Effectiveness of antibullying school programmes: A systematic review by evidence levels

José A. Barbero · José Antonio Ruiz Hernández · Bartolomé Llor Estéban · María Pérez García

88 citations0/0 files storedChildren and Youth Services Review

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Bullying, Victimization, and Aggression Workplace Violence and Bullying Education for Peace and Conflict Resolution

Abstract

Increasingly more educational centres are, therefore, carrying out programmes aimed at preventing or reducing violence in schools. This study seeks to examine the efficiency of such programmes in Primary and Secondary schools. The methodology used is the systematic search of electronic databases (Medline, Trip Database, Cochrane, Academy Search Premier, PsycINFO , ERIC and PsycARTICLES) for studies published after January 1, 2000, on the assessment of the effectiveness of school interventions to prevent or reduce violence and bullying. The study population comprises school-age (6–16 years) children and adolescents of both sexes. Initially, 299 articles were detected that met the inclusion criteria and that had been independently peer-reviewed. For the final evaluation, 32 studies were selected which met the previously established selection and quality criteria, and analysed by level of evidence. The review finds evidence of the efficiency of the programmes assessed, although serious limitations are also detected, which should be taken into consideration when designing future interventions. The likelihood of success is enhanced when all the disciplines of a centre are involved, and also the parents. It is also essential to adapt the diverse programmes to the social and cultural characteristics of the school population in which the programme is to be carried out. Finally, the findings indicate the need for continuity in the programmes if their long-term efficiency is to be guaranteed. ► We found evidence of the effectiveness of interventions aimed at reducing bullying. ► There is a great heterogeneity in the design of such school interventions. ► The most used outcome measures are related to attitudes, beliefs and behaviours. ► Social and cultural factors are not taken into account when designing the programs. ► Interventions are most successful when they involve parents, teachers and students.

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References

1996Assessing the quality of reports of randomized clinical trials: Is blinding necessary?1994Bullying at school: what we know and what we can do 2010Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review 2008Disorders of Childhood and Adolescence: Gender and Psychopathology 2006Bullying, Depression, and Suicidality in Adolescents 2001Does bullying cause emotional problems? A prospective study of young teenagers 2009Association Between Bullying and Psychosomatic Problems: A Meta-analysis 2008How effective are school bullying intervention programs? A meta-analysis of intervention research.

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