Anti-bullying Programs Research Articles

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 programme (KiVa) in UK primary schools: a multicentre cluster randomised controlled trial

The effects and costs of an anti-bullying programme (KiVa) in UK primary schools: a multicentre cluster randomised controlled trial

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.

Bullying Victimization Trajectories: Associations With Changes in Social Status Dimensions Within the Classroom Group.

Previous studies have identified the association between classroom social status and bullying victimization, but it remains unclear how different victimization trajectories relate separately to social status dimensions: preference (acceptance and rejection) and popularity (popular and unpopular), and whether there are differences between victimization trajectory groups. This study assumed a longitudinal approach to explore these research questions. A total of 3.182 (50% girls; = 12.55 years at wave 1) students participated in the study. Four bullying victimization trajectory groups were found: high, decreasing, increasing and low in victimization. Multigroup analyses showed that high in victimization group had the worst acceptance, rejection, and unpopularity indexes. The decreasing victimization group increased in acceptance and popularity, whereas the increasing victimization group increased in rejection and popularity. These results underline the importance of considering the different dimensions of social status and their association with victimization trajectories when anti-bullying programs are proposed.

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.

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.

Fostering Empathy and Courage Through an Anti-Bullying Program in Karangtengah Village

This study discusses the implementation of an anti-bullying socialization program at SDN Karangtengah, located in Karangtengah Village, Kaliwungu Subdistrict, Kendal Regency. The program aimed to raise awareness about the dangers of bullying, its forms, and prevention strategies among students. Conducted over five days, it employed interactive methods such as lectures, group discussions, role-playing, and poster-making to engage students and enhance their understanding of bullying. The program successfully increased students' awareness and willingness to report bullying incidents, contributing to a safer school environment. Key factors supporting the program's success included active participation from the school administration, teachers, and community members. However, challenges such as limited time, resource constraints, and varying levels of understanding highlighted the need for ongoing support and extended program duration. The study recommends enhancing teacher training, integrating anti-bullying education into the curriculum, and fostering greater community involvement to ensure the program's long-term impact. This approach will help maintain a culture of safety and respect at SDN Karangtengah.

The Devastating Psychological Impact on Elementary School Students of Bullying in Indonesia

This study examines bullying at Larangan Sidoarjo Public Elementary School in South Sidoarjo and its psychological effects on victims. Using a qualitative case study method, data were collected through interviews and observations with teachers, parents, and victims, supplemented by secondary sources. Analysis followed the Miles and Huberman approach. Findings indicate that bullying includes both physical and verbal forms, leading to psychological issues such as low self-confidence, environmental anxiety, trauma in forming new friendships, and communication embarrassment. One notable case involved a student, RDF, who became introverted and sad due to verbal bullying about physical differences. The study underscores the need for effective anti-bullying programs and psychological support in schools. Highlights: 1. Bullying Types: Physical and verbal forms identified.2. Psychological Impact: Low self-confidence, anxiety, trauma in friendships.3. Case Highlight: RDF became introverted from verbal bullying about physical differences. Keywords: Bullying, Psychological effects, Elementary school, Qualitative study, Anti-bullying programs

Barriers to Reporting Teachers’ Abuse of Students

Teachers in Ontario’s schools are responsible for implementing and monitoring anti-bullying programs; in fact, Ontario’s teachers are legally bound to report all bullying incidences (Ontario Safe Schools Act, 2010). However, counter to current initiatives designed to combat school- based violence, recent research has demonstrated that some teachers are the aggressors of their students, yet these behaviours are not always reported. The lack of research into teacher abuse of students may be due to a lack of reporting.

Need-satisfaction as a Mediator of Teaching Style and School-Bullying Intentions

Background In response to the escalating incidents of bullying, the Indonesian government initiated the Roots Program. This program emphasizes the establishment of positive discipline through the involvement of teachers employing an authoritative teaching style. Aim This research aimed to analyze the role of teachers in shaping bullying intentions by employing a model based on the framework of the basic psychological needs theory. Objective The objective of this study was to explore the mediating effect of need satisfaction on the relationship between an authoritative teaching style and bullying intentions among high school students. Methods This study employed a correlational quantitative approach, utilizing convenience sampling to gather data from 396 high school and vocational school students. Data collection involved the use of three scales: the modified Bullying Intention Scale, the Indonesian version of TASCQ, and the Indonesian version of the BPNSFS Satisfaction subscale. Data analysis was conducted using PLS-SEM. Results The findings indicated that basic psychological need-satisfaction significantly mediates the relationship between authoritative teaching style and bullying intentions (β = -0.11, p&lt;0.05, 95%CI = -0.17, -0.07). Although the relationship is significant, the effect of an authoritative teaching style on bullying intentions through the mediation of basic psychological need satisfaction remains weak. Discussion Consistent with the basic psychological needs theory framework, this study confirms the critical role of need satisfaction in promoting anti-bullying attitudes. Students who perceive their psychological needs being met through the implementation of an authoritative teaching style by teachers exhibit lower bullying intentions. Conclusion The study concludes that periodic assessments of the basic psychological need-satisfaction of students are essential for the sustainability of anti-bullying programs, thereby enhancing the effectiveness of such initiatives.

Teachers' Efforts to Overcome Bullying Cases in the School Environment: Effective Steps to Curb Bullying Behavior

The role of teachers is very important in stemming bullying cases in the school environment. This study aims to investigate the efforts made by teachers in overcoming bullying cases in the school environment. Through a descriptive qualitative approach and in-depth interviews via Whatsapp, this research was conducted at Fathona Pakjo Integrated Islamic School Palembang. The research findings show that teachers who successfully address bullying cases have taken effective steps, such as identification of bullying cases using clear indicators, implementation of anti-bullying programs involving students and school staff, and collaboration with other parties such as parents and authorities. The results of this study have important implications in fostering an understanding of teachers' efforts in addressing bullying cases in the school environment, and can serve as a reference for schools and teachers in developing effective strategies to prevent and address bullying, with the aim of creating a safe and supportive learning environment for all students. Important implications include more targeted teacher training and the development of student education programs on empathy and inclusiveness for more effective anti-bullying policies. This conclusion is expected to encourage further research and assist schools in formulating more comprehensive strategies in addressing bullying issues.

Curbing Students' Bullying Among Secondary School Learners: The Effectiveness of School Bullying Interventions

This study investigates the effectiveness of bullying interventions in addressing student bullying within secondary schools in Machakos County. Anchored on social learning theory, which elucidates the role of behavior in fostering bullying among learners, the research employed a descriptive survey research design to gather and analyze primary data. A sample of 333 respondents was drawn from a population of 116,053 individuals across 36 schools. Questionnaires and interview guides served as the primary research instruments. The analysis encompassed both qualitative and quantitative methods. Results revealed persistent student bullying despite intervention efforts, with disciplinary measures like suspensions and punishments predominantly employed. Conversely, restorative interventions, anti-bullying programs, and supportive measures were underutilized, demonstrating ineffectiveness in bullying eradication. The study underscores the prevalence of student bullying in secondary schools, attributing it to the inadequate implementation of interventions. Recommendations urge school principals and stakeholders to enhance the efficacy of bullying interventions in secondary education settings.

Admitting to bullying others or denying it: Differences in children’s psychosocial adjustment and implications for intervention

This study examined whether, for bullying perpetrators, admitting to their behavior was associated with specific psychosocial characteristics, and whether it predicted decreases in bullying behavior and a higher responsiveness to a successful anti-bullying program after 9 months of implementation. It also investigated whether participation in an anti-bullying program deterred admitting to the behavior. At pretest, our sample included 5,908 children and early adolescents ( Mage: 11.2 years) in 39 intervention and 38 control schools; among them, 1,304 were peer-identified bullying perpetrators (scoring higher or equal to 0.5 SD above the same-sex classroom mean). Regression analyses indicated that peer-identified bullying perpetrators who admitted to their behavior were more likely to suffer from internalizing problems and reported lower anti-bullying attitudes than those who did not admit to bullying others. There was no significant main effect of admitting to bullying on changes in peer-reported bullying 1 year later. However, in control schools only, those who admitted to bullying at pretest were more likely to continue bullying a year later than those who denied it. There was no evidence that participating in the anti-bullying program made it less likely for peer-identified bullying perpetrators to admit to their behavior.