Established Evidence Results

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Assembly, Reporting & Response System

Intervention Description: This study is an evaluation of a systemic, two-year, whole-school bullying intervention initiative that was implemented in a US public high school.

Intervention Results: Except for a reduction in victimization, all goals were achieved in some measure. Self-reported bullying decreased 50% or more. Students' reporting that peers intervened in bullying increased. Staff-reported reductions in student aggression, and staff's belief that the school's efforts to address bullying were adequate increased.

Conclusion: This evaluation points to the possible success of a whole-school, systemic approach to managing bullying at the high school level. (Contains 1 figure and 2 tables.)

Study Design: QE: pretest-posttest

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Victimization: Pretest (n=874); Posttest (n=817) Perpetration: Pretest (n=870); Posttest (n=818)

Age Range: 14-18

Intervention Components (click on component to see a list of all articles that use that intervention): PE Enhancements, Adult-led Curricular Activities/Training, CLASSROOM_SCHOOL

Intervention Description: In this randomized control trial, we examined Moderate-to-vigorous physical activity (MVPA) in a physical activity intervention compared to physical education (PE) class as usual (TAU), stratified by sex and weight classification. Standardized BMI (zBMI) overtime was also examined.

Intervention Results: Participants were 12.10 ± 0.63 years old and 53% were girls. Overall those in intervention increased weekday MVPA more than TAU (F(1,190) = 7.03, p < .01). Intervention girls increased weekday MVPA; whereas TAU girls decreased weekday MVPA (F(1,99) = 7.36, p < .01). Among those with obesity, there was no difference in MVPA between conditions (F(1, 56) = 0.33, p = .57), but Intervention decreased zBMI significantly more than TAU (F(1, 56) = 6.16, p < .05).

Conclusion: Structured PE classes grounded in behavioral theory may be an important strategy to prevent typical decreases in MVPA during adolescence, particularly among girls and for youth with obesity.

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: The main objective of the article is to present the implementation of a European project in Greece for the safe use of the internet.

Intervention Results: Results showed that even though adolescent students in Greece report a number of risky online behaviors, exhibit lower rates of cyberbullying compared to students from other European countries. Additionally, students' estimate of their involvement in cyberbullying incidents in the future was significantly correlated with their risky and unsafe use of the internet.

Conclusion: Results regarding the effect of the school-based intervention on students' online behavior are inconclusive, pointing to the need for an extended implementation over a long period of time and parental involvement in all prevention initiatives.

Study Design: RCT: pretest-posttest

Setting: Greece

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=314) Intervention (n=123); Control (n=140)

Age Range: 13-14

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: The present study evaluates the effect of an intervention program on the reduction of bullying and victimization in schools with a sample of 239 students aged 10–16 years old in Rome, Italy.

Intervention Results: Results showed that the program worked best for older students, but not for younger ones who in some cases reported an increased level of victimization after the intervention. For older students there was a decrease in victimization according to the sum of types of behavior for the experimental group, but an increase for the control group. The same result was found for direct victimization, having belongings stolen, and being called nasty names.

Conclusion: Therefore, the program seemed to be beneficial for older students but possibly damaging for younger students. It is suggested that the program could have worked better with older students because of the cognitive skills it required. Younger students could have reported higher levels of bullying after the intervention because they became more sensitized to the topic of bullying.

Study Design: Cluster RCT: pretest-posttest

Setting: Italy

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=239) Intervention (n=131): Pretest (n=128) Control (n=106): Pretest (n=105)

Age Range: 11/15/2022

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, Notification/Information Materials (Online Resources, Information Guide), CLASSROOM, Adult-led Curricular Activities/Training, Enforcement of School Rules, SCHOOL, Assembly, Reporting & Response System, Bullying Committee, Teacher/Staff Meeting, Teacher/Staff Training, School Rules, Identification and Monitoring of/Increased Supervision in Targeted Areas, POPULATION-BASED SYSTEMS, COMMUNITY, Media Campaign (Print Materials, Radio, TV)

Intervention Description: To examine the effectiveness of a widely disseminated bullying prevention program.

Intervention Results: Regression analyses controlling for baseline prevalence and school characteristics showed no overall effect on student victimization. However, when stratified by ethnicity/race, reports of relational and physical victimization decreased by 28% (RR = .72, 95% CI: .53-.98) and 37% (RR = .63, 95% CI: .42-.97), respectively, among white students relative to those in comparison schools. No similar effect was found for students of other races/ethnicities; there were no differences by gender or by grade. Students in intervention schools were more likely to perceive other students as actively intervening in bullying incidents, and 6th graders were more likely to feel sorry and want to help victims.

Conclusion: The program had some mixed positive effects varying by gender, ethnicity/race, and grade but no overall effect. Schools implementing the program, especially with a heterogeneous student body, should monitor outcomes and pay particular attention to the impact of culture, race and family influences on student behavior. Future studies of large-scale bullying prevention programs in the community must be rigorously evaluated to ensure they are effective.

Study Design: QE: pretest-posttest non-equivalent control group

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Intervention (n=4959) Relational Victimization: Pretest (n=4607); Posttest (n=4480) Physical Victimization: Pretest (n=4531); Posttest (n=4419) Control (n=1559) Relational Victimization: Pretest (n=1408); Posttest (n=1456) Physical Victimization: Pretest (n=1373); Posttest (n=1448)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, Physically Active Classrooms, CLASSROOM_SCHOOL

Intervention Description: Nine third- through sixth-grade classrooms (n = 292 students) in one elementary-middle school in Detroit, Michigan (49% female, 95% nonwhite; 80% qualified for free/reduced lunch) participated in this 20-week intervention where teachers implemented 5 × 4 min moderate-to-vigorous activity breaks per day. Gamification of activity breaks occurred during weeks 13-20 of the intervention and included the use of game design elements and classroom goals for activity break intensity. Moderate-to-vigorous physical activity (MVPA) during activity breaks was measured via direct observation.

Intervention Results: There was a significant effect of intervention with a 27% increase in student MVPA participation during the gamified intervention weeks compared with the standard intervention weeks (p = 0.03). Gamification of activity breaks resulted in 55% (compared with 25% during the standard intervention) of students accumulating approximately 20 min of health-enhancing physical activity per day in their classroom.

Conclusion: These findings provide preliminary evidence that gamifying activity breaks may be an important strategy for increasing student participation in classroom activity breaks.

Study Design: Cohort design

Setting: One elementary-middle school in Detroit, MI, where at least 40% of students qualified for free/reduced priced lunch

Population of Focus: Students who were able to participate in physical education classes from 9 3rd through 6th grade classrooms

Data Source: System for Observing Play and Leisure Activity in Youth (SOPLAY)

Sample Size: 292 students

Age Range: Ages 8-13

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: The aim of this study was to examine the effects of a single viewing of an anti-bullying video on secondary school pupils' views of, and involvement in, bullying.

Intervention Results: Participants who watched the video did not report less bullying of other pupils than those who did not watch it, nor was there evidence that the video led to more negative attitudes towards bullying in general. However, more of the participants who watched the video than did not watch it extended their definition of bullying to include three specific types of behaviour-'name-calling', 'telling nasty stories about some one' and 'forcing people to do things they don't want to do'.

Conclusion: The implication of these results for schools' anti-bullying initatives are discussed.

Study Design: Cluster RCT: pretest-posttest

Setting: UK

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=170)

Age Range: 11/14/2022

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, CLASSROOM_SCHOOL

Intervention Description: This study utilized a randomized control trial (RCT) design to evaluate the knowledge acquisition of children who received the Monique Burr Foundation's Child Safety Matters curriculum, a program designed to educate kindergarten to Grade 5 children about bullying, cyberbullying, four types of abuse (physical, sexual, emotional, and neglect), and digital dangers.

Intervention Results: The interaction of treatment and time was significant, F(2, 90) = 17.024, p < .000. Children who received the curriculum increased their knowledge about potentially risky situations, and this knowledge was sustained over 7 months to the follow-up assessment. Children in the control schools did not have similar gains.

Conclusion: The current classroom-based child maltreatment prevention education is a promising strategy to address children's vulnerability to abuse and its consequences.

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM_SCHOOL, Adult-led Curricular Activities/Training, Physically Active Classrooms

Intervention Description: Teachers at 5 elementary schools attended training on how to implement CBPA. Data on school-day PA opportunities [physical education (PE), recess, and CBPA] were obtained via calendar and teacher-recorded CBPA logs. Daily step counts were measured via accelerometry in 1346 students across 65 classrooms in first through fifth grades.

Intervention Results: PE, recess, and CBPA contributed significantly to students' daily steps. Males accrued more steps than females over the school day, during PE, and during recess. No gender disparity was seen in the amount of additional steps accrued during CBPA. Overall step counts were lower among fifth-grade students versus first-grade students, but CBPA attenuated this difference such that grade-level differences were not significant in fifth-grade students who received CBPA.

Conclusion: Gender disparities in step totals were present on PE and recess days, but not on CBPA days. CBPA appears to provide equal PA benefits for both genders and to potentially minimize the decline in PA among older students.

Study Design: Quasi-experimental design

Setting: Public elementary schools (teacher-led)

Population of Focus: 1st through 5th grade school children

Data Source: Accelerometer data and teacher self-report

Sample Size: 1,346 students

Age Range: Ages 6-11

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: The main goal of the current study was to analyze the spillover effects of the cyberbullying prevention program Media Heroes (Medienhelden) on traditional bullying.

Intervention Results: Media Heroes was found to reduce traditional bullying. Effects were larger for the long-version of the program than for the short 1-day version. No effects were found on victimization by either cyberbullying or traditional bullying.

Conclusion: Strategies to complement traditional and cyberbullying prevention efforts are discussed.

Study Design: Cluster RCT: pretest-posttest

Setting: Germany

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=1075) Analysis sample (n=722) Long-Intervention (n=12 classes); Short-Intervention (n=7 classes); Control (n=16 classes) Cyberbullying (n=709); Traditional Bullying (n=709); Cybervictimization (n=714); Traditional Victimization (n=718)

Age Range: 11/17/2022

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), CLASSROOM, Adult-led Curricular Activities/Training, Peer-led Curricular Activities/Training, Training (Parent/Family), SCHOOL, Teacher/Staff Meeting, Teacher/Staff Training, School Rules

Intervention Description: The Cyber Friendly Schools (CFS) group-randomized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program, developed in partnership with young people.

Intervention Results: The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test, but no other differences were evident between the study conditions. However, teachers implemented only one third of the program content.

Conclusion: More work is needed to build teacher capacity and self-efficacy to effectively implement cyberbullying programs. Whole-school cyberbullying interventions implemented in conjunction with other bullying prevention programs may reduce cyber-victimization more than traditional school-based bullying prevention programs alone.

Study Design: Cluster RCT: pretest-posttest

Setting: Australia

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest (N=3382): Intervention (n=1878); Control (n=1504) Posttest 1 (N=2940): Intervention (n=1593); Control (n=1347) Posttest 2 (N=2874): Intervention (n=1582); Control (n=1292)

Age Range: 13-15

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Training (Parent/Family), CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Teacher/Staff Training, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Description: This article presents results from an evaluation of the ConRed cyberbullying intervention program.

Intervention Results: Repeated measures MANOVA showed that cyber victims, cyber aggressors and cyberbully/victims reduced their involvement in cyberbullying. Moreover, cyber-victims and bystanders adjusted their perceptions about their control of personal information on the Internet, and cyber aggressors and bystanders reduced their Internet dependence.

Conclusion: The ConRed program had stronger effects on male participants, especially in heightening their affective empathy.

Study Design: QE: pretest-posttest non-equivalent control group

Setting: Spain

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (N=875) Intervention (n=586); Control (n=289)

Age Range: 11/19/2022

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: Social-Emotional Learning and Positive Youth Development provide a theory-driven alternative for approaching bullying and victimization by strengthening social competencies that reduce related youth risk behaviors.

Intervention Results: Participants in TTL reported significant reductions in bullying (p < .001), and victimization (p < .001), from pretest to posttest, and compared to controls (p < .001). Findings remained consistent between sexes (p < .001). Control groups experienced increases in bully and victim behaviors during the same time period, which were significantly reduced following participation in TTL (p < .001).

Conclusion: Identifying intervention alternatives to address bullying behaviors must remain a research priority. This study supports the application of theory-driven SEL and PYD constructs within a curriculum designed to improve social competencies of all students.

Study Design: QE: pretest-posttest time-lagged control group

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (N=336) Fall 2009: Intervention (n=160); Control (n=163) Spring 2010: Intervention (n=163); Control (n=163)

Age Range: Mean: 12.2

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM_SCHOOL, Homework/Extra Credit, Presentation/meeting/information Session (Classroom), Adult-led Curricular Activities/Training

Intervention Description: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values.

Intervention Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed.

Conclusion: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula.

Study Design: Cluster RCT

Setting: Primary schools in Auckland or Dunedin

Population of Focus: 3rd-5th year students

Data Source: Pedometers, questionnaires (diet, television and computer usage), anthropometrics

Sample Size: 675 students from 16 schools

Age Range: Ages 7-10

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: School-based social-emotional (SEL) programs that address interpersonal conflict and teach emotion management have succeeded in reducing youth aggression among elementary school youth, with few studies in middle schools.

Intervention Results: Multilevel analyses revealed significant intervention effects for two of the seven outcomes. Students in intervention schools were 56% less likely to self-report homophobic name-calling victimization and 39% less likely to report sexual violence perpetration than students in control schools in one state.

Conclusion: SS-SSTP holds promise as an efficacious program to reduce homophobic name-calling and sexual violence in adolescent youth.

Study Design: Paired cluster RCT: pretestposttest

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest: Intervention (n=2029); Control (n=1676) Posttest: Intervention (n=1548); Control (n=1170) Analysis: Intervention (n=2029); Control (n=1676)

Age Range: 11/13/2022

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: To evaluate the impact of the Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing youth violence including peer aggression, peer victimization, homophobic name calling, and sexual violence perpetration and victimization among middle school sixth-grade students.

Intervention Results: Multilevel analyses revealed significant intervention effects with regard to physical aggression. The adjusted odds ratio indicated that the intervention effect was substantial; individuals in intervention schools were 42% less likely to self-report physical aggression than students in control schools. We found no significant intervention effects for verbal/relational bully perpetration, peer victimization, homophobic teasing, and sexual violence.

Conclusion: Within a 1-year period, we noted significant reductions in self-reported physical aggression in the intervention schools. Results suggest that SS-SSTP holds promise as an efficacious prevention program to reduce physical aggression in adolescent youth.

Study Design: Paired cluster RCT: pretestposttest

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest: Intervention (n=1940); Control (n=1676) Posttest: Intervention (n=1718); Control (n=1448) Analysis: Intervention (n=1940); Control (n=1676)

Age Range: Mean: 11.24

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: The purpose of this paper is to evaluate the effects of the Dutch “Skills for Life” programme on students’ health behaviours, bullying behaviour and suicidal ideation.

Intervention Results: The outcome results for the experimental group (EG) compared with controls present a complex picture at the three different time points used for evaluation. There was a clearly positive effect on levels of alcohol consumption and a clearly negative effect on smoking across time. There was a mixed picture over time for suicide ideation and for bullying including sexual bullying (although the prevalence rates for bullying were low and thus results should be treated with caution). There were generally more positive impacts on students with lower educational levels including less suicidal ideation and less bullying.

Conclusion: The findings indicate that students with a less optimal starting position, when it comes to health related behaviours, benefit most from a SEL programme. This indicates that schools with disadvantaged school populations could benefit most from a Health Promoting School approach.

Study Design: Cluster RCT: pretest-posttest

Setting: Netherlands

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest: Intervention (n=913); Control (n=481) Posttest 1: Intervention (n=663); Control (n=332) Posttest 2: Intervention (n=283); Control (n=229)

Age Range: 13-16

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, Presentation/meeting/information Session (Classroom), Education on Disease/Condition

Intervention Description: Implementation of a translated and adapted version of a Canadian mental health literacy curriculum called "The Mental Health and High School Curriculum Guide (MHC)" Delivered in six modules over 1 day on topics like destigmatization, mental health/illness, specific disorders, lived experiences, help-seeking, and positive mental health Includes individual and group activities using printed materials, videos, presentation slides etc. Implemented by teachers and a school counselor Incorporated personal stories from mental health experts with lived experience (in-person in 2 classes, via video in 3 classes)

Intervention Results: Data from 188 students was eligible for analysis. The analysis of the baseline data reveals a high comparability of the two groups in terms of demographics, and initial mental health knowledge and help-seeking efficacy scores. ANOVA results showed significant improvements for the intervention group having a large effect size for mental health knowledge (f = 0.574, p < 0.001, partial η2 = 0.25) and a medium effect size for help-seeking efficacy (f = 0.311, p < 0.001, partial η2 = 0.09).

Conclusion: The first-time application and evaluation of an adapted mental health literacy school curriculum shows significant increases in mental health knowledge and help-seeking efficacy, two core dimensions of mental health literacy, among 10th grade students in Germany. Further studies are needed to confirm these results as well as have a more in-depth analysis on the interrelations of the different dimensions of mental health knowledge and help-seeking practices.

Study Design: Quasi-experimental pre-post evaluation with a control group

Setting: Secondary schools in Germany

Population of Focus: 10th grade students

Sample Size: 188

Age Range: 14-17 years old

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: The purpose of this study was to assess the effects of Cyberprogram 2.0 on "face-to-face" bullying, cyberbullying, and empathy.

Intervention Results: The results confirmed that the program significantly stimulated: (a) a decrease in the amount of bullying and cyberbullying behaviors suffered and/or carried out (level of victimization, perpetration, aggressive-victimization); and (b) an increase in the capacity for empathy.

Conclusion: The study provides evidence of the effectiveness of Cyberprogram 2.0 to prevent and reduce bullying and cyberbullying. The discussion analyzes aspects of the program that may account for the significant intervention effects.

Study Design: Cluster RCT: pretest-posttest

Setting: Spain

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (N=178) Intervention (n=93); Control (n=83)

Age Range: 13-15

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM_SCHOOL, Adult-led Curricular Activities/Training, Multicomponent SchooL-Based Program, Peer-led Curricular Activities/Training

Intervention Description: This study examined the effects of the Finnish anti-bullying program KiVa on changes in self-reported affective and cognitive empathy and tested whether these effects varied depending on students’ gender, initial levels of empathy, peer-reported bullying, and peer-perceived popularity, as well as school type (primary versus secondary school) and classroom bullying norms.

Intervention Results: KiVa had a positive effect on affective empathy, but not cognitive empathy. The effects of the program on both types of empathy did not depend on students' gender, initial levels of empathy, bullying, or popularity, nor on school type or classroom bullying norms.

Conclusion: Findings suggest that KiVa can raise students' affective empathy regardless of students' gender, status, initial empathy, or levels of bullying, and regardless of school type or classroom bullying norms.

Study Design: Pre-post design

Setting: Primary and secondary schools

Population of Focus: Children and adolescents

Sample Size: 15403

Age Range: 8-14

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Teacher/Staff Training

Intervention Description: It is well-documented that cyberbullying and victimization co-occur with traditional forms indicating that they share similar mechanisms. Therefore, it was hypothesized that the general antibullying program ViSC might also be effective in tackling these new forms of bullying.

Intervention Results: Utilizing a multiple group bivariate latent change score model controlling for traditional aggression, traditional victimization, and age, results demonstrate program effectiveness for cyberbullying (latent d = 0.39) and cyber victimization (latent d = 0.29) indicating that these behaviors reflect a systemic (school) problem.

Conclusion: The present study first of all showed that a general antibullying program is also effective in preventing cyberbullying and cyber victimization. The study also confirms important co-occurrences between cyberbullying, cyber victimization, traditional aggression and traditional victimization already reported in the literature (Kowalski et al., 2014). It was shown that traditional aggression is an important risk factor over time, because youth involved in traditional aggression show, despite the positive program effects for reducing cyberbullying, an increase in cyberbullying over time. In contrary, cyber victimization was rather unstable, because youth involved in cyber victimization show, despite the positive program effects for reducing cyber victimization, a decrease in cyber victimization over time (see also Gradinger, Strohmeier, Schiller, et al., 2012). In our interpretation, this study again showed that cyberbullying is “the tip of the iceberg” (Gradinger et al., 2009), and consequently whole school approaches are needed to tackle bullying as a systemic problem (Kowalski et al., 2014; Swearer & Espelage, 2004). Specific cyberbullying prevention programs are certainly valuable; however, the implementation of a holistic whole school approach might have the most return of investment on the long run.

Study Design: Cluster RCT: pretest-posttest

Setting: Austria

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (N=2042) Intervention (n=1377); Control (n=665)

Age Range: Mean: 11.7

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Peer-led Mentoring/Support Counseling, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, School Rules

Intervention Description: To assess the impact of a peer counselling scheme on peer counsellors and the school community.

Intervention Results: Peer counsellors benefited from their involvement through an acquisition of transferable communication and interpersonal skills, and, compared to age-matched control pupils, had increased social self-esteem. There were no reductions in self-reported bullying and victimization, but in general pupils believed that there was less bullying in school and that the school was doing more about bullying, with year 7 students showing the most positive changes.

Conclusion: Peer-counselling schemes can improve self-esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students.

Study Design: QE: pretest-posttest design

Setting: UK

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest (n =375); Posttest (n=342)

Age Range: 11/14/2022

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Teacher/Staff Meeting

Intervention Description: This study assessed an intervention targeting bullying.

Intervention Results: Students reported bullying experiences on the Peer Relations Questionnaire and attitudes using the Attitude to Victim and Bully Scales, prior to the intervention and one year later. There was little difference between conditions on most measures.

Conclusion: Short-term educational approaches appear to have little impact on bullying behaviour, and schools may need to develop alternative approaches.

Study Design: Cluster RCT: pretest-posttest

Setting: Australia

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Pretest: Intervention (n=155); Control (n=289) Posttest: Intervention (n=111); Control (n=207) Analysis: Intervention (n=152); Control (n=248)

Age Range: 12/15/2022

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM_SCHOOL, Adult-led Curricular Activities/Training, Multicomponent Schoo-Based Program, Peer-led Curricular Activities/Training

Intervention Description: This study examined the extent to which school personnel implementing the KiVa® antibullying program systematically employed the program-recommended approaches (confronting or non-confronting), used one or the other depending on the bullying case (case-specific approach), or used their own adaptation when talking to perpetrators of bullying, and whether they organized follow-up meetings after such discussions. In addition to investigating adherence to program guidelines, researchers tested how effective these different approaches were in stopping bullying. Finally, this study tested the contribution of follow-up meetings and the number of years KiVa had been implemented in a school to the effectiveness of the interventions, using reports from both school personnel and victimized students.

Intervention Results: The school personnel were more likely to use the confronting approach than the non-confronting approach. Over time, rather than sticking to the two program-recommended approaches, they made adaptations (e.g., combining the two; using their own approach). Two-level regression analyses indicated that the discussions were equally effective, according to both personnel and victimized students, when the confronting, non-confronting, or a case-specific approach had been used.

Conclusion: The discussions were less effective when the personnel used their own adaptation or could not specify the method used. Perceived effectiveness was higher in primary school and when follow-up meetings were organized systematically after each intervention, but unrelated to the number of years KiVa had been implemented.

Study Design: Pre-post design with follow-up

Setting: Primary and secondary schools

Population of Focus: School personnel

Sample Size: 1221 primary and secondary schools

Age Range: n/a

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, Peer-led Mentoring/Support Counseling, PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Reporting & Response System, Teacher/Staff Training, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Description: This study investigated the effectiveness of the KiVa Antibullying Program in two samples of students, one from Grades 1-3 (7-9 years old, N = 6,927) and the other from Grades 7-9 (13-15 years old, N = 16, 503).

Intervention Results: Multilevel regression analyses revealed that after 9 months of implementation, the intervention had beneficial effects in Grades 1-3 on self-reported victimization and bullying (odds ratios approximately equal to 1.5), with some differential effects by gender. In Grades 7-9, statistically significant positive results were obtained on 5 of 7 criterion variables, but results often depended on gender and sometimes age. The effects were largest for boys' peer reports: bullying, assisting the bully, and reinforcing the bully (Cohen's ds 0.11-0.19).

Conclusion: Overall, the findings from the present study and from a previous study for Grades 4-6 (Karna, Voeten, Little, Poskiparta, Kaljonen, et al., 2011) indicate that the KiVa program is effective in reducing bullying and victimization in Grades 1-6, but the results are more mixed in Grades 7-9. (Contains 1 figure, 7 tables, and 1 footnote.)

Study Design: Cluster RCT: pretest-posttest

Setting: Finland

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=16503)

Age Range: 13-15

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, PE Enhancements, CLASSROOM_SCHOOL

Intervention Description: We analyzed the effect of two school-based PA interventions on daily PA levels, cardiorespiratory fitness (CRF) and muscle strength among adolescents.

Intervention Results: Daily PA and time spent in moderate- to vigorous-intensity PA (MVPA) decreased in all groups throughout the intervention. The mean difference in PA level and MVPA for participants in the PAL-intervention arm was 34.7 cpm (95% CI: 4.1, 65.3) and 4.7 min/day (95% CI: 0.6, 8.8) higher, respectively, compared to the control arm. There were no significant intervention effects on daily PA level, MVPA or time spent sedentary for adolescents in the DWBH-intervention arm. Adolescents in the PAL-intervention arm increased distance covered in the running test compared to controls (19.8 m, 95% CI: 10.4, 29.1), whilst a negative intervention effect was observed among adolescents in the DWBH-intervention arm (- 11.6 m, 95% CI: - 22.0, - 1.1).

Conclusion: The PAL-intervention resulted in a significantly smaller decrease in daily PA level, time spent in MVPA, and increased CRF compared to controls. Our results indicate that a teacher-led intervention, including three unique intervention components, is effective in curbing the decline in PA observed across our cohort and improving CRF.

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, Strengths-Based Approach

Intervention Description: mentor-reported data and statistical analyses. Mentors were asked to report the three most common activities they did with their mentees, and goal setting and constructive feedback were among the activities measured. The study then used regression analyses to examine the strength and direction of relations between relationship quality, instrumental skills (including goal setting and constructive feedback), and treatment effects.

Intervention Results: The results showed that the quality of the mentor-mentee relationship and goal-setting were both associated with positive youth outcomes in academic, social-emotional, and behavioral domains.

Conclusion: The conclusion is that both developmental and instrumental activities are important components of school-based mentoring programs and should be considered when designing and implementing such programs.

Study Design: randomized controlled trial

Setting: school-based mentoring programs

Population of Focus: youth in elementary through high school

Sample Size: 1360 youth

Age Range: elementary to high school

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, Mentor Engagement

Intervention Description: The mentoring program, Campus Connections, is unique in that it is a therapeutic mentoring program that pairs university undergraduate and graduate students with youth from the local community in a mentoring relationship for an academic semester. The program involves a variety of training and reflective instruction, such as journaling and experiential activities, and covers topics such as empathy, core relational skills, privilege and intersecting identities, and conversations surrounding self-harm and gang involvement.

Intervention Results: The study found that mentor beliefs changed significantly over time, with specific changes observed in the areas of self-efficacy, outcome expectations, and outcome value. The results indicated that mentor beliefs were impacted by the training and the mentor-mentee relationship within the Campus Connections program. The study also highlighted the importance of understanding which aspects of training contribute to the awareness of mentors or the development of quality mentoring relationships.

Conclusion: mentor beliefs are impacted by the training and the mentor-mentee relationship within the Campus Connections program. The findings suggest that training alone is not as significant in changing mentor beliefs as the actual real-life experiences of working with a diverse and often-marginalized population

Study Design: quantitative, and it involves a repeated measures design, specifically using a one-way repeated measures ANOVA procedure to analyze the changes in mentor beliefs over time

Setting: Community-based: The setting for this research is a therapeutic mentoring program called Campus Connections, which is a community engagement program located in the Rocky Mountain region of the United States . This program pairs university undergraduate and graduate students with youth from the local community in a mentoring relationship for an academic semester .

Population of Focus: The targeted population of this research consists of university undergraduate and graduate students who are enrolled in the Campus Connections mentoring program, as well as the youth (age 11–17) from the local community who are paired with these university students in a mentoring relationship .

Sample Size: 16 mentors

Age Range: 11/17/2024

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Teacher/Staff Training

Intervention Description: Assess the impact that teaching all students to follow the Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect intervention had on bullying behaviors.

Intervention Results: Each school demonstrated reduction in rates of physical and verbal aggression after introduction of the intervention. Prior to the intervention, Schools 1, 2, and 3 averaged 4, 2.44, and 2.37 incidents of aggression respectively per 20-min observation. In the intervention phases, Schools 1, 2, and 3 averaged 0.89, 0.88, and 0.64 incidents respectively per 20-min observation. Taken together, Schools 1, 2, and 3 experienced a 78%, 64%, and 73% reduction in level of aggression respectively. However, statistical significance was not reported.

Conclusion: No consistent changes were reported in student pre-post rating of school climate.

Study Design: QE: pretest-posttest nonconcurrent multiple baseline

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: School 1: Pretest (n=309); Posttest (n=353) School 2: Pretest (n=53); Posttest (n=70) School 3: Pretest (n=234); Posttest (n=81)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Training (Parent/Family), CLASSROOM, Adult-led Curricular Activities/Training, SCHOOL, Teacher/Staff Meeting, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Description: An evaluation of the success of the evidence-based ConRed program, which addresses cyberbullying and other emerging problems linked with the use of the internet and seeks to promote a positive use of this new environment.

Intervention Results: The results of the mixed repeated measures ANOVAs demonstrate that ConRed contributes to reducing cyberbullying and cyber-dependence, to adjusting the perception of information control, and to increasing the perception of safety at school.

Conclusion: The results of the mixed repeated measures ANOVAs demonstrate that ConRed contributes to reducing cyberbullying and cyber-dependence, to adjusting the perception of information control, and to increasing the perception of safety at school.

Study Design: QE: pretest-posttest non-equivalent control group

Setting: Spain

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=893) Intervention (n=595); Control (n=296)

Age Range: 11- 19

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, Peer-led Mentoring/Support Counseling, CLASSROOM, Peer-led Curricular Activities/Training, SCHOOL, Assembly, Reporting & Response System, Teacher/Staff Training, School Rules, Media Campaign (Print Materials, Public Address System, Social Media)

Intervention Description: To counter bullying at an Australian coeducational secondary school, staff and students co-operated in developing and implementing appropriate policies and procedures.

Intervention Results: Questionnaires assessing the incidence of bullying and related attitudes were completed by students in Years 7, 9, 10 and 11 in 1995 and again in 1997. Significant reductions in levels of victimization were recorded for Year 7 students only. Significantly increased support for anti-bullying initiatives was found among senior students (Years 10 and 11)

Conclusion: Anti-bullying activities directed and undertaken by students themselves received most approval from peers.

Study Design: QE: pretest-posttest

Setting: Australia

Population of Focus: Not specified

Data Source: Not specified

Sample Size: NR (The school has a total of ~1200 students; 4 of the 5 grades included in the study)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: In this study, a positive psychology intervention programme was designed for implementation in a school's year seven Personal, Social & Health Education (PSHE) lessons, with a control group recruited from another school.

Intervention Results: The effectiveness of the programme was measured both pre- and post-intervention using self-report questionnaires which included items on bullying behaviour, general well-being and mental health. Results indicated that, among those pupils who experienced the PP intervention programme, levels of bullying reduced and they scored marginally better in terms of general well-being but not mental health.

Conclusion: Further developments in the programme are underway.

Study Design: QE: pretest-posttest non-equivalent control group

Setting: UK

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Intervention: Pretest (n=258); Posttest (n=206) Control: Pretest (n=162); Posttest (n=162)

Age Range: Mean: ~11.54

Intervention Components (click on component to see a list of all articles that use that intervention): Extra-Curricular Activities, Adult-led Curricular Activities/Training, CLASSROOM_SCHOOL

Intervention Description: This quasi-experimental study aimed to compare the levels of physical activity (PA) during the school day of children in a school intervention programme vs. those in a control group, and to determine compliance with MVPA recommendations.

Intervention Results: The MVPA of the control group was higher than that of the intervention group during the first recess (p < 0.001). None of the groups complied with the recommendations for steps during the PA or PE sessions. During the PA session, sedentary time was lower and MVPA was higher, in the intervention group than in the control group. Fifty percent of the children from the intervention group complied with the MVPA recommendations, vs. 22.7% of those in the control group.

Conclusion: The schoolchildren in the intervention group performed more MVPA than those in the control group. Future interventions could include other periods, such as recess and lunchtime, which are opportunities for improving the MVPA levels of schoolchildren.

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM_SCHOOL, Peer-led Curricular Activities/Training, Adult-led Curricular Activities/Training, Multicomponent School-Based Program

Intervention Description: Using active transportation to (or from) school (ATS), or non-motorized modes of travel such as walking ot biking, holds promising potential to increase the health of children and adolescents. Individual- and school-level predictors of ATS were examined using data from parent surveys (N = 11,100) of students in grades 3-8 attending 112 schools in Arizona (United States) administering Safe Routes to School (SRTS) programs between 2007 and 2018. Multilevel logistic models were estimated to predict the likelihood of students using active (walking or biking) versus inactive travel (riding bus or car) to and from school, and across distance and school-level income categories.

Intervention Results: Student grade, parent education, asking permission to use ATS, perceived health and school support for ATS, distance, and school income were predictive of ATS. The impact of demographic factors persisted across distances of ½ mile or less and at low- and medium-income schools but diminished as distance and income increased. Asking permission and perceived school support persisted across levels of distance and income, while perceiving ATS as healthy was significant only for distances under 1 mile.

Conclusion: SRTS programs should continue promoting health benefits and school support for ATS. SRTS may be particularly effective at low- and medium-income schools and among families living within ½ mile distances.

Study Design: Program evaluation

Setting: Schools in Arizona administering Safe Routes to School programs

Population of Focus: Parents of students in grades 3-8 at 112 schools who completed a Safe Routes to School Parent Survey between 2007 and 2018

Sample Size: 11,100 parent surveys

Age Range: N/A

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, CLASSROOM, Adult-led Curricular Activities/Training, Enforcement of School Rules, Notification/Information Materials (Online Resources, Information Guide), SCHOOL, Bullying Committee, Reporting & Response System, Teacher/Staff Training, School Rules, POPULATION-BASED SYSTEMS, COMMUNITY, Media Campaign (Print Materials, Radio, TV), Presentation

Intervention Description: The goal of this large population-based initiative was to reduce bullying by producing a quantifiable change in school climate using an established program and standardized measurement tool.

Intervention Results: After 1 to 2 years of program implementation, across cohorts, there were reductions in student self-reports of bullying others, and improvements in student perceptions of adults' responsiveness, and students' attitudes about bullying.

Conclusion: This initiative reaffirms the efficacy of the OBPP, emphasizes the importance of an identified coalition, and highlights several positive outcomes. It is recommended that the OBPP be implemented through the establishment of community partnerships and coalitions as consistent with the public health model.

Study Design: QE: pretest-posttest age-equivalent cohort

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: HALT! Schools Cohort 1: Middle school (n=0); High school (n=999) Cohort 2: Middle school (n=12972); High school (n=7436) PA CARES Schools: Middle school (n=9899); High School (n=6048)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, Active Recess, CLASSROOM_SCHOOL

Intervention Description: The purpose of this study was to investigate the effect of a 10-month, cluster-randomized controlled trial on physical activity level and aerobic fitness conducted in the city of Stavanger, Norway, in 2014-15.

Intervention Results: Intervention effects were found for time in moderate to vigorous physical activity (MVPA) (adjusted mean difference of 8 min/day, 95% CI: 3.4-13, p < 0.001) and total physical activity (60 counts/min, 95% CI: 15-105, p = 0.009). Children with low aerobic fitness increased their running distance compared to controls (d = 0.46; p = 0.001). During physically active academic lessons children spent 26% of the time in MVPA, which was comparable to physical education lessons.

Conclusion: The Active School program successfully increased physical activity for the intervention group and aerobic fitness for the least fit children. The activity level during physically active academic lessons was as high as in physical education lessons.

Intervention Components (click on component to see a list of all articles that use that intervention): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training, Class Rules, SCHOOL, Teacher/Staff Meeting, Teacher/Staff Training, School Rules

Intervention Description: The purpose of the present study was to evaluate behavioural effectiveness of a school-based anti-bullying approach within Flemish schools. In addition, specific attention was given to the relationship between outcome findings and external support.

Intervention Results: The findings regarding the effects of the school-based anti-bullying intervention programme on the extent of bullying and victimisation showed a mixed pattern of positive changes in primary schools and zero outcomes in secondary schools. The findings regarding the effects of external support revealed limited outcomes.

Conclusion: The outcomes of the evaluation study confirm that a school-based anti-bullying intervention strategy can be effective in reducing problems with bullying, especially within primary schools. It was argued that the developmental characteristics of secondary school students interfered with the programme outcomes. In addition, the findings revealed no extra effects of specific training sessions.

Study Design: Cluster RCT: pretest-posttest

Setting: Belgium

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Treatment with Support (n=284) Treatment without Support (n=277) Control (n=151)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: The aim of this study was to test the effectiveness of the Sensibility Development Program against Cyberbullying in raising awareness around cyberbullying and reducing cyberbullying behaviors.

Intervention Results: Statistical analysis indicated that there was a significant difference between CBSS pre-and-post-test scores in the experimental group. No significant difference was found for the control group, suggesting that the program was effective in helping students develop a level of sensibility against cyberbullying.

Conclusion: No significant difference was found between pre-and-post-tests with respect to students’ engagement with cyberbullying behaviors.

Study Design: RCT: pretest-posttest

Setting: Turkey

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Intervention (n=8); Control (n=8)

Age Range: 16

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training, CLASSROOM_SCHOOL

Intervention Description: This article introduces ABBL, the anti-bullying program for the transition to middle school, which was designed as a free, feasible, and easily applicable solution for teachers who, for any reason, cannot take advantage of comprehensive anti-bullying school-based programs.

Intervention Results: The evaluation of the program effectiveness showed that it reduced bullying in the classroom.

Conclusion: Indications for wider implementations are presented together with the ready-to-use ABBL anti-bullying program

Intervention Components (click on component to see a list of all articles that use that intervention): PARENT/FAMILY, Presentation/Meeting/Information Session/Event, CLASSROOM, Adult-led Curricular Activities/Training

Intervention Description: the present study introduces a theory-based cyberbullying prevention program (Media Heroes; German original: Medienhelden) and evaluates its effectiveness.

Intervention Results: While the present results revealed worrying prevalence rates of cyberbullying in middle school, multilevel analyses clearly demonstrate the program's effectiveness in reducing cyberbullying behavior within intervention classes in contrast to classes of the control group.

Conclusion: Hence, this study presents a promising program which evidentially prevents cyberbullying in schools

Study Design: QE: pretest-posttest non-equivalent control group

Setting: Germany

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Total (n=593) Long Version (n=194); Short Version (n=104); Control (n=295)

Age Range: Mean: 13.3