The authors of this report discuss an experimental trial of the Steps to Respect Program, aimed at reducing bullying and acceptance of bullying or aggressive behavior among elementary school children; they also discuss implications for future research.
Six schools were randomly assigned to either a multilevel bullying intervention or a control condition. Children in third through sixth grades (N=1,023) completed pre- and post-test surveys of behaviors and beliefs and were rated by teachers. Observers coded playground behavior of a random subsample (n=544). Hierarchical analyses of changes in playground behavior revealed declines in bullying and argumentative behavior among intervention-group children relative to control-group children, increases in agreeable interactions, and a trend toward reduced destructive bystander behavior. Those in the intervention group reported enhanced bystander responsibility, greater perceived adult responsiveness, and less acceptance of bullying or aggression than those in the control group. Self-reported aggression did not differ between the groups. The paper also discusses implications for future research on the development and prevention of bullying. Publisher Abstract Provided