Participating schools will have an internal capability to systematically create deeper appreciation for students who might not otherwise have been fully appreciated. 

Participating schools will also have an internal capability to identify, investigate, and remedy acts of bullying.


Alberti Center Study of Buildup Summer 2020
In the summer of 2020, the Alberti Center for Bullying Prevention (affiliated with the State University of New York/SUNY), one of the top bullying research centers in the United States, conducted a full study of Buildup by measuring pre-camp and post-camp surveys of the campers who filled out the survey anonymously. Permission was of course granted by the parents of these campers and the sample size reached the targeted level of significance. 

Very Significant Increase in Self Esteem
Regarding self-esteem, results indicated a significant difference from pre-test to post-test t(56) = -4.37, p <. 01. Specifically, boys reported higher self-esteem at the end of camp compared to before camp, with a moderate effect size (Cohen’s d = .46). 

This increase in self-esteem is almost double that witnessed in a number of summer camps for children with chronic health conditions (e.g., obesity, diabetes, asthma, cancer, heart disease) that typically have a highly trained staff specifically focused on increasing the morale of their campers. In those camps, campers were found to have a small but significant increase (d = .25) in self-perception, which included self-esteem and self-concept, among the children attending camp (Odar et al., 2013).  

Significant Increase in Perceived Social Support from Staff and Peers
Additionally, there was a significant difference when comparing perceived social support from teachers in school to perceived social support from counselors in camp, t(57) = -2.35, p = .02. Boys reported receiving more social support from camp counselors than teachers with a small effect size (Cohen’s d = .36). Boy’s also reported significantly more perceived social support from bunkmates at camp when compared to classmates at school t(57) = -6.46, p < .001, with a moderate to large effect size (Cohen’s d = .88).


Prior to Week 1: General Introduction
The Buildup professionals meet the educational administrators introducing the general components of the program.

Week 1: Training
The Buildup professionals meet with the school administrators and with the involved teachers to train and then to design an implementation plan.

Weeks 2-7: Implementation
The Buildup professionals meet separately with the teachers involved and with the educational administrators to provide feedback and make an implementation plan for the next week.

Week 8: Closing
The Buildup Team has an in-person meeting together with the school participants to get feedback, identify any remaining actions that need to be taken and celebrate the work done together.