Selecting an anti-bullying approach is an important decision.
The decision-making process is multifaceted, and it will require some time to gather all the necessary information.
The
guide to STEPS organises the relevant information under nine key concepts. It provides you with a transparent process for your selection.
STEPS framework
The STEPS decision-making framework is composed of three layers of questions that schools need to answer in order to choose an anti-bullying approach for their school.
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Layer 1: Does it work? What is the evidence?
Through examining Definition, Theory, Evidence and Practice.
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Layer 2: Will it work to achieve our school's goals?
Through examining Suitability, Feasibility and Perspective.
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Layer 3: How will we know it has worked?
Through examining Sustainability and Real results.
In combination, these three layers with the nine key concepts make up the STEPS framework.
Download the STEPS framework.
The nine concepts each present a key question to assist schools to examine an anti-bullying approach.
Each concept is explored through extensive background information and an explanation of key concepts, and concludes with further prompt questions for schools.
Layer 1:
Does it work? What is the evidence?
Definition
| Is the approach based on a contemporary understanding of bullying that is consistent with the school's definition? |
| Theory | Is the approach based on a sound theory that draws on the existing knowledge from previous research in bullying? |
| Evidence | Does the approach have evidence from well-designed research which shows measurable change in behaviour? |
| Practice | Have other schools used this approach and achieved positive outcomes?
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Layer 2:
Will it work to achieve our school's goals?
| Suitability | Does the approach address the target students and needs that the school has identified?
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| Feasibility | Is the approach feasible and practical in the school context? |
| Perspective | Is the philosophical perspective underpinning the approach compatible with the school's approach to behaviour, learning and student wellbeing? |
Layer 3:
How will we know it has worked?
| Sustainability | Can the school implement and sustain the approach as required for it to be effective? |
| Real results | Does the approach indicate how outcomes will be measured and timeframes within which to expect to see real results? |
Each concept is explored through extensive background information and an explanation of key concepts, and concludes with further prompt questions for schools.