Abstract
Abstract Educational institutions in Pakistan recognize the concerning prevalence of traditional and cyberbullying. However, there are no evidence-based interventions to address this issue in these institutions. The current study examined the outcomes of the first implementation of the Sohanjana Anti-bullying Intervention, a comprehensive approach tailored specifically for Pakistani educational institutions that addresses the urgent need for a socially and culturally appropriate anti-bullying program. It aims to educate and train teachers to effectively address bullying issues among students by identifying, addressing, and intervening appropriately. The current study involved seven participants from four schools, who received 32 h of training and then applied their acquired knowledge. Data were collected at several stages before and after the intervention, and additional data were collected from staff (N = 101) to examine changes in bullying behaviors. The intervention successfully increased teachers’ awareness of bullying control strategies. Data from the experimental group of trained teachers showed a statistically significant decrease in social and verbal bullying in the post-intervention scores. Although decreases in social, verbal, and physical bullying were observed in the post-intervention data collected from staff, statistical significance was not reached, with the exception of one experimental school in a rural region that showed a significant decrease in physical bullying after the intervention. The limitations and implications of the study are discussed.
Published Version
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