Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-8bljj Total loading time: 0 Render date: 2024-06-23T18:43:25.808Z Has data issue: false hasContentIssue false

15 - Actions to prevent bullying in western countries

from Part IV - Practical measures to reduce bullying problems

Published online by Cambridge University Press:  05 April 2016

By
Peter K. Smith ,
Fran Thompson ,
Wendy Craig ,
Irene Hong ,
Phillip Slee ,
Keith Sullivan  and
Vanessa A. Green
Edited by
Peter K. Smith ,
Keumjoo Kwak  and
Yuichi Toda
Peter K. Smith
Affiliation:
Goldsmiths, University of London
Keumjoo Kwak
Affiliation:
Seoul National University
Yuichi Toda
Affiliation:
Osaka Kyoiku University, Japan
Get access

Summary

This chapter discusses what schools can do about bullying, and what the evidence base is for the effectiveness of such actions, in western countries. It draws on findings internationally but focusses primarily on England, other countries in Europe, the USA and Canada, and Australia and New Zealand. It mentions what legal provisions are relevant to school bullying, what guidance and resources are available, and considers the various proactive, peer support and reactive strategies that schools can and do use to reduce bullying. It also reviews the effectiveness of monitored program-based interventions. Cyberbullying has posed new challenges for anti-bullying interventions in the last decade, which are considered; although cyberbullying predominantly takes place outside of school, the ‘fallout’ is often brought into school. School-based interventions are targeted at individuals, the class, or the whole school; some at the behaviour of those doing the bullying; some at those who are victims; some at bystanders or likely defenders. Despite continuing challenges, school bullying is an area where research and practice have gone hand in hand over recent years, with good evidence that the outcomes have improved pupil well-being and happiness.
Type
Chapter
Information
School Bullying in Different Cultures
Eastern and Western Perspectives
 , pp. 301 - 333
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Banerjee, R., Robinson, C. and Smalley, D. (2010). Evaluation of the beatbullying peer mentoring program. Report for Beatbullying. Falmer: University of Sussex.Google Scholar
Bauer, N. S., Lozano, P. and Rivara, F. P. (2007). The effectiveness of the Olweus bullying prevention program in public middle schools: A controlled trial. Journal of Adolescent Health, 40, 266–274.CrossRefGoogle ScholarPubMed
Blatchford, P. (1998). Social life in school: Pupils’ experiences of breaktime and recess from 6 to 16. London: Routledge.Google Scholar
Boulton, M. J. and Flemington, I. (1996). The effects of a short video intervention on secondary school pupils’ involvement in definitions of and attitudes towards bullying. School Psychology International 17, 331–345.CrossRefGoogle Scholar
Bowles, R., Reyes, M. G. and Pradiptyo, R. (2005). Safer schools partnerships. Report for the Youth Justice Board. York: University of York.Google Scholar
Brown, E. C., Low, S., Smith, B. H. and Haggerty, K. P. (2011). Outcomes from a school-randomized controlled trial of Steps to Respect: A Bullying Prevention Program. School Psychology Review, 40, 423–443.CrossRefGoogle Scholar
Butler, D., Kift, S., Campbell, M., Slee, P. T. and Spears, B. (2011). School policy responses to cyberbullying: An Australian legal perspective. International Journal of Law and Education, 16, 7–28.Google Scholar
Campbell, M. A., Butler, D. and Kift, S. (2008). A school’s duty to provide a safe learning environment: Does this include cyberbullying? Australian and New Zealand Journal of Law and Education, 13, 21–32.Google Scholar
Campbell, M. A., Cross, D., Spears, B. and Slee, P. (2010). Cyberbullying- legal implications for schools. CSE Occasional Paper, 118. Melbourne: CSE.Google Scholar
Commonwealth of Australia, (1994). Sticks and stones: A report on violence in schools. Canberra: Australian Government Publishing Service. http://catalogue.nla.gov.au/Record/143978Google Scholar
Cowie, H. and Smith, P. K. (2010). Peer support as a means of improving school safety and reducing bullying and violence. In Doll, B., Pfohl, W. and Yoon, J. (Eds.), Handbook of youth prevention science (pp. 177–193). New York: Routledge.Google Scholar
Cowie, H., Smith, P. K., Boulton, M. J. and Laver, R. (1994). Co-operative group work in the multi-ethnic classroom. London: David Fulton,Google Scholar
Craig, W. M., Pepler, D. J. and Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School of Psychology International, 21, 22–36.CrossRefGoogle Scholar
Cross, D., Epstein, M., Hearn, L., Slee, P. T., Shaw, T., Monks, H. and Schwartz, T. (2011). National safe schools framework: Policy and practice to reduce bullying in Australian schools. International Journal of Behavioural Development, 35, 398–404.CrossRefGoogle Scholar
Davidson, J, Martellozzo, E. and Lorenz, M. (2009). Report 2: Evaluation of CEOP ThinkUKnow Internet Safety Program and Exploration of Young People’s Internet Safety Knowledge. Kingston University.Google Scholar
DCSF (2007). Safe to learn: Embedding anti-bullying work in schools. London: Department of Children, Schools and Families.Google Scholar
DfE (1994). Bullying: Don’t suffer in silence: An anti-bullying pack for schools. London: HMSO.Google Scholar
DfE (2013). Preventing and tackling bullying: Advice for head teachers, staff and governing bodies. Available online at www.education.gov.uk/publications ref: DFE-00292–2013Google Scholar
DfES (2nd edn. 2000; revised 2002). Bullying: Don’t suffer in silence. An anti-bullying pack for schools. London: HMSO.Google Scholar
Education and Inspections Act (2006). London: HMSO. Available at www.legislation.gov.uk/ukpga/2006/40/contentsGoogle Scholar
Edwards, D., Hunt, M. H., Meyers, J., Grogg, K. R. and Jarrett, O. (2005). Acceptability and student outcomes of a violence prevention curriculum. Journal of Primary Prevention, 26, 401–418.CrossRefGoogle ScholarPubMed
Eisner, M. and Malti, T. (2012). The future of research on evidence-based developmental violence prevention in Europe – Introduction to the focus section. International Journal of Conflict and Violence, 6, 166–175.Google Scholar
Espelage, D. L., Low, S., Polanin, J. R. and Brown, E. C. (2013). The impact of a middle school program to reduce aggression, victimization, and sexual violence. Journal of Adolescent Health, 53, 180–186.CrossRefGoogle ScholarPubMed
Fekkes, M., Pijpers, F. I. M. and Verloove-Vanhorick, P. S. (2006). Effects of antibullying school program on bullying and health complaints. Archives of Pediatrics and Adolescent Medicine, 160, 638–644.CrossRefGoogle ScholarPubMed
Frey, K. S., Nolen, S. B., Edstrom, L. V. and Hirschstein, M. K. (2005). Effects of a school-based social-emotional competence program: Linking children’s goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26, 171–200.CrossRefGoogle Scholar
Frey, K. S., Hirschstein, M. K., Edstrom, L. V. and Snell, J. L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101, 466–481.CrossRefGoogle Scholar
Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V., MacKenzie, E. P. and Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program. Developmental Psychology, 41, 479–491.CrossRefGoogle ScholarPubMed
Green, V. A., Harcourt, S., Mattioni, L., & Prior, T. (2013). Bullying in New Zealand schools: A final report. Wellington, New Zealand: Victoria University of Wellington. Retrieved Nov 9, 2015 from www.victoria.ac.nz/education/pdf/Bullying-in-NZ-Schools.pdfGoogle Scholar
Hanewinkel, R. (2004). Prevention of bullying in German schools: An evaluation of an anti-bullying approach. In Smith, P. K., Pepler, D. and Rigby, K. (Eds.), Bullying in schools: How successful can interventions be? (pp. 81–97). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Harmful Digital Communications Act, No. 63. (2015). Retrieved Nov 12, 2015 from www.legislation.govt.nz/act/public/2015/0063/latest/whole.htmlGoogle Scholar
Hoglund, W., Hosan, N. and Leadbeater, B. (2012). Using your WITS: A 6-year follow-up of a peer victimization prevention program. School Psychology Review, 41, 193–214.CrossRefGoogle Scholar
Houlston, C. and Smith, P. K. (2009). The impact of a peer counseling scheme to address bullying in an all-girl London secondary school: A short-term longitudinal study. British Journal of Educational Psychology, 79, 69–86.CrossRefGoogle Scholar
Houlston, C., Smith, P. K. and Jessel, J. (2009). Investigating the extent and use of peer support initiatives in English schools. Educational Psychology, 29, 325–344.CrossRefGoogle Scholar
Huesmann, L. R. and Guerra, N. G. (1997). Children’s normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408–419.CrossRefGoogle ScholarPubMed
Huitsing, G. and Veenstra, R. (2012). Bullying in classrooms: participant roles from a social network perspective, Aggressive Behavior, 38, 494–509.CrossRefGoogle ScholarPubMed
Humphrey, N., Kalambouka, A., Bolton, J., Lendrum, A., Wigelsworth, M., Leenie, C. and Farrell, P. (2008). Primary social and emotional aspects of learning (SEAL): Evaluation of small group work. DCSF RB064. London: DCSF.Google Scholar
Humphrey, N., Lendrum, A. and Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) program in secondary schools: A national evaluation. DFE-RB049. London: DfE.Google Scholar
Hasebrink, U. (2014). Children’s changing online experiences in a longitudinal perspective. London: EU Kids Online. www.eukidsonline.netGoogle Scholar
IOM (Institute of Medicine) and NRC (National Research Council) (2014). Building capacity to reduce bullying: Workshop summary. Washington, DC: The National Academies Press.Google Scholar
Kärnä, A., Voeten, M., Little, T., Poskiparta, E., Kaljonen, A. and Salmivalli, C. (2011a). A large-scale evaluation of the KiVa anti-bullying program: Grades 4–6. Child Development, 82, 311–330.CrossRefGoogle Scholar
Kärnä, A., Voeten, M., Little, T., Alanen, E., Poskiparta, E. and Salmivalli, C. (2011b). Going to scale: A nonrandomized nationwide trial of the KiVa antibullying program for comprehensive schools. Journal of Consulting and Clinical Psychology, 79, 796–805.CrossRefGoogle Scholar
Kärnä, A., Voeten, M., Little, T., Alanen, E., Poskiparta, E., and Salmivalli, C. (2012). Effectiveness of the KiVa antibullying program: Grades 1–3 and 7–9. Journal of Educational Psychology, 105, 535–551.CrossRefGoogle Scholar
Leadbeater, B., Hoglund, W. and Woods, T. (2003). Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization. Journal of Community Psychology, 31, 397–418.CrossRefGoogle Scholar
Leadbeater, B. and Sukhawathanakul, P. (2011). Multicomponent programs for reducing peer victimization in early elementary school: A longitudinal evaluation of the WITS Primary program. Journal of Community Psychology, 39, 606–620.CrossRefGoogle Scholar
Limber, S. P., Nation, M., Tracy, A. J., Melton, G. B. and Flerx, V. (2004). Implementation of the Olweus Bullying Prevention Program in the Southeastern United States. In Smith, P. K., Pepler, D. and Rigby, K. (Eds.), Bullying in schools: How successful can interventions be? (pp. 55–79). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Livingstone, S., Haddon, L., Görzig, A. and Ólafsson, K. (2011). EU Kids Online II: Final Report. LSE, London: EU Kids Online.Google Scholar
McGee, D. (Ombudsman) (2011). Complaints arising out of bullying at Hutt Valley High School in December 2007. (Presented to the House of Representatives, 2011). Retrieved November 6, 2015 from www.ombudsman.parliament.nz/resources-and-publications/latest-reportsGoogle Scholar
Melbourne Declaration of Educational Goals for Young People (2008). Ministerial Council on Education, Employment, Training and Youth. Carlton: Victoria.Google Scholar
Menesini, E., Nocentini, A. and Palladino, B. E. (2012). Empowering students against bullying and cyberbullying: Evaluation of an Italian peer-led model. International Journal of Conflict and Violence, 6, 313–320.Google Scholar
Mora-Merchan, J.and Jäger, T. (Eds.) (2010). Cyberbullying: A cross-national comparison. Landau: Verlag Emprische Padagogik.Google Scholar
Murrow, K., Kalafatelis, E., Fryer, M., Ryan, N. and Dowden, A. (2004). Report to the Ministry of Education: An evaluation of three programs in the innovations funding pool - Cool schools, Wellington: Research Division of the Ministry of Education.Google Scholar
Netsafe: The Internet Safety Group. (2005). The text generation: Mobile phones and New Zealand youth. Auckland: Netsafe www.cyberbullying.org.nz/Google Scholar
Ofsted (2003). Bullying: Effective action in secondary schools. London: OFSTED.Google Scholar
Ofsted (2012). The framework for school inspection: Guidance and grade descriptors for schools in England under section 5 of the Education Act, from January 2012. Ref: 090019. www.ofsted.gov.uk/resources/110128Google Scholar
Olweus, D. (1999). Sweden. In Smith, P. K., Morita, Y., Junger-Tas, J., Olweus, D., Catalano, R. and Slee, P. (Eds.), The nature of school bullying: A cross-national perspective (pp. 7–27). London and New York: Routledge.Google Scholar
Olweus, D. and Limber, S. (2010). The Olweus Bullying Prevention Program: implementation and evaluation over two decades. In Jimerson, S., Swearer, S. and Espelage, D. (Eds.), Handbook of bullying in schools: An international perspective (pp. 377–401). New York: Routledge.Google Scholar
Pack, C., White, A., Racynski, K. and Wang, A. (2011). Evaluation of the Safe School Ambassadors Program: A student-led approach to reducing mistreatment and bullying in schools. Clearing House, 84, 127–133.CrossRefGoogle Scholar
Paul, S., Smith, P. K. and Blumberg, H. H. (2012). Revisiting cyberbullying in schools using the Quality Circle approach. School Psychology International, 33, 492–504.CrossRefGoogle Scholar
Pikas, A. (1989). A pure concept of mobbing gives the best results for treatment. School Psychology International, 10, 95–104.CrossRefGoogle Scholar
Pikas, A. (2002). New developments of the Shared Concern Method. School Psychology International, 23, 307–336.CrossRefGoogle Scholar
Raskauskas, J. (2007) Evaluation of the Kia Kaha Anti Bullying Program for students in years 5–8. Wellington: New Zealand Police.Google Scholar
Rigby, K. and Griffiths, C. (2010). Applying the method of shared concern in Australian schools: An evaluative study. Canberra: Department of Education, Employment and Workplace Relations. www.deewr.gov.au/schooling/nationalsafeschools/pages/research.aspxGoogle Scholar
Rigby, K. and Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14, 441–455.CrossRefGoogle Scholar
Robinson, G. and Maines, B. (2007). Bullying: A complete guide to the Support Group Method. Bristol: Lucky Duck Publishing.Google Scholar
Rubin-Vaughan, A., Pepler, D., Brown, S. and Craig, W. (2011). Quest for the Golden Rule: An effective social skills promotion and bullying prevention program. Computers and Education, 56, 166–175.CrossRefGoogle Scholar
Salmivalli, C., Kärnä, A. and Poskiparta, E. (2010). From peer putdowns to peer support: A theoretical model and how it translated into a national anti-bullying program. In Jimerson, S., Swearer, S. and Espelage, D. (Eds.), Handbook of bullying in schools: An international perspective (pp. 441–454). New York: Routledge.Google Scholar
Samara, M. and Smith, P. K. (2008). How schools tackle bullying, and the use of whole school policies: changes over recent years. Educational Psychology, 28, 663–676.CrossRefGoogle Scholar
Sapouna, M., Wolke, D., Vannani, N., Watson, S., Woods, S., Schneider, W., Enz, S., Hall, L., Paiva, A., Andre, E., Dautenhahn, K. and Aylett, R. (2009). Virtual learning intervention to reduce bullying victimization in primary school: A controlled trial. Journal of Child Psychology and Psychiatry, 51, 104–112.CrossRefGoogle ScholarPubMed
Sellman, E., Cremin, H. and McCluskey, G. (Eds.), (2013). Restorative approaches to conflict in schools: Interdisciplinary perspectives on whole school approaches to managing relationships. London: Routledge.CrossRefGoogle Scholar
Slaby, R. G. (2005). The role of the bystander in preventing bullying. Health in Action, 3(6). http://hhd.org/sites/hhd.org/files/bystander.pdf.Google Scholar
Slee, P. T. and Ford, D. (1999). Bullying is a serious issue – it is a crime! Australian and New Zealand Journal of Education and Law, 4, 23–39.Google Scholar
Smith, B. H. and Low, S. (2013). The role of social-emotional learning in bullying prevention efforts. Theory Into Practice 52, 280–287.CrossRefGoogle Scholar
Smith, P. K., Cowie, H. and Sharp, S. (1994). Working directly with pupils involved in bullying situations. In Smith, P. K. and Sharp, S. (Eds.), School bullying: Insights and perspectives (pp. 193–212). London: Routledge.Google Scholar
Smith, P. K., Howard, S. and Thompson, F. (2007). Use of the Support Group Method to tackle bullying, and evaluation from schools and local authorities in England. Pastoral Care in Education, 25, 4–13.CrossRefGoogle Scholar
Smith, P. K., Kupferberg, A., Mora-Merchan, J. A., Samara, M., Bosley, S. and Osborn, R. (2012). A content analysis of school anti-bullying policies: A follow-up after six years. Educational Psychology in Practice, 28, 61–84.CrossRefGoogle Scholar
Smith, P. K., Salmivalli, C. and Cowie, H. (2012). Effectiveness of school-based programs to reduce bullying: a commentary. Journal of Experimental Criminology, 8, 433–441.CrossRefGoogle Scholar
Smith, P. K., Pepler, D. J. and Rigby, K. (Eds.) (2004). Bullying in schools: How successful can interventions be? Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Smith, P. K. and Sharp, S. (Eds.) (1994). School bullying: Insights and perspectives. London: Routledge.Google Scholar
Spiel, C., Salmivalli, C. and Smith, P. K. (2011). Translational research: national strategies for violence prevention in school. International Journal of Behavioral Development, 35, 381–382.CrossRefGoogle Scholar
Strohmeier, D. and Noam, G. G. (Eds.) (2012). Evidence-based bullying prevention programs for children and youth. New Directions for Youth Development, 133, Spring (whole issue).Google Scholar
Sullivan, K. (1998). An Evaluation of Kia Kaha, the New Zealand Police’s resource kit about bullying for students, teachers and parents. Wellington: New Zealand Police.Google Scholar
Sullivan, K. (2005). A critique and formative evaluation of Kia Kaha: Our place, the New Zealand Police’s anti-bullying program for secondary schools. Wellington: New Zealand Police.Google Scholar
Thompson, F., Robinson, S. and Smith, P. K. (2013). An evaluation of some cyberbullying interventions in England. In Genta, M. L., Brighi, A. and Guarini, A. (Eds.), Cyberbullismo: Ricerche e strategie di intervento (Cyberbullying: Research and intervention strategies) (pp. 136–153). Milano: Franco Angeli.Google Scholar
Thompson, F. and Smith, P. K. (2011). The use and effectiveness of anti-bullying strategies in schools. DFE-RR098. London: DfE.Google Scholar
Ttofi, M. M. and Farrington, D.P. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56.CrossRefGoogle Scholar
Wolfe, D. A., Crooks, C., Jaffe, P., Chiodo, D., Hughes, R., Ellis, W., Sitt, L. and Donner, A. (2009). A school-based program to prevent adolescent dating violence. Pediatrics and Adolescent Medicine, 163, 692–699.Google ScholarPubMed
Wolfe, D. A., Crooks, C. V., Chiodo, D., Hughes, R. and Ellis, W. (2012). Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: A post-intervention comparison. Prevention Science, 13, 196–205.CrossRefGoogle Scholar
Young, S. (1998). The Support Group approach to bullying in schools. Educational Psychology in Practice, 14, 32–39.CrossRefGoogle Scholar
Youth Justice Board (2004). National evaluation of the restorative justice in schools program. Youth Justice Board Publication, Number D61. London: Youth Justice Board.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×