Anti-Bullying Bill of Rights Act (ABBRA) in New Jersey: a case study of the implementation of regulatory policy

The primary purpose of this study was to investigate year two of the implementation of the New Jersey Anti-Bullying Bill of Rights Act (ABBRA). The environment of accountability has become increasingly prominent through the ongoing development of regulatory policy in the field of education (Anderson, 2011; Fowler, 2009; Limber & Small, 2003; Peterson & West, 2003; Rudalevige, 2003; United States Department of Education, 2011; White House, 2011). This investigation focused on the gap between crafted policy and implementation of policy due to prior anti-bullying legislation throughout the country having been unsuccessful in the implementation phase (Glover, Cartwright, Gough, & Johnson, 1998; Kester & Mann, 2008; Smith-Canty, 2010). Analysis procedures utilized the method of qualitative research as grounded theory with case study as a strategy (Charmaz, 2010; Glaser & Strauss, 1999; Yin, 2012). Versus Coding provided the method for analysis (Saldana, 2009). Data indicated that several codes emerged illuminating a single explanatory theme of Control versus Freedom. Implications were suggested for policy implementers, policy makers and further theory development