Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Summer 2015

Document Type


Degree Name

Educational Specialist (EdS)


Department of Graduate Psychology


Tammy D. Gilligan


Schools’ reaction to bullying is often just that; reactive, rather than proactive. Bullying is reported and then the school takes action in one of two ways. The perpetrator is punished or the victim is supported. Sometimes schools do both. What schools are frequently missing from this equation is that no one supports the student who engaged in the bullying behavior. Research tells us that there are negative effects for all students involved in bullying. Yet few work to support the students who engage in bullying behavior. Not only would this help prevent negative effects for the individual student, it may help to prevent future bullying from taking place. The following study is designed to investigate the link between mindfulness practices and common characteristics of students who engage in bullying: lack of empathy and emotional control. A group of five fifth graders in Cleveland County Schools were referred by teachers, counselors, and administrators to participate in a small group using a modified version of the MindUP curriculum. After the intervention group, students indicated more awareness of their own behavior, an increase in empathy, and in increase in emotional control.