We analyzed our core curriculum results report to determine if our goal to decrease peer mistreatment referrals through our efforts. We chose to highlight our Bullying lessons because the lessons aligned with our goals, ASCA Mindsets and Behaviors, and were developmentally appropriate for students. Although each grade level received different lessons, it allowed counselors to continue to build rapport, provide equal support and create a safe school environment. Each lesson had a pre and post survey that students completed, to measure student knowledge during the course of our lessons. When analyzing the data we saw significant growth in knowledge and perception as well as valuable feedback from our students, staff and other important stakeholders in the Stone Hill community.
In 6th grade, all students received the Bullying lesson, which focused on awareness, reporting, and being a responsible student. Our perception data showed an increase of knowledge on all major components of this lesson, so it is evident that the Bullying presentation made an impact on our sixth graders. Upon completion of our lesson, the data indicated 85% of our students understood the definition of bullying and 82% knew how they or a bystander could help a bullying victim. It is important to note that the short answer questions were calculated by the amount of correct responses not just if the entire answer was correct.
All 7th graders were presented the Sexual Harassment Lesson. While this lesson did a refresher of the main bullying topics, we concentrated on the definitions, types, and effects of sexual harassment. This lesson proved to be impactful and all students showed an increase in knowledge. After reviewing the data, it was evident that our 7th graders already had previous knowledge about sexual harassment. At the end of the lesson, 99% of our students understood the definition of sexual harassment and the effects and consequences of sexual harassment.
Finally, 8th graders received the Cyberbullying lesson. We presented material on specific types of cyberbullying, responses, and the lasting impacts people can feel. This lesson had the most significant growth in knowledge from all three lessons. Similarly, with sexual harassment lessons, our 8th graders had a solid understanding of what cyberbullying consists of. There were other areas where there was significant growth. At the beginning of the lesson only 75% of students understood what a situation in where a bully creates a fake identity to harass someone anonymously is called masquerading and only 40% knew what sharing something private about someone online was called outing. However post perception data showed that 97% (22% increase growth overall) of students understood what masquerading was and 87% (47% increase growth overall) understood what outing was.
Our Core Curriculum program goal stated that by June 2017 the number of referrals related to peer mistreatment will decrease by at least 10% from 79 in the 2015-2016 to 71 in the 2016-2017 school year. As shown in our Core Curriculum Results Report, we were successful in accomplishing our goal. Referrals related to peer mistreatment decreased by 29% from the 2015-2016 school year (79 in total) to the 2016-2017 school year (56 in total). Our lessons had a significant impact on student knowledge but also how students were treating others. Although we did present a school wide lesson on acceptance and tolerance, it is important to note that there was a rise in peer mistreatment referrals in the springtime. In the future, we should consider going into classrooms more often to present on these topics to continuously remind students how to be responsible, respectful, and caring citizens not only in our school, but at home as well.
At the end of the year, our counseling department discussed how our perception and outcome data will be our driving force when planning for the following school year. Next year, during the 2017-2018 school year, we will be implementing our Advisory program. This will be incredibly helpful for counselors and other staff members to reinforce positive behavior as well as open up the lines of communication for students and staff to discuss these topics and be of support. Our hope is that other staff members will assist us in identifying students who may need extra support in different areas. We will continue to educate our students through school wide efforts, parents through our parent coffee program and conferences, and our community stakeholders with our Advisory Council. We will continue to collaborate with administrators and staff members on anti-bullying matter to promote a safe, comfortable and positive school environment.