Anti-bullying Programs Research Articles

Promoting Positive Leadership: Examining the Long-Term Dynamics of Anti-Bullying Programs.

Anti-bullying programs can create more positive classroom environments by fostering the development of positive leaders who establish constructive norms. The social identity theory of leadership addresses stability and change within different leader profiles and identifies leader group prototypicality: the extent to which leaders are perceived to embody the group identity, including standards, values, and norms. This study focuses on two key areas: (1) examining stability and change within positive and negative leader profiles, and (2) comparing transition probabilities between the KiVa anti-bullying intervention condition and a control condition. A sample of 6,629 children (2057 in the control condition and 4572 in the intervention condition) were followed from age 9 to age 11 in three waves of data collection. At each wave, latent profile analysis was used to identify two distinct leader profiles and three non-leader profiles based on peer nominations that included leadership, popularity, and both positive (defending) and negative (bullying) behavior. These profiles included (a) positive leaders, (b) negative leaders, (c) defenders, (d) bullies, and (e) modal children. Latent transition analysis for the full sample revealed more changing roles for negative leaders compared with positive leaders. In the intervention condition, negative leaders were more likely to make the transition to positive leaders than to bullies. This study shows that, in late childhood, positive leaders are perceived as more representative of the group leader prototypicality than negative leaders. These findings enhance understanding of leader profile evolution and may inform tailored leadership interventions.

The Impact of Bullying on the Social Development of Adolescents at SMA Negeri 1 Sungai Ambawang, Kubu Raya Regency

The aim of this research is to determine the role of schools in minimizing the impact of bullying on the social development of students at SMA Negeri 1 Sungai Ambawang. The location of this research is SMA Negeri 1 Sungai Ambawang, Kubu Raya Regency. The research subjects were members of the Violence Prevention and Handling Team (TPPK) of SMA Negeri 1 Sungai Ambawang. This research uses qualitative research. Data collection techniques in this research were observation, interviews and documentation. The data analysis techniques used are data collection, data reduction, data presentation, verification. The results of this research are the role of SMA Negeri 1 Sungai Ambawang school in creating Anti-bullying Programs and Policies; the school formed a special team, namely the Violence Prevention and Handling Team (TPPK); The monitoring system implemented is in collaboration with all school officials to monitor and pay attention to bullying in the classroom. There is a school community approach at SMA Negeri 1 Sungai Ambawang, namely teachers and the PPK Team play a role in providing guidance, direction, support and protection to students; provide an understanding of the dangers of bullying towards students by providing outreach; ascertain where bullying occurs by seeking information about acts of bullying that students often experience at school; handling of bullying cases is carried out through discussions with parents, teachers and third parties, namely the police as mediation intermediaries, providing guidance and supervision to students; The school will collaborate with the Kubu Raya Regency Women's Empowerment and Child Protection Service.

Bystanders of Bullying: What Motivates Students to Intervene or Stay on the Sidelines

The article examines the reasons for witnesses’ (non)intervention in defending victims of school bullying. We explore the phenomenon of moral disengagement among 8th-10th grade students from two schools in Saint-Petersburg.A thematic analysis of 42 interviews revealed that non-intervention is often accompanied by fear, indifference, and the belief that bullying is deserved. Fear of worsening their position in the group hierarchy and the anxiety of becoming the next victim of bullying act as deterrents, leading students to remain passive bystanders. Indifference is often explained by a focus on personal problems and distancing from the challenges of others. Blaming the victims makes intervention a socially undesirable action. Intervention and support for victims are motivated by friendship with the victim, a sense of moral responsibility for the well-being of others, and personal experiences of having been bullied.The study’s findings are important for developing anti-bullying programs and creating a supportive school environment. Addressing the causes of non-intervention can help teach students to be socially responsible for their own behavior and the behavior of those around them.

Implementasi Kurikulum Merdeka dalam Pembentukan Karakter SD Negeri Kepadangan 2

Character education can instill character values ​​in students as a foundation for forming a quality generation that is able to live independently in everyday life. The problems at SD Negeri Kedangan 2 do not only cover classroom learning activities, but also extracurricular activities that play an important role in character development and support school culture. The purpose of this study is to describe the implementation of the Independent Curriculum at SD Negeri Kedangan 2. The BKP independent internship activity will be carried out individually and will start on September 2, 2024 to November 29, 2024. The independent internship activity at SD Negeri Kedangan 2 begins with an initial orientation where interns get to know the school environment, learn the organizational structure, and get information about: Study programs are introduced. The implementation of the MBKM Mandiri internship program at SDN Kedangan 2 provides a very valuable experience for both students and schools. The educational and extracurricular activities carried out make a positive contribution to the development of students' academic and personal skills. Innovative programs such as literacy visits, greening, and anti-bullying programs create a friendlier learning environment and support the goals of the Independent Curriculum.

Exploring the Genetic Underpinnings of Bullying: A Contemporary Analysis of Scholarly Investigations

Since the early 21st century, bullying has been a central focus for scholars, with various forms, such as relational, physical, cyber, and social bullying, receiving extensive attention. However, the role of genetic and hereditary factors in bullying remains underexplored. This study systematically reviews 31 scholarly articles published between January 2000 and December 2021. Articles were selected based on predefined inclusion criteria, including methodological rigor, relevance to genetic influences on bullying, and clear population samples. Data sources included Google Scholar, ResearchGate, SAGE Journals, and ERIC, with keywords such as “bullying and genetics,” “bullying and hereditary,” and “family genetics involvement.” The findings reveal significant associations between genetic predispositions and bullying behaviors. For example, genetic factors were found to account for approximately 70–77% of bullying perpetration and victimization in multiple studies, highlighting a strong hereditary influence. Traits such as impulsivity and aggression, often linked to genetic predispositions, were also shown to interact with environmental factors such as family dynamics and peer relationships, amplifying bullying tendencies. These results underscore the critical role of genetic and hereditary transmission in shaping bullying behaviors across generations. The study emphasizes the need for a multidisciplinary approach that integrates genetic research with environmental interventions to address bullying effectively. Practical implications include the development of targeted anti-bullying programs that consider individual genetic susceptibility alongside fostering supportive family and school environments to reduce the intergenerational transmission of bullying behaviors.

Strategi Guru BK dalam Mereduksi Tingkat Stres Siswa Pasca Bullying di Madrasah Aliyah Negeri Palopo

This study aims to find out the innovative strategies developed by Guidance and Counseling (BK) teachers at MAN Palopo in reducing the level of psychological stress in students who are victims of bullying. This research was carried out using a qualitative descriptive method where to obtain accurate information, the researchers conducted direct research to BK teachers at MAN Palopo by conducting interviews, observations, and documentation. The object of the study was carried out at MAN Palopo and the subject was a BK teacher where the researcher identified how or how the BK teacher in the school to overcome bullying behavior in the school. Based on the results of research at MAN Palopo, BK teachers' strategies have been proven to be real in the field in reducing students' stress levels after bullying. The approach used includes interventions tailored to each student's needs, a combination of how to deal with problems with a focus on feelings and the problem itself, and helping students to develop their inner strengths. The results of the study show that BK teachers play a role in helping students overcome post-bullying stress with an individual approach. In addition, positive developments were seen in both study subjects. For DF, the guidance counselor uses expressive therapy through dance and cognitive reframing techniques to boost self-confidence. Meanwhile, TM is motivated to utilize his hobby in sports and join a choir group as an emotional expression outlet. Positive developments in both subjects can be seen in the results of interviews with students who continue to show increased confidence and active involvement in school activitie In addition, MAN Palopo also implements a comprehensive anti-bullying program, demonstrating the school's commitment to creating a safe and supportive environment.

Feeling better now? Being defended diminishes daily mood problems and self-blame in victims of bullying.

School bullying is a group phenomenon in which being defended by peer bystanders may buffer against the development of psychological problems in victims. This registered report examines whether being defended diminished victims' daily mood problems and self-blame, both from a within- and between-person perspective. Daily diary data were collected from n = 1669 Finnish 7th-9th grade students (M age = 14.45; 55.5% girl) across 3 weeks. In n = 1329 out of 12,366 assessments (10.7%), students indicated that schoolmates victimized them on the day of bullying. Multi-level regression analyses indicated that students reported lower depressed mood, greater positive mood and lower self-blame on days that they were victimized and defended as compared to days when they were victimized but non-defended. Effect sizes were medium for depressed mood and small for positive mood and self-blame. Repeated victims (n = 144) were less likely to blame themselves for victimization on days they were defended, which, in turn, diminished feelings of humiliation (mediation). Our findings indicate that being defended benefits victims of bullying by mitigating mood problems, both directly and indirectly via diminished self-blame. Anti-bullying programmes that encourage peer defending have the potential to improve victims' psychological adjustment, even on a daily basis.

The effects and costs of an anti-bullying program (KiVa) in UK primary schools: a multicenter cluster randomized controlled trial.

Childhood bullying is a public health priority. We evaluated the effectiveness and costs of KiVa, a whole-school anti-bullying program that targets the peer context. A two-arm pragmatic multicenter cluster randomized controlled trial with embedded economic evaluation. Schools were randomized to KiVa-intervention or usual practice (UP), stratified on school size and Free School Meals eligibility. KiVa was delivered by trained teachers across one school year. Follow-up was at 12 months post randomization. Primary outcome: student-reported bullying-victimization; secondary outcomes: self-reported bullying-perpetration, participant roles in bullying, empathy and teacher-reported Strengths and Difficulties Questionnaire. Outcomes were analyzed using multilevel linear and logistic regression models. Between 8/11/2019-12/02/2021, 118 primary schools were recruited in four trial sites, 11 111 students in primary analysis (KiVa-intervention: n = 5944; 49.6% female; UP: n = 5167, 49.0% female). At baseline, 21.6% of students reported being bullied in the UP group and 20.3% in the KiVa-intervention group, reducing to 20.7% in the UP group and 17.7% in the KiVa-intervention group at follow-up (odds ratio 0.87; 95% confidence interval 0.78 to 0.97, p value = 0.009). Students in the KiVa group had significantly higher empathy and reduced peer problems. We found no differences in bullying perpetration, school wellbeing, emotional or behavioral problems. A priori subgroup analyses revealed no differences in effectiveness by socioeconomic gradient, or by gender. KiVa costs £20.78 more per pupil than usual practice in the first year, and £1.65 more per pupil in subsequent years. The KiVa anti-bullying program is effective at reducing bullying victimization with small-moderate effects of public health importance. The study was funded by the UK National Institute for Health and Care Research (NIHR) Public Health Research program (17-92-11). Intervention costs were funded by the Rayne Foundation, GwE North Wales Regional School Improvement Service, Children's Services, Devon County Council and HSBC Global Services (UK) Ltd.

BUILDING A HEALTHY AND SAFE SCHOOL WITH THE KKN PROGRAM IN GUNUNG PICUNG VILLAGE, PAMIJAHAN DISTRICT, BOGOR REGENCY

Gunung Picung village in Pamijahan faces challenges in maintaining a healthy and safe school environment. This proposal seeks to address these challenges by implementing three main initiatives: sanitation education, anti-bullying campaigns, and sexual harassment prevention programs. The hygiene education component will improve awareness through workshops on handwashing and tooth-brushing, enhancing overall school cleanliness. The anti-bullying program will involve all school members in workshops and discussions aimed at reducing incidents of bullying. Finally, the sexual harassment prevention program will educate students on their rights and provide mechanisms to report harassment safely. The program will be conducted in three phases: planning and socialization, implementation, and evaluation. This initiative aims to foster a positive learning environment, improve student well-being, and serve as a model for other rural schools.

Bullying victimization in schools in the United Arab Emirates: a cross-sectional study

BackgroundDespite the implementation of antibullying policies, schools in the United Arab Emirates (UAE) witnessed an increase in bullying prevalence. The aim of our study was to assess bullying victimization in schools in the UAE, types of bullying, and factors and outcomes related to bullying behavior.MethodsA cross-sectional survey was conducted in randomly selected private and public schools in Al Ain City. A structured, self-administered questionnaire was used to collect data from students in grades 6–8 (Ages 10–15). We adapted the US CDC ‘Bully Survey’ for cultural relevance in the UAE through feedback from focus group meetings with teachers. Data analysis, conducted using R software, involved stratified analysis by school type and utilized Chi-Squared and Fisher’s exact tests to identify factors associated with school bullying.ResultsThe study sample consisted of 723 students of whom 68% were males, and 58% were Emirati nationals. The overall prevalence of bullying victimization in schools was 37%, with 40% in private schools and 35% in public schools. Cyberbullying was more prevalent in private schools (37%). Physical bullying was reported by 20% and verbal bullying by 12%, with a higher prevalence of physical bullying in private schools (24%) and among males (23%). The study’s findings showed significant emotional and academic impacts of bullying, including feelings of sadness and learning difficulties, contributing to a rise in school absenteeism.ConclusionsThe study reveals widespread bullying victimization in UAE schools, mainly in classrooms, with group exclusion and verbal abuse as key forms. It underscores bullying’s psychological impact and the greater awareness of parents compared to teachers. The effective intervention strategies should not only involve students, teachers, and school staff, but also actively engage parents by fostering stronger communication channels between schools and families, and providing parents with resources and training to recognize and address bullying. These strategies should aim to create a cohesive network involving the entire school community, thus fostering a safer and more inclusive environment for students. The findings stress the need for inclusive antibullying programs involving the entire school community to foster a safer environment.

Cross-sectional study of bystander roles in school bullying incidents in the United Arab Emirates

Abstract Background School bullying is a widespread public health issue with far-reaching consequences on the psychological well-being and academic performance of students. This study focuses on the perspective of bystanders to better understand their role in the dynamics of bullying in school environments in the United Arab Emirates. Methods We employed a multi-stage random sampling approach to collect data from students in grades 6 to 9 at the sample of public and private schools in Al Ain, using a validated self-report questionnaire. IBM SPSS software version 28.0 was used for the analysis using appropriate statistical tests. Results Out of 728 surveyed students, 290 (40%) were from private and 438 (60%) from public schools. A total of 425 (58%) of students were bystanders observing bullying incidents across all schools, with 65% of males versus 45% of females witnessing such events. Physical bullying was the most frequent type of bullying observed by 67% of students. The classroom was most often location, 75% in private schools and 61% in public schools. Verbal abuses such as making fun and name-calling were commonly reported. Bullying targeting physical appearance was particularly noted, with 31% of bystanders stating that bullying was due to perceptions of a student’s face being ‘funny’ and 21% due to beliefs about weight. 59% felt sad, and 29% didn’t go to school as a result of the bullying. Reporting to teachers was limited (25%). Conclusions The high prevalence of bystanders in school bullying incidents in Al Ain was observed, especially among male students. The results emphasize the critical need for comprehensive anti-bullying programs that include bystander intervention strategies to promote a supportive and inclusive educational environment. Key messages • Many of students are witnessing bullying, highlighting the need for effective intervention programs. • Empowering bystanders is crucial in preventing bullying and enhancing the safety at schools.

Understanding the situation of bystanders to inform anti-bullying interventions.

Bystanders who witness a bully-victim exchange at their school differ from bystanders who witness many incidents of violence in their community, due to the web of mutual relationships that exist within a school setting. Research conducted in many countries has revealed a variety of ways in which peers too often support and encourage bullies, thereby reinforcing the bully's behavior and further marginalizing their victims. This elucidates the potential benefits of channeling bystanders' neutrality into opposition to bullying that is beneficial and supportive of victims. This goal has been incorporated into preventive anti-bullying interventions that have been implemented and evaluated. In this paper, we focus on the contention that systematic anti-bullying intervention in schools and communities can affect the stance of bystanders. We pay particular attention to the KiVa program, which was originally developed in Finland but has since been implemented in schools throughout many countries due to promising data regarding its effectiveness as well as its emphasis on the role of bystanders. We discuss the data documenting the effectiveness of preventive school-based anti-bullying programs, considering the proposition that these programs reduce bullying at least partially by improving bystander behavior. Despite ample evidence that KiVa reduces bullying, there is little specific data showing that the effects of KiVa are mediated by improvements in bystander behavior. The paper concludes with speculation about the possibility of a more direct and active mobilization of student mediators and student leaders to influence the behavior of bystanders in their classrooms and schools.

Beyond Access: Tackling Bullying to Ensure True Inclusion in Pakistan's Educational Landscape

Though Pakistan has been making progress in the field of inclusive education, mere integration of diverse learners in regular classrooms does not mean inclusive education. This paper claims that bullying is one of the major factors that hinder the process of comprehensive educational inclusion in Pakistan. There are, however, many challenges that hinder the implementation of inclusive education, including social exclusion, discrimination, and bullying of disabled and marginalized learners despite policies that promote their integration into regular schools. This opinion paper assesses the current phenomenon of inclusive education in Pakistan and its relation to bullying. It examines how ignorance of society, unawareness, and insufficient training of teachers lead to schools that cultivate bullying, especially of children with disabilities or those from different ethnic groups. The paper argues that the idea of inclusive education cannot be said to be fully realized if the bullying issue is not tackled, given that victims of bullying are, in essence, excluded from the learning process. In order to address this problem, the authors suggest several measures: policy changes, implementation of extensive anti-bullying programs, increasing the level of teacher awareness and preparedness in diversity and inclusion, as well as community involvement. In this way, Pakistan can move from adopting education as a right on paper to the provision of quality education that is more than just enrolling students and ensuring that they attend classes but that learners feel protected, appreciated, and supported to excel academically. This paper thus seeks to generate further dialogue among educators, policymakers, and researchers on the importance of tackling bullying as a core component of the inclusive education agenda in Pakistan and, hence, towards the formation of a more equitable and inclusive education system.

Measures to Support Ukrainian Refugees' Education

The aggression of Russia in Ukraine concerning the conflict has displaced more than 4 million Ukrainians, many of whom are women and children, who are now refugees in other countries. This remains one of the biggest challenges in providing continued access to education. Schools all across Europe have embraced the challenge of receiving many students from Ukraine into their institutions. Some key actions taken for their educational needs are as follows: Ukrainian assistants and translators, the arrival of Ukrainian language teachers, provision of Ukrainian books, online learning, a welcome point at the schools, trauma-sensitive education to tutors, social inclusion through extra curriculum activities, grants from local and state level, inter-municipal and with Ukraine authority for reports, transfer certificates, bridging programs and no document required for school enrollment. Counseling, as well as anti-bullying programs, must also be strengthened to provide safe settings for refugee youths to be successful academically and psychologically during this tremendous transformation. That said, the task has not been easy. Still, European education systems have shown empathy and operational flexibility in tackling this challenge to ensure that the academic needs of young displaced Ukrainians are not compromised.

Emotional Intelligence, Mental Distress and Handling Bullying in School Teachers

In process to combat bullying, it may be integral for well-being of students to have a teacher who they perceive as active, emotionally intelligent, resilient, and using an effective strategy of intervening to reduce bullying. The major goal of this study is to explore nexus between Mental Distress and Handling Bullying of School Teachers and Emotional Intelligence. A cross sectional Correlational research design was used and non-probability sampling technique was used to recruit the participants. The participants included private and government school teachers, N=292 (114 males and 164 females) with the age range of 25-50. The assessment tools (Urdu translated versions) used for this research were Handling Bullying Questionnaire (Bauman, Rigby, & Hoppa, 2008), Depression Anxiety and Stress Scale (DASS-21; Lovibond & Lovibond, 1995) and Emotional Intelligence scale (Batool & Khalid, 2011). A significant mean difference between private and government schools on handling bullying and emotional intelligence was evident by the results. Moreover, a significant difference was found between teacher’s emotional intelligence and number of years of experience. The results also indicated that there was a negative correlation between emotional intelligence and mental distress. Positive correlations were also found between subscales of handling bullying and emotional intelligence. It was revealed that emotional intelligence was a significant negative predictor of mental distress. This study likely to give insight to the policy makers of Anti-bullying programs to focus on emotional intelligence of teachers to help them deal with bullying in students. Moreover, strategies can be planned to deal with mental distress of teachers so that they can perform their role well.

Exploring Anti-Bullying Strategies in Islamic Boarding Schools: A Comparative Study of Indonesia and Malaysia

The phenomenon of bullying is a serious and concerning problem, especially in educational environments such as schools and Islamic boarding schools. This research aims to explore educational models and approaches used in preventing and dealing with bullying in Islamic boarding schools in Indonesia and Malaysia, using a Systematic Literature Review (SLR) approach which involves systematic identification, evaluation, and synthesis of relevant research. Google Scholar and ERIC were chosen because of their broad academic coverage and access to educational and psychological journals. Of the initial 290 articles, 40 articles were excluded due to duplication, irrelevance, or not meeting established inclusion criteria. The research results show that there is a trend in anti-bullying education models in Islamic boarding schools varying from prevention to intervention. Overall, the approach used to prevent and handle bullying in Islamic boarding schools in Indonesia and Malaysia shows a commitment to creating a safe and conducive educational environment. Thus, the results of this research will be a contribution to policy makers and Islamic boarding schools in preparing anti-bullying programs in the Islamic education environment.

Effectiveness of the KiVa anti-bullying program in the Czech Republic: A cluster randomized control trial

AimsOne of the most widely used evidence-based anti-bullying programs, KiVa, originates from Finland and aims to change students’ peer context, activate teachers, and inform parents with two main components (universal preventive actions and indicated actions when bullying occurs), complemented by monitoring. Because research documented somewhat varied KiVa outcomes in different countries and because there is a lack of research focusing solely on the effectiveness of the universal and indicated actions, this study aimed to evaluate the effectiveness of KiVa main components when implemented in a new country. This two-arm parallel cluster randomized control trial (RCT) evaluated the effectiveness of the KiVa anti-bullying program in elementary schools in the Czech Republic. It examined the effects of the universal and indicated actions on self-reported bullying and victimization as primary outcomes and well-being as a secondary outcome, while keeping monitoring constant across the intervention and control schools. The study also examined the role of implementation fidelity on the proposed outcomes. MethodsSchools were allocated via stratified randomization into a KiVa intervention group (12 schools, 35 classes, N = 407 students) or a wait-list control group (12 schools, 32 classes, N = 400 students). The study employed data from baseline and post-measurement waves, which were 10 months apart. ResultsThe data were analyzed using linear mixed effects models, which showed no significant intervention or fidelity effects for bullying, victimization, and well-being. However, promising trends (at α < .10) were revealed, such as lower levels of bullying observed in the intervention group and in schools with high implementation fidelity. Additional analysis using Bayes factors supported these promising trends and provided moderate support for lower levels of victimization in the intervention group compared to the control schools. ConclusionsEvaluation of effectiveness of anti-bullying programs could benefit from a more targeted fidelity assessment at the classroom or individual level and from distinguishing between the effects of the main components of the programs and the effects of monitoring. The promising yet non-significant intervention and fidelity effects suggest that schools may require enhanced support and longer implementation time frames than a single school year, especially when implementation faces structural obstacles, such as the Covid-19 pandemic.

Overcoming Shyness and Bullying in EFL Classrooms: Strategies for Promoting Communicative Competence among Iraqi Learners

The improvement of communicative competence in English as a Foreign Language (EFL) is essential for Iraqi learners to involve effectively in personal, academic, and professional contexts. However, learners often face obstacles like shyness and bullying that could hinder their language acquisition and participation in classroom activities. This research examines strategies to overcome those obstacles and endorse a supportive learning environment that nurtures communicative capability amongst Iraqi EFL learners. Through a wide-ranging literature review, the study inspects theoretical perspectives from the affective filter hypothesis, sociocultural theory, and motivational backgrounds to comprehend the multidimensional factors influencing language learning practices. The conceptual model offered integrates individual factors (shyness, anxiety, motivation), social features (bullying, peer relationships, classroom climate), and pedagogical methods to explore their relationship in developing communicative competence. The research theorizes that targeted interventions, like affective strategies, anti-bullying programs, and supportive learning techniques, can alleviate the negative impacts of shyness and bullying, thereby enhancing learners' communicative capabilities. The findings have important implications for EFL teaching practices in Iraq, highlighting the importance of creating inclusive classrooms, applying communicative language teaching approaches, cultivating peer support, and addressing socio-cultural effects. Eventually, this study contributes to the body of knowledge on endorsing communicative competence and presents applied references for educators, policymakers, and shareholders in the arena of EFL education in Iraq.

Maraknya Bullying Yang Terjadi Di Sekolah Dasar

Bullying in elementary schools has become an increasingly serious problem in recent years. Bullying behaviors, such as physical, verbal and psychological abuse, can have a significant negative impact on children's development. This study aims to identify the factors that cause bullying in elementary schools and evaluate effective prevention and treatment strategies. The research method used is library research, which is a research method by collecting data by understanding and studying theories from various literatures related to the research. The results showed that the factors causing bullying in elementary schools include: lack of supervision and intervention from the school, peer influence, and unfavorable family conditions. To overcome the problem of bullying, a comprehensive effort is needed that involves all elements of the school, family and community. Some recommended strategies are: increasing the capacity of teachers in handling bullying cases, developing anti-bullying programs that are integrated in the school curriculum, and empowering parents and communities to play an active role in preventing and dealing with bullying.

School-Based Anti-Bullying Program on Reducing Violence among High School Students in Indonesia: A Quasi-Experimental study

Background and Objectives Bullying is a form of aggression that has detrimental effects on the physical, emotional, and psychological well-being of youths. The study sought to investigate the impact of school-based anti-bullying initiatives on mitigating violence among high school students in Indonesia. Patient and Methods This study employed a quasi-experimental design, including a pretest and post-test, with a non-equivalent control group. This study included a total of 160 high school students. Results The findings indicated that school-based anti-bullying interventions had a substantial impact on the attitudes and behaviors of the experimental group, who received the program, in comparison to the control group, who received the standard care provided by the school. Nevertheless, there was no notable disparity in students’ understanding of anti-bullying between the experimental group and the control group both before and during the implementation of the school-based anti-bullying program. Conclusion Ultimately, school-based anti-bullying initiatives have proven to be efficacious and have the potential to be widely deployed as a means of curbing violence within educational environments. Additional research is required to carry out randomized control trials in order to ascertain the efficacy of the program in different educational institutions.