It is easier, and obligatory, to report extreme incidents than it is to reduce implied verbal insults or to chronicle the range of improvements that result in a more livable and enriched environment. Nevertheless, some consistent method that will establish a baseline needs to be developed in every school. Longitudinal data accumulated from one school is more valuable than blended statistics that can distort. Finland places strong emphasis upon activities at the beginning of the school year which help establish a positive social climate. Scottish teachers do action research.
Canadian teachers facilitate student conferences and non-hierarchic activities such as committees.
However, when a leader changes schools or becomes burned out a program may be at risk. In fact, exposure to violent media and electronic types of information or games is a relatively new and powerful dynamic. Thus, there is less tolerance of disruptive behaviour but more exposure to extreme examples. Public awareness provides impetus for change and mobilization of community resources. Organizations such as the Alberta Teachers Association have provided good leadership.