Research shows that learning is dependent upon students feeling safe and secure, so preventing and counteracting bullying should be a high priority for any school leader. Written by an experienced, award-winning principal with a proven track record of bully prevention, this book integrates the research and knowledge on effective school leadership with the research and knowledge for effective bullying prevention. James Dillon describes the five paradigm shifts a school principal needs to lead in order to develop the schoolwide will for bully prevention. This book: - Explains why most anti-bullying efforts fail; - Offers professional development strategies for equipping school staff to implement anti-bullying policies; - Includes information on how to assess and improve overall school climate; - Describes how to involve all members of the school community, including parents

The book also provides additional useful information such as how to deliver effective presentations to get buy-in from community members and staff, how to collect and analyze data, and sample forms, online video clips, and case studies. An essential tool for any school leader, No Place for Bullying provides more than just the policies and the forms to implement an anti-bullying program—it provides the tools for inspiring the cultural shift necessary to truly combat bullying in schools.

Beyond Bullying Prevention: Climate Change for the Better

Beyond bullying prevention: Climate change for the better

“Change in education is easy to propose, hard to implement and extraordinarily difficult to sustain.”

—Andy Hargreaves and Dean Fink (2006, p. 1)

“Many of life's failures are experienced by people who did not realize how close they were to success when they gave up.”

—Thomas Edison

It Takes Generations

The year before the Peaceful School Bus Program started, the bus drivers made fifty-eight behavioral referrals to my office. Within six years, the number of referrals was consistently below nine per year. In my last year as principal, the tenth year of the program, there were three referrals.

The key component of the program was fostering positive relationships between older and younger students. Older students were ...

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