Latent class analysis was used to examine whether patterns of bystander responses varied as a function of both student- and school-level characteristics. Data from 18,863 high school students from 58 schools who "ever witnessed bullying" were used to identify five latent classes of bystander behavior. Three of the classes identified…

This study examines the interplay between individual characteristics (social status, provictim attitudes, and family messages about conflict resolution) and classroom descriptive and injunctive norms (peer victimization behaviors and bullying-related beliefs, respectively) in explaining defending behavior. For this purpose, we used a…

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…

The present observational study used hierarchical linear modeling to examine predictors of children's social and self-regulatory outcomes in first-grade classrooms. Specifically, goals were the following: (1) to explore relations between emotionally supportive teacher-child interactions and children's social behaviors (aggression with peers,…

First Step to Success (First Step; Walker et al., 1997, 1998) is a secondary-level intervention for students with behavior problems in early elementary school. The purposes of this study were to assess whether effects in student behavior and academics at posttest shown in a recent efficacy trial (Walker et al., 2009) were maintained at follow-up…