Conflict Resolution in a French Immersion Elementary School

Abstract

The authors examined the effectiveness of a total-student-body conflict resolution training program in a Canadian suburban French immersion K-6 public elementary school. All 302 students received conflict training in their classrooms in French and English during 7 months of the 1997-1998 school year. Participants were 16 teachers (entire teaching staff) and 195 students in Grades K-2 and 3-6. Results on questions concerning teacher implementation of conflict training indicated moderate to low levels of classroom use. Factors that facilitated classroom use were (a) collaboration, (b) schoolwide focus, (c) adoption of a common conflict procedure, and (d) curriculum integration. Factors that impeded use were (a) lack of collaboration, (b) inconsistent schoolwide applications, and (c) novice understanding of and skill performing the conflict procedure. Results on questions concerning student impact supported effectiveness and feasibility of simultaneously teaching all students how to manage conflicts constructively. First, correlations between levels of classroom implementation and student learning and use of the conflict procedure were positive, moderate, and significant. Second, students in moderate classroom implementations learned and used the conflict procedure significantly more than did students in low classroom implementations. Third, students demonstrated significantly greater learning and use of the conflict procedure after training.

Keywords:

• conflict resolution
• French immersion elementary school
• K-6 students