Federal, state, and local emphasis on academic testing has resulted in less time and resources for school personnel to promote prosocial development and prevent violence in K-12 schools. Given these constraints, students (with guidance from school personnel) should be empowered to recognize each other and shift their own school climate and culture. Culturally and developmentally-appropriate prosocial curricula (e.g., training and courses) may be provided to school personnel and students to ignite change.
Students document actively caring on notecards and teachers recognize students for prosocial actions.
College and high school students teach character strengths, prosocial concepts, and recognize the prosocial behavior of middle school students.
COR and college students empower high school students to solve school problems and teach middle school students