Program Design and Implementation Support
Steps to Respect is a school-wide program designed for use in third through sixth grade. Implementation occurs in three phases: school administrators take stock of their school environment and bullying issues; then all adults in the building are trained; and finally classroom-based lessons are taught. The program provides 11 classroom lessons with two additional literature units that contain multiple lessons in each. These lessons focus on topics such as how to make friends, understanding and recognizing feelings, and dealing with bullying. Optional extension activities are provided at the end of each lesson for social and emotional skill areas as well as academic content areas. Family handouts are also provided for each lesson. Steps to Respect attempts to “eliminate any visibility of differences” so the materials can be applicable to a variety of cultures and ethnic backgrounds and can span a longer period of time and relevance. All images are represented in black and white, and the lessons incorporate a variety of cultures, ethnicities, and backgrounds. Initial training for the Steps to Respect program typically lasts six to eight days and is not required.
Evidence of Effectiveness
Steps to Respect has been evaluated in two randomized control trials. The largest study involved 2,940 students in 33 schools. Students in one study have been followed over a two-year period.
Frey, K. S., Hirschstein, M. K., Edstrom, L. V., & Snell, J. L. (2009). Observed reductions in school bullying, non-bullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101, 466-81.
Frey, K. S., Hirschstein, M. K., Snell, J. L., Van Schoiack Edstrom, L., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program. Developmental Psychology, 41, 479-91.
Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables
related to initial impact of the Steps to Respect Program. School Psychology Review, 36, 3-21.