School-based Anti-bullying Programs Research Articles

Effectiveness of the kiva antibullying program with and without the online game in chile: A three-arm cluster randomised controlled trial

IntroductionBullying is a major problem worldwide and Chile is no exception. Whole school-based antibullying programs offer an opportunity for preventing bullying at school. The KiVa antibullying program has been evaluated in Finland and other European countries, showing preventive effects on self-reported bullying victimization and bullying perpetration.ObjectivesTo test the effectiveness of a culturally adapted version of the KiVa antibullying program in socio-economically vulnerable schools in Santiago, Chile.Methods We did a cluster randomized controlled trial in 5th and 6th graders at socially vulnerable schools. Schools were randomly assigned (1:1:1) to three groups: full KiVa group (including the online game), partial KiVa group (did not include the online game), and control group in which the regular school curriculum was implemented. The primary outcome was self-reported bullying victimization, measured with the Olweus Bully/Victim Questionnaire-Revised version (OBVQ-R). Students were assessed at the end of the academic year (November 2016) and 12 months later at the end of the academic year (November 2017). This trial is registered with ClinicalTrials.gov, number NCT02898324.ResultsWe included 39 schools (13 in each group). The baseline survey included a total of 5923 participants, and the endpoint survey included 3968 participants. Participants in the partial KiVa group had lower victimization and lower witnessing bullying at school at the endpoint survey than those in the control group. There was no effect of the full KiVa group. No effects were found for bullying perpetration in any of the comparisons between arms.ConclusionsThe KiVa antibullying Program had small effects in its implementation in Chile.

What works in anti-bullying programs? Analysis of effective intervention components

Previous research has shown that many school-based anti-bullying programs are effective. A prior meta-analysis (Gaffney, Ttofi, & Farrington, 2019) found that intervention programs are effective in reducing school-bullying perpetration by approximately 19–20% and school-bullying victimization by approximately 15–16%. Using data from this prior meta-analysis, the aim of the current study was to examine the relationship between effectiveness estimates and specific elements of anti-bullying programs. Specific intervention components in line with a socio-ecological framework were coded as present or absent. Components were coded on the following levels: school, classroom, teacher, parent, peer, individual, and intervention. Meta-analytical subgroup comparisons analogous to ANOVA were computed to examine the relationship between the presence of specific components and the effectiveness in reducing bullying perpetration (n = 82) and victimization (n = 86). Results indicated that the presence of a number of intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, information for parents, informal peer involvement, and work with victims) were significantly associated with larger effect sizes for school-bullying perpetration outcomes. The presence of informal peer involvement and information for parents were associated with larger effect sizes for school-bullying victimization outcomes. Meta-regression analyses showed no significant relationship between effectiveness and the number of intervention components included in a program. The present report contributes to the understanding of 'what works' in reducing school-bullying perpetration and victimization. The impact of these findings on future anti-bullying research is discussed.

Heritability of Bullying and Victimization in Children and Adolescents: Moderation by the KiVa Antibullying Program

ABSTRACT Objective Bullying affects approximately a quarter of schoolchildren and is associated with numerous adverse outcomes. Although distinct risk factors for bullying and victimization have been identified, few studies have investigated the genetic and environmental underpinnings of bullying and victimization. The aims of this study were twofold: first, to examine the contributions of genetic and environmental factors to bullying and victimization, and second, to analyze whether the KiVa antibullying program moderated the magnitude of these contributions by comparing estimates derived from the KiVa versus control groups. Method The sample comprised students from schools that participated in the evaluation of the KiVa antibullying program in Finland during 2007–2009. Bullying and victimization were measured using peer nominations by classmates. The sample for the twin analyses comprised of 447 twins (107 monozygotic and 340 dizygotic twins) aged 7–15. Results Genetic contributions accounted for 62% and 77% of the variance in bullying and in victimization at pre-intervention, respectively. There was a post-intervention difference in the overall role of genetic and environmental contributions between the intervention and the control group for bullying and victimization, with non-shared environmental effects playing a lesser role (and genes a larger role) in the intervention than in the control group context. Conclusions This study replicates previous findings on the genetic underpinnings of both bullying and victimization, and indicates that a school-based antibullying program reduces the role of non-shared environmental factors in bullying and victimization. The results indicate that prevention and intervention efforts need to target both environmental and (heritable) individual level factors to maximize effectiveness.

Did Bullying Victimization Decrease After Nationwide School-Based Antibullying Program? A Time-Trend Study

We assessed changes in traditional and cyberbullying victimization, and their associations with mental health, before and after the introduction of a nationwide antibullying program in Finnish schools in2009. This time-trend assessment comprised two methodologically identical cross-sectional survey studies, with 2,061 adolescents in 2008 (response rate 90.2%) and 1,936 in 2014 (91.8%). Their mean age was 14.4 years. They completed questionnaires about traditional and cyberbullying, mental health, and perceptions of school safety. Odds ratios (OR) and 95% CIs are presented with 2008 as the reference year. From 2008 to 2014, traditional victimization decreased from 28.9% to 19.1% (odds ratio [OR]= 0.5, 95% CI= 0.4-0.7) among boys and from 23.2% to 17.4% (OR= 0.7, 95% CI= 0.6-0.9) among girls. Cyberbullying victimization remained fairly stable at 3.3% and 3.0% (OR= 0.7, 95% CI= 0.4-1.2) for boys and at 2.7% and 4.1% (OR= 1.4, 95% CI= 0.9-2.4) for girls. Combined traditional and cyberbullying victimization decreased from 6.1% to 3.9% (OR= 0.5, 95% CI= 0.4-0.8) among boys and from 7.5% to 6.7% (OR= 0.8, 95% CI= 0.6-1.2) among girls. Those experiencing both traditional and cyberbullying reported the highest mental health problems. Perceived school safety improved among boys, but not among girls. Both boys and girls reported greater efforts by teachers and fellow students to stop bullying. Combined traditional and cyberbullying victimization was an indicator of comorbid mental health problems. Interventions that target both types of bullying, and that are integrated with mental health promotion, are needed.

The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects?

The purpose of this study was to evaluate the efficacy of a brief, bystander bullying intervention on reducing internalizing symptoms among students ( N = 65). Although witnessing bullying is associated with mental health risks, the majority of research on bystander interventions focuses on the impact of these programs on school-wide bullying reduction rather than improved emotional outcomes for those trained to intervene. Results indicated high school students trained in a brief, bystander bullying intervention reported greater decreases in internalizing symptoms from baseline to a three-month follow-up compared to students in a control group. Further, gender moderated intervention effects such that differences in decreases in internalizing symptoms were significant for females only. Implications for school-based anti-bullying programs for high school students are discussed.

A Meta-analytic Review of School-Based Anti-bullying Programs with a Parent Component

Social-ecological theory of school bullying stresses the role parents play in students’ engagement in bullying. School practitioners and the researchers who support practitioners are often recommended to involve parents in their efforts to implement school-based prevention efforts. Yet, empirical support for this recommendation is scarce. Although evidence on bullying prevention programs continues to burgeon, limited efforts have been made to synthesize the impacts of adding parental components to prevention programming. This meta-analysis attempts to fill this gap by reviewing and analyzing studies published after 2000 that evaluate school-based anti-bullying programs involving a parental component. Twenty-two studies with an overall sample of 212,211 students from kindergarten to 12th grade supported a small but significant effect on reducing bully perpetration (d = 0.179, 95% CI = [0.095, 0.264]) and victimization (d = 0.162, 95% CI = [0.059, 0.265]). Moderator analysis revealed that the effectiveness of the program on both perpetration and victimization was not affected by school level, country in which the program was implemented, or type of parental component. Current caveats and suggestions for incorporating parental components in school-based anti-bullying programs are discussed.

校园反欺凌项目干预效果及影响因素：元分析和GRADE证据质量

<p id="C2">School bullying has become a public health issue in the past several decades which caused physical and psychological harm on bullies, victims as well as bystanders. Therefore, a series of anti-bullying programs were designed to reduce the bullying or the harmfulness of bullying, but the effectiveness of these programs was inconsistent. Forty-three pre-post randomized controlled trail studies were selected to examine the effect of school-based anti-bullying programs. The evidence quality was screened under the GRADE protocol. Results suggested a significant effect for anti-bullying programs which targets bullies (<italic>g</italic> = 0.57, <italic>p</italic>&lt; 0.05), while those who target victims, victimization decreased (g = 0.40, <italic>p</italic>&lt; 0.05), and overall metal health improved (<italic>g</italic> = 0.40, <italic>p</italic>&lt; 0.01). The pooled effect size indicated that school-based anti-bullying programs have a small effect on bullying and victimization (<italic>g</italic> = 0.17, <italic>p</italic>&lt; 0.001) and influenced by publication bias. Attitude changed moderately (<italic>g</italic> = 0.19, <italic>p</italic>&lt; 0.001). The evidence of attitude change was moderate, other outcome variables have a very low or low evidence quality according to GRADE protocol. For the programs targeting universal students, programs which was less than one semester performed better, and the global intervention showed more effective than education. The effect size of anti-bullying programs targeting bullies or victims was moderate, but more research is needed. Though school-based anti-bullying programs which target universal students have a relatively small effect size, however, they are practical for real-world applications. The dose of intervention and the feature of programs have influence on the effect of anti-bullying programs.

Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review

A comprehensive and extensive systematic review and meta-analysis of the effectiveness of bullying prevention programs is presented. This report updates earlier research conducted by Farrington and Ttofi (2009). Systematic searches of online databases (i.e., Web of Science, PsychARTICLES, PsychINFO, EMBASE, DARE, ERIC, Google scholar, and Scopus) were conducted for primary studies published from 2009 to December 2016. Searches were also conducted for unpublished reports. To be included in the systematic review, primary studies must: (1) describe an evaluation of a school-based anti-bullying program; (2) utilize an appropriate operational definition of school-bullying (e.g., Centers for Disease Control and Prevention, 2014; Farrington, 1993; Olweus, 1992); (3) measure school-bullying perpetration and/or victimization behaviors using quantitative measures; and (4) use an experimental or quasi-experimental design with adequate control group. Following systematic screening of over 20,000 search results, a total of 100 evaluations (with 103 independent effect sizes) were eligible for inclusion in our meta-analysis. Most of the effect sizes are estimated from studies that used RCT designs (n = 45) or quasi-experiments (n = 44 effect sizes), with only 14 effect sizes from age cohort designs. Anti-bullying programs significantly reduce bullying perpetration (random effects OR = 1.309) and bullying victimization (random effects OR = 1.244). These results suggest that anti-bullying programs reduce school-bullying perpetration by approximately 19–20% ad school-bullying victimization by approximately 15–16%. Effect sizes vary greatly across studies, with a significant heterogeneity between studies for both bullying perpetration bullying victimization outcomes. This is anticipated given the variability in a range of moderators, for example, methodological designs, type of program used, or place of implementation. Analyses suggest no publication bias for either meta-analysis. Variability in effect sizes across different methodological designs is investigated. Primary studies employing age cohort designs (n = 14) provide the largest effects in reducing both bullying perpetration (OR = 1.474) and victimization (OR = 1.302). In relation to bullying victimization outcomes, before-after/experimental-control designs provide similar effects (OR = 1.225) to randomized controlled trials (OR = 1.21). Randomized controlled trials (OR = 1.244) are more effective in reducing bullying perpetration than before-after/experimental-control designs (OR = 1.187). In future, we aim to further explain differences across programs by correlating individual effect sizes with varying program components and varying methodological elements available across these 100 evaluations.

KIVA Program for Trauma Healing due to Cyber-bullying among Students

Background: Cyber-bullying involves the use of electronic media with the aim of causing damage, humiliation, suffering, fear, and despair for individuals who are the targets of aggression. The impact of cyber-bullying is not only affect their daily lives but may continue to adulthood. KiVa is research-based anti-bullying program that has been developed in the University of Turku, Finland, with funding from the Ministry of Education and Culture. The effectiveness of KiVa has been shown in a large randomized controlled trial. This study aimed to describe the health problems and evidence-based intervention programs that support trauma healing through KiVa program. Subjects and Method: A systematic review was conducted by searching the following databases: PubMed, SAGE Journals and Virtual Health Library from 2010 until 2018. The keywords for this review included cyber-bullying AND children, cyber-bullying AND mental health AND Children, cyber-bullying in children AND intervention. The inclusion criteria were systematic review, clinical review, cohort study, cross-sectional study, clinical study and guidelines. After the review process, 19 articles and 1 RCT were included. Results : Internationally, the impact of cyber-bullying on children has been linked to poor mental health including overall psychological health, low self-esteem, depression and anxiety and violent behavior. Another study showed that bully victims had the highest risk of self-injury, suicidal ideation, suicide plan and effort. KiVa is a school-based anti-bullying program from Finland involving teachers, students and parents. The KiVa principle is the prevention of bullying by cultivating character in students by forming group norms. The forms vary, can be videos, online games, surveys, posters, and guidebooks for parents. Children are taught a sense of responsibility and empathy. Previous RCT studies which involved 2,042 students in grades 4 and 6 showed that KiVa reduced intimidation, pro-intimidation, and victimization. And increasing attitude and empathy for victims. Overall, the findings provide evidence of the effectiveness of the KiVa Program. Conclusion : Cyber-bullying is associated with emotional stress and even suicide attempts. Parents, health personnels, and educators must be aware of the long-term risks so that prevention and treatment programs such as KiVa should be considered to be applied in Indonesia. Keywords: Cyber-bullying, children, mental health Correspondence: Aris Widiyanto. School of Health Sciences Mamba'ul 'Ulum, Surakarta, Jl. Ring Road Utara, Tawangsari, Mojosongo, Jebres, Surakarta, Central Java. Email: widiyantoaris99@gmail.com. Mobile: +6281329209095 Health Promotion and Behavior (2018), 3(4): 263-269 https://doi.org/10.26911/thejhpb.2018.03.04.06

Is weight-related bullying addressed in school-based anti-bullying programs?

IntroductionThe high prevalence and numerous negative correlates of weight-related bullying among youth emphasize the need to prevent and counter this phenomenon in school settings. This scoping review aims at: (a) determining whether the anti-bullying programs identified in previous systematic reviews and meta-analyses take weight-related bullying into account, and (b) pinpointing effective intervention strategies against weight-related bullying. Literature findingsNone of the 10 systematic reviews and meta-analyses retained addressed weight-related bullying directly. However, their findings highlighted some intervention strategies that may help prevent and reduce this type of bullying. Discussion and conclusionThe results underscore the need to consider weight-related bullying more closely in anti-bullying programs implemented in elementary, middle, and high schools. It is also important to target the intervention strategies most likely to lead to the prevention and reduction of weight-related bullying. Such strategies could include, for example: (a) education, training, and awareness-raising, for school personnel, concerning weight bias, norms and prejudices; and (b) social and emotional support for students who are victims of weight-related teasing or bullying.

Association between bullying behavior, perceived school safety, and self-cutting: a Japanese population-based school survey.

No previous population-based studies have examined associations between self-cutting, perceived school safety, and bullying behavior among East Asian adolescents. We examined whether bullying, victimization, and perceived school safety were associated with self-cutting by getting 1865 students with a mean age of 13.9years (standard deviation 0.2years) to complete questions on these variables. Psychiatric problems were assessed with the Strengths and Difficulties Questionnaire. About 5.6% of males and 11.9% females had practiced self-cutting and when we controlled these results for psychiatric symptoms, self-cutting was associated with being both a bully and a victim among males and females. In addition, self-cutting was independently associated with perceived school safety among females. Those who felt unsafe at school and were victimized were much more likely to engage in self-cutting. Self-cutting among Japanese adolescents was linked with bullying behavior and feeling unsafe at school. Secure school environments and school-based antibullying programs could help to prevent adolescent self-injurious behavior.

Changes in Mental Health, Bullying Behavior, and Service Use Among Eight-Year-Old Children Over 24 Years

The aim of this study was to examine changes in the mental health problems, bullying, and service use of 8-year-old children at 4 different time points (1989, 1999, 2005, and 2013) using population-based, time-trend data. Information from 4 cross-sectional samples was compared over a 24-year period. The target population was Finnish-speaking children born in 1981 (n= 1,038), 1991 (n= 1,035), 1997 (n= 1,030), and 2004 (n= 1,114) and living in selected school districts in the Turku University Hospital area in southwestern Finland. The participation rates varied from 84% (2005) to 95% (1989). Information about the children's psychiatric symptoms, bullying experience, and service use was obtained from parents and teachers using Rutter questionnaires. Child depression was measured using the Children's Depression Inventory (CDI). Parental reports showed that emotional (p<.001) and conduct (p= .001) problems among boys and emotional (p= .002) problems among girls decreased over the 24-year period. In teacher reports, there were nosignificant changes in hyperactivity, emotional, and conduct problems between 1989 and 2013. Girls' self-reported depression scores increased between 1989 and 2005, but leveled off in 2013. There were no significant decreases in bullying behavior between 2005 and 2013 despite the introduction of a nationwide school-based anti-bullying program in 2009. Mental health service use increased constantly during the study period: in 1989, 4.2% of boys and 0.9% of girls were in contact with services, and by 2013 this had risen to 15.1% and 6.1% (p< .001). No substantial increases in children's mental health problems were seen between 1989 and 2013. Service use increased constantly, indicating lower thresholds for seeking help. Bullying behavior is strongly related to mental health problems, and that is why school-based bullying interventions, including mental health perspectives, are needed.

Effectiveness of anti-bullying school programs: A meta-analysis

The large number of studies published in recent years aimed at evaluating the effectiveness of school-based anti-bullying programs recommends research to focus on synthesizing the evidence found in this regard.This study presents a meta-analysis of random clinical trials that assess the efficacy of 14 anti-bullying school programs. Sample size was of 30,934 adolescents aged between 7 and 16 years of whom 16,243 made up the Intervention Groups and 14,691 made up the Control Groups. Meta-analysis was conducted for each outcome measure, as well as heterogeneity analysis. Analysis of subgroups was performed when necessary, as well as analysis of publication bias.Results show moderate effect sizes for the outcome measures Bullying Frequency and Victimization Frequency, Attitudes and School Climate. Greater impact was observed in interventions of less than one school year duration, as well as those targeting children younger than 10years. Subgroup analysis confirmed greater heterogeneity in studies evaluating complex interventions.In general, our results indicate that bullying and violence prevention programs in school settings are obtaining beneficial, albeit discrete, results in the outcome measures evaluated.

Addressing school bullying: Insights from theories of group processes

In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying.

A meta-analysis of the effect of school-based anti-bullying programs

Bullying is a serious public health problem, and many studies have examined the effect of school-based anti-bullying programs. However, these programs and those outcomes are complex, broad, and diverse. Research is needed into the optimal strategies for these comprehensive programs, which consider both the effectiveness and cost of programs. We performed a meta-analysis of 13 studies using the Comprehensive Meta-Analysis software package to calculate effect size (ES) and the Q statistic. We conducted subgroup analyses to examine the differences based on student grade level, program duration, and program strategy. The pooled ES calculation indicated that school-based anti-bullying programs have a small to moderate effect on victimization. The results of the Q test indicated significant heterogeneity across studies of victimization (Q = 39.625; I (2) = 69.7%; p < .001). Studies involving training in emotional control (p < .01), peer counseling (p < .05), or the establishment of a school policy on bullying (p < .05) showed significantly larger ESs on victimization than did studies that did not involve these strategies. Effective school-based anti-bullying programs should include training in emotional control, peer counseling, and the establishment of a school policy on bullying.

Effects of the KiVa Antibullying Program on Cyberbullying and Cybervictimization Frequency Among Finnish Youth

Cyberbullying among school-aged children has received increased attention in recent literature. However, no empirical evidence currently exists on whether existing school-based antibullying programs are effective in targeting the unique aspects of cyberbullying. To address this important gap, the present study investigates the unique effects of the KiVa Antibullying Program on the frequency of cyberbullying and cybervictimization among elementary and middle school youth. Using data from a group randomized controlled trial, multilevel ordinal regression analyses were used to examine differences in the frequencies of cyberbullying and cybervictimization between intervention (N = 9,914) and control students (N = 8,498). The effects of age and gender on frequencies of cyber behaviors were also assessed across conditions. Results revealed a significant intervention effect on the frequency of cybervictimization; KiVa students reported lower frequencies of cybervictimization at posttest than students in a control condition. The effect of condition on the perpetration of cyberbullying was moderated by age. When student age was below the sample mean, KiVa students reported lower frequencies of cyberbullying than students in the control condition. We also found evidence of classroom level variation in cyberbullying and cybervictimization, suggesting cyberbullying is in part a classroom-level phenomenon. KiVa appears to be an efficacious program to address cyber forms of bullying and victimization. We discuss several unique aspects of KiVa that may account for the significant intervention effects. Results suggest that KiVa is an intervention option for schools concerned with reducing cyberbullying behavior and its deleterious effects on children's adjustment.

KiVa Antibullying Program: Overview of Evaluation Studies Based on a Randomized Controlled Trial and National Rollout in Finland

The effects of a Finnish national school-based antibullying program (KiVa) were evaluated in a randomized controlled trial (2007–2009) and during nationwide implementation (since 2009). The KiVa program is been found to reduce bullying and victimization and increase empathy towards victimized peers and self-efficacy to support and defend them. KiVa increases school liking and motivation and contributes to significant reductions in anxiety, depression, and negative peer perceptions. Somewhat larger reductions in bullying and victimization were found in the randomized controlled trial than in the broad rollout, and the largest effects were obtained in primary school (grades 1–6). The uptake of the KiVa program is remarkable, with 90 percent of Finnish comprehensive schools currently registered as program users.

Risk and protective factors, longitudinal research, and bullying prevention

This chapter presents the results from two systematic/meta-analytic reviews of longitudinal studies on the association of school bullying (perpetration and victimization) with adverse health and criminal outcomes later in life. Significant associations between the two predictors and the outcomes are found even after controlling for other major childhood risk factors that are measured before school bullying. The results indicate that effective antibullying programs should be encouraged. They could be viewed as a form of early crime prevention as well as an early form of public health promotion. The findings from a systematic/meta-analytic review on the effectiveness of antibullying programs are also presented. Overall, school-based antibullying programs are effective, leading to an average decrease in bullying of 20 to 23 percent and in victimization of 17 to 20 percent. The chapter emphasizes the lack of prospective longitudinal research in the area of school bullying, which does not allow examination of whether any given factor (individual, family,. or social) is a correlate, a predictor, or a possible cause for bullying. This has important implications for future antibullying initiatives, as well as implications for the refinement of theories of school bullying. It is necessary to extend the framework of the traditional risk-focused approach by incorporating the notion of resiliency and investigating possible protective factors against school bullying and its negative consequences.

Going to scale: A nonrandomized nationwide trial of the KiVa antibullying program for grades 1–9.

The effects of school-based antibullying programs have typically been examined on small samples, with number of schools ranging from 1 to 78 (Farrington & Ttofi, 2009). This study investigated the effectiveness of the KiVa antibullying program in the beginning of its nationwide implementation in Finland. At each time point, the participants included 888 schools with approximately 150,000 students in 11,200 classrooms in Grades 1-9 (8-16 years of age; 51% boys and 49% girls). Victims and bullies were identified with the global questions from the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), utilizing the criteria suggested by Solberg and Olweus (2003). The program effects were examined by calculating odds ratios based on a cohort-longitudinal design, correcting the standard errors for clustering. During the first 9 months of implementation, the KiVa program reduced both victimization and bullying, with a control/intervention group odds ratio of 1.22 (95% CI [1.19, 1.24]) for victimization and 1.18 (95% CI [1.15, 1.21]) for bullying. Generalized to the Finnish population of 500,000 students, this would mean a reduction of approximately 7,500 bullies and 12,500 victims.

Bullies and Power: A Look at the Research

Research indicates that bullying continues to plague schools, and school-based anti-bullying programs do little to take away the opportunities and power of the child who bullies. Research indicates methods to identify the child who bullies, and provides guidelines to change the bullying behaviors. Unfortunately, this information fails to result in changes in practice. Nomination of children who bully by their peers and the utilization of methods that remove the bully’s power are promising interventions. Administrators, teachers, parents, nurses, and mental health providers need to be proactive in utilizing these interventions, and provide training for school staff.