Bullying

This program involves film and guided discussion to promote bystander behavior related to dating abuse. The program is rated No Effects. There were no statistically significant differences between the intervention and control groups on intervening when a peer was being harmed or physically hurt by an intimate partner, or when a peer was intoxicated or being bullied. The intervention group was statistically significantly more likely to intervene in peer self-harm, compared with the control group.

This is an anti-bullying program for adolescents in Spain, which is designed to decrease bullying and cyberbullying perpetration and victimization both in the classroom and virtual environments. The program is rated Promising. There was a statistically significant decrease in bullying and victimization and cyberbullying and cybervictimization for the treatment group, compared with the control group.

This is a schoolwide, multicomponent intervention to reduce and prevent aggression and bullying among students. The program is rated Promising. There was a statistically significant intervention effect on teachers’ ratings of students’ physical, verbal, and relational aggression and victimization. However, there was no statistically significant intervention effect on students’ self-reports of physical and relational aggression and victimization.

The program aims to increase school/community competence in responding to and preventing student emotional and behavioral health crises. This program is rated Promising. Compared with control schools, intervention schools had statistically significantly lower rates of suspensions and office referrals and had conducted more threat assessments and crisis interventions. However, there were no significant effects on bullying, juvenile justice referrals, and emotional or behavioral health incidents.

This is a school-based, social–emotional learning program for elementary school students. Teachers incorporate 25-40-minute lessons within the usual classroom curriculum. The program is rated No Effects. The treatment group displayed a statistically significant reduction in hyperactivity; however, there were no statistically significant differences between the treatment and control groups on measures of conduct problems, peer problems, social–emotional competence, or disruptive behaviors.

This is a universal, school-based social-emotional learning program aimed at reducing violence and encouraging academic success among middle school students. The program is rated No Effects. While the program had a statistically significant impact on reducing physical aggression, there was no statistically significant impact on sexual-violence victimization and perpetration, peer victimization, bullying victimization and perpetration, cyberbullying, or homophobic name calling.

This is a school-based, small-group program designed to prevent social aggression and increase empathy, prosocial behavior, and social problem–solving skills among fifth-grade females. The program is rated No Effects. Through treatment group, students demonstrated some statistically significantly improved social problem–solving skills, compared with control group students. There was no effect on prosocial behavior or social aggression.

This is a semi-structured, school-based intervention program developed for pre-kindergarten students seeking to improve emotional and behavioral problems and promote social skills development. The program is rated Promising. Evaluation results showed no differences regarding parent-rated behavioral problems or social skill, but teacher ratings of child behavioral problems and social skills statistically significantly improved in the intervention group.

This is a preventative, school-based program for students in 4th, 5th, and 6th grades (ages 9–12) that sought to reduce rates of bullying and victimization within elementary schools. The program is rated Effective. Evaluation results suggest that the program statistically significantly reduced bullying and victimization rates at schools that implemented the program compared with a control group of schools that did not.

This is a community-based, schoolwide intervention aimed at children in grades 1 through 3 that targets socially competent behaviors and risks for peer victimization. The program was rated Promising. The program was shown to have statistically significant, positive effects on physical and relational victimization and social competence, but not on social responsibility or physical aggression.

This is a school-based intervention program focused on reducing instances of bullying and victimization, while increasing the safety of students in grades 3–5. The program is rated Promising. In all outcomes, the treatment schools showed statistically significant reductions in bullying, victimization, and witnessed aggression, as well as statistically significant increases in perceptions of safety at school.

This was an antibullying program for all students involved: victims, passive bystanders, and bullies. The program is rated Promising. Elementary, middle, and high school treatment groups experienced statistically significant greater proportions of students reporting no participation in bullying-related roles at the posttests. The elementary student treatment group saw statistically significant reductions in bullying and victimization but no statistically significant change in bystander behavior.

This is an antiviolence program designed to prevent child maltreatment by providing education, resources, and support to parents to improve their parenting skills. The program is rated Promising. Treatment group parents reported a statistically significant reduction in using harsh discipline strategies and increase in appropriate developmental expectations, compared with control group parents at the 3-month follow up. However, there was no statistically significant difference in nurturing.

This is a schoolwide bullying prevention program that seeks to reduce bullying perpetration and victimization by increasing staff awareness and students’ social–emotional skills. The program is rated No Effects. Despite some statistically significant findings, there were no statistically significant differences between students in intervention and control schools in self-reported bullying victimization, observed nonphysical bullying, self-reported bullying perpetration, and gossip victimization.

This was a universal prevention program designed to reduce impulsive and aggressive behavior in children. The program is rated No Effects. Intervention students had a statistically significant lower likelihood of using aggression while negotiating, needing adult intervention in conflict resolution, and showing more socially competent behavior and prosocial goals. However, the differences between the groups were small and there were no statistically significant differences in antisocial behavior.

This program uses a curriculum-based approach to improve youth academics, behavior, and character. The program is rated Effective. Treatment group students reported statistically significantly less substance use, sexual activity, violent behavior, serious violence-related behavior, and bullying behavior, compared with control group students. There were no statistically significant differences in measures of disruptive behaviors.

This school-based program delivered to elementary school students to reduce bullying and victimization was designed for national use in the Finnish comprehensive schools. This program is rated Promising. There were statistically significant reductions for self-reported bullying and victimization and peer-reported victimization for KiVa schools compared with control schools; however, there were no significant differences between treatment and comparison schools on peer-reported bullying.

This is a school-based prevention program for students between the ages of 12 and 16, which is designed to increase peer support, improve conflict-resolution skills, and decrease acceptance attitudes toward aggression and violence. The program is rated Promising. Treatment group students reported a statistically significant lower likelihood of using negative conflict-resolution skills (e.g., verbal or physical aggression), compared with comparison group students, at the posttest.

This interactive classroom curriculum is designed to reduce youth dating violence by addressing bullying, unsafe sexual behavior, and substance use. The program is rated No Effects. The program had small, statistically significant effects on decreasing dating violence and sexual harassment/assault victimization. However, there were no significant effects on sexual harassment/assault perpetration, peer violence perpetration or victimization, sexual activity, substance use, or prosocial attitudes.