MARC at Bridgewater State University is a completely unique Academic Center
Founded and directed by Dr. Elizabeth Englander and managed by Dr. Meghan McCoy, the Center's team is staffed by both faculty and dedicated University students in the fields of Psychology, Social Work, Education/Counseling, and Criminal Justice.
The MARC Center has brought research-based programs and services to K-12 education at no / low cost to schools across the country for over a decade.
Annually providing programming and services to more than 400 schools across the US.
Learn more about What We Do
What We Do
The Massachusetts Aggression Reduction Center provides free and low-cost programs, services, research and resources to schools, families, and professionals, in the United States and beyond. Our focus is on social and emotional adjustment in children, including bullying and cyberbullying, fighting, bias and diversity, peer relationships, and screen and social media use.
MARC is an academic Center at Bridgewater State University.
We're staffed by faculty, students , office staff and wonderful volunteers. We offer free curricula, training and presentations for children; training for educators and professionals; and presentations and resources for parents and families.
Request any programs or services your school needs.
Learn more about Our Team
Dr. Elizabeth Englander, Executive Director of MARC, founded it in 2004 through a Presidential Fellowship. She is a Professor of Psychology, supervises all personnel in MARC and is a prolific researcher.
Dr. Kyung-Shick Choi is an Associate Professor of Criminal Justice and a Researcher in MARC.
Dr. Meghan McCoy is the Manager of Programs of MARC. She is a Part-Time Professor of Psychology, supervises students and conducts research.
Mona Rosen, a retired school adjustment counselor and Active Licensed Mental Health Counselor, helps supervise and educate MARC students.
Melissa Duphily runs the MARC office. She manages all student workers, all logistics, all program bookings, and all MARC events.
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We understand that student education must take different forms for children of different ages, therefore, all of our programming is developmentally appropriate.
Because bullies at schools are often high-social-status children (i.e., "popular"), it is students who must be aware enough to realize that bullying behavior is not desirable and should not be emulated. Bystander support of targets is key.
Elementary aged students (grade 6 and below) are often emotionally connected with their primary classroom teacher, and thus best able to have their awareness raised by that teacher.
Older students (pre-teen and teenage) are often best able to learn from high-status peers who model positive social behaviors, and who model a distaste for bullying and abusive behaviors.
Cyberbullying is a central form of bullying today and it must be addressed, even among elementary school children, albeit in a developmentally appropriate manner.
Ongoing, continuous programs -- even low-key ones -- are preferable to one-time programs such as assemblies.