching (CCU)

Coaching Late Elementary School Teachers in Bullying Detection and Intervention (Bullying Classroom Check-Up)

About this trial

Study ID

Status

Type

Phase

Placebo

Accepting

Trial Timing

What is this trial about?

What are the participation requirements?

Locations

Location

Status