UMD-PGCPS Partnership Integrates Bullying Prevention Into Language Arts

A new partnership between the University of Maryland College of Education and Prince George’s County Public Schools is bringing an innovative approach to bullying prevention directly into language arts instruction. 

Rather than treating bullying as a separate topic, the Bullying Literature Project embeds social-emotional learning and bullying prevention into everyday classroom experiences to help elementary school students connect what they read with how they act. 

“Many bullying prevention programs don’t show long-term impact because they’re not integrated into students’ daily learning,” said Associate Professor of School Psychology Cixin Wang, who developed the project. “When students see these skills as separate from their academic work, they’re less likely to use them outside of that context. This project changes that.”

Wang and a small team of graduate students in the school psychology program are working with four third-grade classrooms at Brandywine Elementary School in Brandywine. Students participate in guided reading and discussion and hands-on activities designed to build empathy, strengthen social skills and boost positive peer interactions, all while also encouraging positive bystander intervention.

Each week, students engage with stories that reflect real-life challenges. They compare themselves with characters in the books, create comic strips or stories that reimagine bullying scenarios, and write and act out their own scripts.

At the center of the project are the Walk Away, Ignore, Talk it Out and Seek Help strategies that provide students with clear, practical tools to navigate conflict and respond to bullying. By practicing these strategies through storytelling and role-play, students build confidence and competence.

Bullying remains a widespread issue in K-12 schools, with research showing significant impacts on students’ mental health, behavior and overall school experience. Traditional prevention programs often struggle to take hold in schools, where teachers have limited time and resources.

As the partnership continues, Wang is focused on expanding and evaluating the program. Looking ahead, she envisions broader implementation and long-term sustainability. With additional funding, the project aims to reach more students, provide training for teachers and college students, and develop online modules that allow schools to independently adopt the program.