In recent years, violence has become far too much of the American scene, and there is no escaping the fact that something needs to change. Communities throughout the nation are concerned, not only about safety in general, but particularly about school safety. Parents are especially concerned about a proper and productive climate which promotes school achievement and their students' personal development on all levels.

The trend in educational philosophy is toward an inclusive and supportive atmosphere that produces a positive school climate, and this theoretical direction is backed by extensive empirical research. Students everywhere need a safe and secure school environment where they have a sense of belonging, one of their strongest basic needs. A strongly-positive school climate can give them that sense of belonging.

Dr. Maurice Elias is a professor of Psychology at Rutgers University, Coordinator of the "Improving School Climate for Academic and Life Success" program at the Rutgers' Center for Applied Psychology. He co-authored a reference guide entitled "School Climate" and wrote the book, Emotionally Intelligent Parenting and is an Edutopia blogger. He is a nationally recognized expert in the areas of social-emotional learning and building a positive school culture, and he visited a local school recently to work with that school's faculty.

Dr. Elias is becoming the nation's foremost authority in the field as he is frequently called upon by local, state and national educational forums, policy writers and governing bodies, as well as the major media, for his research-based insights and expertise in helping schools correct and improve its student relationships. His theory is based on two studies. According to Dr. Elias, "The first study showed that students receiving intentional and comprehensive instruction in 'Social Decision Making/Social Problem Solving' (an evidence-based program to promote children's social-emotional and character development) in elementary school were more likely to have good academics, a more positive view of themselves and fewer problem behaviors in high school. The more recent study showed that unless this work is done properly, even the best designed program will not succeed. It is the culture and climate of the school that matters, and we have to build into that culture and climate with the staff practices and infrastructure to allow the teachings of the program to find their way into all aspects of school life."

Dr. Elias explains his theory:

Question: What is your philosophy regarding positive school climate and how does it work?

Dr. Elias: The basis of our work is that children are good and want to do good things, not only for themselves but for those around them and for the larger society and world. To do this, they need proper adult modeling and guidance about how to be a person of good character and how to develop the essential skills needed for success in school and life. These skills include understanding your emotions and those of others, being empathic, and knowing how to regulate your emotions, how to set goals and how to be organized and persistent in overcoming obstacles -- working effectively in groups, sometimes as a team member, sometimes as a leader -- and how to be a responsible, ethical decision maker and problem solver. These are indeed all skills that can be learned. In addition, they need to be around adults who model human decency, respect and caring and who understand that schools must be safe places for all children, and all means all. It is the actions of the adults towards the children and towards each other as well as towards the parents and other visitors in the school that define and transmit the culture and climate of the school and the kind of character the children in that school will develop.

Question: Almost everyone is aware of the bullying that is a problem in many of the schools across the nation. What best describes a bully and what are your recommendations regarding confronting this sort of behavior?

Dr. Elias: Bullies are those who harass, intimidate, exclude, or physically or verbally abuse someone who is less powerful than themselves. They tend to pick on other students who are isolated, have physical or learning challenges, or are deemed different and less valuable in a school culture. Bullies can be very popular or very isolated; so, it's not easy to pick up the signs. Clearly, students who engage in lower levels of bullying behavior are more likely to escalate it, and they are also more likely to transfer that behavior to cyberbullying. Often, individuals turn to bullying because they feel a lack of power, control and positive meaning and purpose in their own lives. They are likely to be picked on by other kids, maybe by siblings or even by parents, and then take it out on those with less power and advantage than themselves.

Question: Adults are subjected to this same type of negative family/peer/associate/neighbor influence at times. Since schools reflect the attitudes and cultures of their school's community, what can adults do to promote a positive climate in their neighborhoods, communities and schools?

Dr. Elias: Again, adults should model human decency with respect and caring for others. We must always focus on our children's genuine strengths. We must help them see that the glass is 10% full even if it is 90% empty. We must ensure that all children in a school have one adult with whom they have a positive relationship and can approach when in difficulty. Many schools find that "buddying" students is protective, i.e., older students mentoring/buddying younger ones. Having 12th graders matched with 10th graders and 11th graders matched with 9th graders can transform a high school when done with care. Schools may reflect the culture of their community but just as there are oases in deserts, schools can be positive resources or beacons in the fog. When children attend these schools for multiple years, they emerge as beacons themselves, shedding light on their next destinations.

According to Dr. Elias, there is light at the end of the tunnel; school's can become the beacons in the fog. Dr. Elias' research and theories are being used in a great number of school systems throughout the nation.