Reducing School Bullying: Evidence-Based Implications for Policy (From Crime and Justice: A Review of Research, Volume 38, P 281-345, 2009, Michael Tonry, ed., - See NCJ-242171)

• NCJ Number: 242176
• Author(s): David P. Farrington; Maria M. Ttofi
• Date Published: 2009
• Length: 65 pages
• Sale Source: University of Chicago Press
• Publication Format: Book Chapter
• Publication Type: Issue Overview
• Language: English
• Country: United States of America

Annotation

This essay examines the results of evaluations of anti-bullying programs.

Abstract

School bullying is an important social problem with serious short-term and long-term implications for physical and mental health. Bullies tend to be aggressive and delinquent, whereas victims tend to be anxious and depressed. School-based antibullying programs are effective in reducing bullying and being bullied. On average, bullying was reduced by 20-30 percent in experimental schools compared with control schools. The most important program components associated with a decrease in bullying are parent training, improved playground supervision, disciplinary methods, school conferences, videos, information for parents, classroom rules, and classroom management. The most important program elements associated with a decrease in being bullied are videos, disciplinary methods, work with peers, parent training, and cooperative group work. New antibullying programs should be designed, tested, and accredited on the basis of the most effective intervention components. (Published Abstract)