Transforming School Culture: Training Educators to Recognize and Prevent Bullying
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A recent study from the University of Missouri demonstrates the value of an online professional development curriculum in equipping teachers to recognize and address patterns of bullying and exclusion towards disabled students. Grounded in research, the curriculum sheds light on the heightened vulnerability disabled students face within the school social environment. It emphasizes the importance of building strong teacher-student relationships, teaching social-emotional skills, and cultivating more inclusive classroom climates.
Effective implementation of these targeted supports may lessen disabled students' distress in response to threats to their safety, social standing, and needs for belonging. The research shows that actively engaging these students in learning activities and rewarding positive peer interactions can fulfill core needs for connection and competence. Additionally, constructive praise and modeling can promote more positive attitudes around disability and difference. Overall, this curriculum represents a promising step toward transforming threatening school dynamics and promoting wellbeing for students with disabilities.
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Transforming School Culture: Training Educators to Recognize and Prevent Bullying
Transforming School Culture: Training Educators to Recognize and Prevent Bullying
Transforming School Culture: Training Educators to Recognize and Prevent Bullying
A recent study from the University of Missouri demonstrates the value of an online professional development curriculum in equipping teachers to recognize and address patterns of bullying and exclusion towards disabled students. Grounded in research, the curriculum sheds light on the heightened vulnerability disabled students face within the school social environment. It emphasizes the importance of building strong teacher-student relationships, teaching social-emotional skills, and cultivating more inclusive classroom climates.
Effective implementation of these targeted supports may lessen disabled students' distress in response to threats to their safety, social standing, and needs for belonging. The research shows that actively engaging these students in learning activities and rewarding positive peer interactions can fulfill core needs for connection and competence. Additionally, constructive praise and modeling can promote more positive attitudes around disability and difference. Overall, this curriculum represents a promising step toward transforming threatening school dynamics and promoting wellbeing for students with disabilities.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.