der-utilized tool for bullying prevention, adding that the process for encouraging students to engage in positive behaviors is to tell stu- dents what the expectations are, give them the opportunity to engage in those expectations, and then provide them with behavior specific praise. He advised flipping the way educators provide feedback, from using corrective or punitive statements such as “Don’t do that,” and instead saying, “I really like the way you’re doing that.” Positive be- havior supports are not only developmentally beneficial but reinforce positive behavior, he explained. He added, “That trip on the bus is an extension of the school day.


If the kids view it that way, then they will continue to engage in the behavior that would be expected in the school. And it all comes down to what those are expectations are and how they’ve been established early on.” Rose advised that school bus drivers who establish connections


and relationships with students are in the position to detect early signs of bullying. “Bus drivers have a unique opportunity to develop a rapport with their students because on this bus they’re in a differ- ent environment, where you’re taking them to and from their home, where they are most comfortable.” When it comes to interacting with parents, Rose encouraged trans- portation professionals to share positive behavior moments from the


“That trip on the bus is an extension of the school day. If the kids view it that way, then they will continue to engage in the behavior that


would be expected in the school.”


- Chad Rose, Missouri Bullying Prevention Lab


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