In this symposium, we describe the processes of cultural and linguistic adaptation of the WITS Programs (www.witprograms.ca) for the prevention of peer victimization in elementary schools in Quebec Canada and in Brazilian, and Indigenous communities. Beyond the linguistic translation of the program’s open access resources, we specify several challenges and opportunities for program implementation that we needed to considered in the adaptations needed to implement the WITS programs including.
- Social political framework of the location of your program.
- State and definitions of violence in the schools and community.
- Capacity of the schools and community (preservice teacher training, school readiness, police parent and community involvement, school climate, etc)
- Assessing needs of schools and using baseline data to help them frame an approach
- Consideration of the socioeconomic and unique context of schools.
- Implications for start-up of programs
- Challenges for fidelity and ethics of implementation
- Implication for design of implementation and effectiveness evaluations
We present three mixed-method evaluations of the WITS programs adaptations occurring in three languages in different sites. These include English speaking Indigenous Communities in Canada, French speaking schools in Quebec, Canada, and Portuguese speaking schools in Brazil. We identified challenges specific to each effort but also found that despite identified differences between schools’ cultures, judicial systems, environments (urban, suburban, rural), SES, culturally homogeneity, and pedagogy; there was significant common ground between them concerning the vision of how best to prevent and reduce violence in schools.