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The Bullying Literature Project is a 5-session classroom-wide intervention using children’s literature as a springboard to promote students’ social emotional learning, teach social skills, and encourage bystander intervention for bullying among elementary school students. Two pilot studies have shown a significant decrease in self-reported moral disengagement and victimization (Wang & Goldberg, 2017), as well as an increase in self-reported social emotional assets, and teacher-reported prosocial behavior (Wang, Couch, Rodriguez, & Lee, 2015) immediately after the intervention.

Project Publications: 

Wang, C., & Goldberg, T. S. (2017). Using children’s literature to decrease moral disengagement and victimization among elementary school students. Psychology in the Schools, 54, 918-931. doi:10.1002/pits.22042

Wang, C., Couch, L., Rodriguez, G. R., & Lee, C. (2015). The Bullying Literature Project: Using children’s literature to promote prosocial behavior and social-emotional outcomes among elementary school students. Contemporary School Psychology, 19, 320-329. doi: 10.1007/s40688-015-0064-8.