Note: If this is the first page you are viewing in the ABR segment of this website, you might want to read the overview page for the ABR segment, or the overview page for the "ABR Implementation" section, before this page.

Although the requirements of the ABR are not a complete and accurate reflection of evidence-based practices for addressing bullying, many ABR requirements do reflect evidence-based practices. To the extent that the ABR does reflect evidence-based practices, complying with the ABR should help--but does not guarantee--that schools will use evidence-based effective practices to address bullying.

This page outlines the similarities between ABR requirements and evidence-based effective practices. Other pages in the "ABR" section of this website examine the differences between ABR requirements and evidence-based practices, and examine other sources of potential discrepancy or conflict between legal advice and professional anti-bullying expert advice.

Note: Contemporary ideas about bullying prevention are often described as being based on approaches such as the Olweus method. However, the ideas used in these approaches are, in fact, based on basic, long-standing psychological and sociological principles about the ways in which people behave in groups and how social institutions function. Applying these principles to bullying as a social problem yields the following guidelines, which are supported by research and widely regarded among anti-bullying experts as fundamental components of effective anti-bullying programming:

  Evidence-based Practices ABR Requirements
School Climate Addressing bullying effectively requires not merely correcting the behavior of individual students, but also a comprehensive approach that addresses all aspects of the school environment and includes creating a positive, supportive school climate "A school district shall form a school safety team in each school... to develop, foster, and maintain a positive school climate..."
Coordinating Team Anti-bullying programming should be coordinated by a team of individuals representing all stakeholders in the school community, including teachers, administrators, counselors, students, parents, and community leaders.

Each school is required to establish a school safety team, and...

"A school safety team shall consist of the principal or his designee...a teacher in the school, a school anti-bullying specialist, a parent..."

Assessment Methods for assessment, such as a school survey of students, should be used to identify needs and detect hidden issues "...a school district shall annually conduct a re-evaluation, reassessment and review of its policy...", The Anti-Bullying Coordinator shall...discuss and strengthen..."procedures and policies to prevent, identify... [HIB] in the district... "...methods to identify and assist student populations at high risk for [HIB]..."
Training All staff members need training in the creation of positive school climate, identification of, and responses to bullying "The State board shall, as part of the professional development requirement established by the state board for public school teachers, require each public school teacher to comlete at least two hours of instruction on harassment, intimidation, or bullying prevention in each professional development period."
Clear rules Clear school rules against bullying, and clear guidelines for reporting and responding to bullying "Each school district shall adopt a policy prohibiting harassment, intimidation or bullying...[including] consequences and appropriate remedial action for a person who commits an act [of HIB]. a procedure for reporting an act of [HIB],...",
Ongoing attention Ongoing programming, infused throughout the student curriculum "Throughout the school year the school district shall provide ongoing age-appropriate instruction on preventing harassment, intimidation, and bullying in accordance with the core curriculum content standards."