InterventionBCCUNCT05321342
Coaching Teachers in Bullying Detection and Intervention
A study testing Bullying Classroom Check-Up (BCCU) in people with Intervention and Control, run by Johns Hopkins Bloomberg School of Public Health at 2 sites in United States.
Trial summary
The investigators' overall objective is to demonstrate the efficacy of the Bullying Classroom Check-Up (BCCU) on elementary aged students' aggressive and bullying behaviors, teacher practices, and student and teacher relationships. Read more about this study
- Who is it for?
- Ages 8 to 99 yearsHealthy volunteers can take part
- Conditions the study is for
- Intervention, Control
- What is being tested?
- Bullying Classroom Check-Up (BCCU)
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 34 participants
- Where
- 2 sitesUnited States
- Study dates
- 1 Jun 2021to 27 Mar 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 8 to 99 years
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Inclusion Criteria - Schools 32 schools will be selected based on the following inclusion criteria:
- Urban to urban fringe districts in the Northeast US
- Predominately minority student body (> 65%)
- Relatively large school with at least two 3rd, 4th, and 5th grade classrooms
- Inclusion Criteria - Teachers 1) Teachers of 3rd-5th grade regular education classrooms employed by the participating school sites who provide their consent for participation.
- 1) All students of consented teachers will be eligible to participate in survey activities.
Who cannot join
- Teachers in grades other than 3, 4, or 5 during the first year
- Special education teachers
- Specials (e.g., art, music) teachers
- Students who do not speak English.
- Special education students who are not integrated within the regular education classroom (i.e., receive education in self-contained classrooms).
Trial locations and contacts
2 sites in 1 country.
United States2 sites
Johns Hopkins Bloomberg School of Public Health
Baltimore, Maryland, 21231
Children's Hospital of Philadelphia
Philadelphia, Pennsylvania, 19104
About this study
Official title: Coaching Late Elementary School Teachers in Bullying Detection and Intervention (Bullying Classroom Check-Up)
The investigators' overall objective is to demonstrate the efficacy of the Bullying Classroom Check-Up (BCCU) on elementary aged students' aggressive and bullying behaviors, teacher practices, and student and teacher relationships. The investigators' principal hypothesis is that the BCCU will improve students' aggression and bullying behaviors and their perceptions of the school climate and relationships in the building as well as teacher practices.
Read the detailed description
Aim 1: Examine the Efficacy of the Bullying Classroom Check-Up (BCCU) at improving child aggressive and bullying behaviors For this aim, the study team will examine student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on their own aggression and bullying behavior as well as their perceptions of the general bullying climate, rating of safety, and positive bystander behaviors (i.e., how students respond to bullying when they witness it). The study team hypothesize that children in schools randomized to the BCCU condition will be less likely to engage in aggression and bullying, will rate the general bullying climate (i.e., perceptions that bullying is a problem and that adults/students do enough to stop bullying) and sense of safety more positively, and engage in more positive bystander behaviors than children in schools randomized to the control condition.
Aim 2: Examine the efficacy of the BCCU at improving teacher practices and relationships For this aim, the study team will examine teacher and aggregated student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on teacher self-reported, observed, and student-reported classroom practices as well as perceptions from teachers and students about relationships within the school. The investigators' hypotheses are that teachers in the BCCU condition will engage in more preventive classroom management and intervention strategies (e.g., modeling social emotional competencies such as empathy) in response to bullying than teachers in the control condition, and that teacher-student and student-student relationships will be more positive in classrooms in the BCCU condition than in the control condition.
Exploratory Aim 3: Explore the moderating role of fidelity in the main outcomes of interest. Explore the mediating role of teacher self-efficacy and behavior management practices on distal outcomes.
For this exploratory aim, the study team will examine how fidelity indicators (e.g., dosage, coach adherence, as reported by coaches) moderates intermediate teacher outcomes (e.g., teacher practices) within the main effect models. The study team will also examine how changes in teacher intermediate outcomes (e.g., teacher efficacy and practices) relate to the follow-up year's classroom climate (e.g., relationships) as reported by students (aggregated) and teachers in mediation models.
- Conditions
- Intervention, Control
- Being tested
- Bullying Classroom Check-Up (BCCU)
- Keywords
- Bullying, Aggression, Classroom Climate, Teacher Coaching, Simulation
- Medical subject headings
- Bullying, Aggression
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Bullying Classroom Check-Up (BCCU)Behavioural
BCCU professional development (PD) modules will be provided to all staff in intervention schools as part of their standard, school-approved professional development practices to provide knowledge and awareness for bullying identification, prevention, and intervention. In addition, consented 3rd-5th grade teachers will participate in the BCCU intervention. The coaching follows the original Classroom Check-Up model (Reinke, Herman, \& Sprick, 2011), embedding 5 steps (i.e., assessment of the classroom, feedback to teacher, goal setting and plan, ongoing coaching and guided practice in the TeachLivE© mixed-reality simulator [developed at the University of Central Florida (UCF); Dieker, Hynes, Hughes, \& Smith, 2008], and self-monitoring) and utilizing motivational interviewing (Miller \& Rollnick, 2012) to empower teacher practice change.
| Study group | Role | What they receive |
|---|---|---|
| Intervention group | Experimental | This group will receive Professional Development and Coaching (CCU) Receives: Behavioral: Bullying Classroom Check-Up (BCCU) |
| Control group | No intervention | Business as usual |
What is being measured
The primary outcome is the main question the study is designed to answer.
Teacher Prevention/Intervention Strategies
As self-reported by both teacher and students 'handling of aggression and bullying' designed for this study as well as an observational measure, the ASSIST of proactive behavior management for prevention.
Measured: Administered at baseline (before the intervention is launched)
Safety and aggression climate
As self-reported by both teacher and students on surveys using the Maryland Safe and Supportive Schools (MDS3) School Climate scales on safety, rules and consequences, and the general aggression/bullying climate as well as an observational measure, the ASSIST of the disruptive behaviors in the classroom.
Measured: Administered at baseline (before the intervention is launched)
Secondary outcomes (4)
Teacher use of social emotional learning (SEL)
Collected by research team-hired observers trained in an observational measure, called the ASSIST, assessing use of SEL in the classroom 3 classroom observations at baseline.
Measured: 3 classroom observations at baseline (before the intervention is launched)
Bullying and Positive Bystander Behaviors
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on experiences as a victim of bullying, bystander responses as well as an observational measure, the ASSIST of the aggressive behaviors in the classroom
Measured: Administered at baseline (before the intervention is launched)
Teacher Efficacy and burnout
As self-reported by teacher using a measure of emotional exhaustion/burnout and behavior management self-efficacy
Measured: Administered at baseline (before the intervention is launched)
Teacher and student connectedness
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on teacher connectedness and student connectedness (teacher version) and student-teacher and student-student relationships (student version)
Measured: Given first at baseline (before the intervention is launched)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted11 Apr 2022
- Study start1 Jun 2021
- Primary completion27 Mar 2026
- Study completion27 Mar 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for InterventionStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Half of the schools each year will be recruited from the School District of Philadelphia (SDP) and half from the Anne Arundel County Public Schools (AACPS) in Maryland. Within site, half of the schools will be assigned to the BCCU intervention and half will be in the control ("business as usual" condition; data collection only, plus an offer of a classroom management PD after research participation ends).
- Masking
- None (open label)
- Enrolment
- 34 participants (actual)
Sponsor and investigators
- Lead sponsor
- Johns Hopkins Bloomberg School of Public Health
- Sponsor type
- University, hospital or other
- Collaborators
- Children's Hospital of Philadelphia, University of Virginia, Sheppard Pratt Health System, Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Responsible party
- Sponsor
- Investigators
- Elise Pas, PhD, Principal investigator, Johns Hopkins UniversityTracy Waasdorp, PhD, Principal investigator, Children's Hospital of Philadelphia
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05321342
- Sponsor's protocol ID
- IRB00015114
- Other IDs
- 20-018301, 1R01HD102491-01A1
- Acronym
- BCCU
- Status last verified
- Apr 2026
- First submitted
- 4 Apr 2022
- Last updated
- 8 Apr 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 8 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Coaching Late Elementary School Teachers in Bullying Detection and Intervention (Bullying Classroom Check-Up)
- ClinicalTrials.gov ID
- NCT05321342
- Acronym / sponsor ID
- BCCU / IRB00015114
- Conditions
- Intervention, Control
- Keywords
- Bullying, Aggression, Classroom Climate, Teacher Coaching, Simulation
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 34 participants (actual)
- Lead sponsor
- Johns Hopkins Bloomberg School of Public HealthUniversity, hospital or other
- Collaborators
- Children's Hospital of Philadelphia, University of Virginia, Sheppard Pratt Health System, Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Study start
- 1 Jun 2021 (actual)
- Primary completion
- 27 Mar 2026 (actual)
- Study completion
- 27 Mar 2026 (actual)
- First posted
- 11 Apr 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The investigators' overall objective is to demonstrate the efficacy of the Bullying Classroom Check-Up (BCCU) on elementary aged students' aggressive and bullying behaviors, teacher practices, and student and teacher relationships. The investigators' principal hypothesis is that the BCCU will improve students' aggression and bullying behaviors and their perceptions of the school climate and relationships in the building as well as teacher practices.
Detailed description
Aim 1: Examine the Efficacy of the Bullying Classroom Check-Up (BCCU) at improving child aggressive and bullying behaviors For this aim, the study team will examine student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on their own aggression and bullying behavior as well as their perceptions of the general bullying climate, rating of safety, and positive bystander behaviors (i.e., how students respond to bullying when they witness it). The study team hypothesize that children in schools randomized to the BCCU condition will be less likely to engage in aggression and bullying, will rate the general bullying climate (i.e., perceptions that bullying is a problem and that adults/students do enough to stop bullying) and sense of safety more positively, and engage in more positive bystander behaviors than children in schools randomized to the control condition.
Aim 2: Examine the efficacy of the BCCU at improving teacher practices and relationships For this aim, the study team will examine teacher and aggregated student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on teacher self-reported, observed, and student-reported classroom practices as well as perceptions from teachers and students about relationships within the school. The investigators' hypotheses are that teachers in the BCCU condition will engage in more preventive classroom management and intervention strategies (e.g., modeling social emotional competencies such as empathy) in response to bullying than teachers in the control condition, and that teacher-student and student-student relationships will be more positive in classrooms in the BCCU condition than in the control condition.
Exploratory Aim 3: Explore the moderating role of fidelity in the main outcomes of interest. Explore the mediating role of teacher self-efficacy and behavior management practices on distal outcomes.
For this exploratory aim, the study team will examine how fidelity indicators (e.g., dosage, coach adherence, as reported by coaches) moderates intermediate teacher outcomes (e.g., teacher practices) within the main effect models. The study team will also examine how changes in teacher intermediate outcomes (e.g., teacher efficacy and practices) relate to the follow-up year's classroom climate (e.g., relationships) as reported by students (aggregated) and teachers in mediation models.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Half of the schools each year will be recruited from the School District of Philadelphia (SDP) and half from the Anne Arundel County Public Schools (AACPS) in Maryland. Within site, half of the schools will be assigned to the BCCU intervention and half will be in the control ("business as usual" condition; data collection only, plus an offer of a classroom management PD after research participation ends).
| Arm | Type | Receives |
|---|---|---|
| Intervention group | Experimental | Behavioral: Bullying Classroom Check-Up (BCCU)This group will receive Professional Development and Coaching (CCU) |
| Control group | No intervention | –Business as usual |
Who may qualify
- Ages
- 8 to 99 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (6 listed)
- Inclusion Criteria - Schools 32 schools will be selected based on the following inclusion criteria:
- Urban to urban fringe districts in the Northeast US
- Predominately minority student body (> 65%)
- Relatively large school with at least two 3rd, 4th, and 5th grade classrooms
- Inclusion Criteria - Teachers 1) Teachers of 3rd-5th grade regular education classrooms employed by the participating school sites who provide their consent for participation.
Key exclusion criteria (5 listed)
- Teachers in grades other than 3, 4, or 5 during the first year
- Special education teachers
- Specials (e.g., art, music) teachers
- Students who do not speak English.
- Special education students who are not integrated within the regular education classroom (i.e., receive education in self-contained classrooms).
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Bullying Classroom Check-Up (BCCU)BCCU professional development (PD) modules will be provided to all staff in intervention schools as part of their standard, school-approved professional development practices to provide knowledge and awareness for bullying identification, prevention, and intervention. In addition, consented 3rd-5th grade teachers will participate in the BCCU intervention. The coaching follows the original Classroom Check-Up model (Reinke, Herman, \& Sprick, 2011), embedding 5 steps (i.e., assessment of the classroom, feedback to teacher, goal setting and plan, ongoing coaching and guided practice in the TeachLivE© mixed-reality simulator [developed at the University of Central Florida (UCF); Dieker, Hynes, Hughes, \& Smith, 2008], and self-monitoring) and utilizing motivational interviewing (Miller \& Rollnick, 2012) to empower teacher practice change. | Behavioural | Intervention group |
Primary outcome
Teacher Prevention/Intervention Strategies
Time frame: Administered at baseline (before the intervention is launched)
As self-reported by both teacher and students 'handling of aggression and bullying' designed for this study as well as an observational measure, the ASSIST of proactive behavior management for prevention.
Safety and aggression climate
Time frame: Administered at baseline (before the intervention is launched)
As self-reported by both teacher and students on surveys using the Maryland Safe and Supportive Schools (MDS3) School Climate scales on safety, rules and consequences, and the general aggression/bullying climate as well as an observational measure, the ASSIST of the disruptive behaviors in the classroom.
4 secondary outcomes
Teacher use of social emotional learning (SEL)
Time frame: 3 classroom observations at baseline (before the intervention is launched)
Bullying and Positive Bystander Behaviors
Time frame: Administered at baseline (before the intervention is launched)
Teacher Efficacy and burnout
Time frame: Administered at baseline (before the intervention is launched)
Teacher and student connectedness
Time frame: Given first at baseline (before the intervention is launched)
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 8 Apr 2026.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Elise Pas, PhD principal investigator
Johns Hopkins University
Tracy Waasdorp, PhD principal investigator
Children's Hospital of Philadelphia
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Bullying Classroom Check-Up (BCCU) in people with Intervention and Control, run by Johns Hopkins Bloomberg School of Public Health at 2 sites in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 8 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Teacher Prevention/Intervention Strategies (time frame: Administered at baseline (before the intervention is launched)). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 8 Apr 2026; AzTrials last refreshed its copy on 26 Oct 2026.