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, 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): YOUTH, Adult-led Support/Counseling/Remediation, PARENT/FAMILY, Notification/Information Materials (Online Resources, Information Guide), Presentation/Meeting/Information Session/Event, CLASSROOM, Enforcement of School Rules, SCHOOL, Bullying Committee, Assembly, Reporting & Response System, 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: This intervention study examined the prevalence of bullying in an urban/suburban middle school and the impact of the Olweus Bullying Prevention Program (OBPP).

Intervention Results: Statistically significant findings were found for 7th grade female students who received 1 year of the OBPP on reports of prevalence of bullying (p = .022) and exclusion by peers (p = .009). In contrast, variability in statistical findings was obtained for 8th grade females and no statistical findings were found for males. Following 1 year of the OBPP, teachers reported statistically significant improvements in their capacity to identify bullying (p = .016), talk to students who bully (p = .024), and talk with students who are bullied (p = .051). Other substantial percentile changes were also noted.

Conclusion: Findings suggest a significant positive impact of the OBPP on 7th grade females and teachers. Other grade and gender findings were inconsistent with previous literature. Recommendations for further research are provided along with implications for school health prevention programming.

Study Design: QE: time-lagged age-equivalent control group

Setting: US

Population of Focus: Not specified

Data Source: Not specified

Sample Size: Intervention (n=112); Control (n=158)

Age Range: NR

Intervention Components (click on component to see a list of all articles that use that intervention): Enforcement of School Rules, School Rules, Assessment,

Intervention Description: the study compares the proportions of provisional enrollment, medical and non-medical exemptions, and required vaccine receipt before and after the new regulations were implemented. Moving the vaccination requirement from 8 months to 5 days.

Intervention Results: The study found that after the reduced provisional period was introduced at the beginning of the 2017/18 school year, the statewide rate of provisional enrollment at kindergarten and seventh grade immediately decreased from 11.1% to 2.5% (a 77% relative decrease) 6 [Page 6]. The study also found that the percent of students entering kindergarten and seventh grade not up-to-date on vaccination decreased from 14.1% in 2016/17 to 6.1% in 2017/18 6 [Page 6]. Among kindergartners, following the provisional period reduction, there were increases in uptake of ≥2 doses of MMR (measles-mumps-rubella) vaccine and 2 doses of the Varicella vaccine. Among 7th graders, the largest improvements were seen for the first MCV (meningococcal vaccine) dose and first Tdap/TD (Tetanus and diphtheria) vaccine dose 6 [Page 6]. The study also found that the new regulations in Pennsylvania are accomplishing the goal of increasing the proportion of students who are up-to-date or in compliance with requirements for vaccines at the beginning of the school year without a significant increase in exemption rates 9 [Page 9].

Conclusion: The study concludes that the new regulations in Pennsylvania are accomplishing the goal of increasing the proportion of students who are up-to-date or in compliance with requirements for vaccines at the beginning of the school year without a significant increase in exemption rates 6 [Page 9]. The study also suggests that vaccination policies/regulations that focus on children who have started, but not completed, required vaccine series have shown to be an effective approach to increase vaccination rates at school entry 9 [Page 9]. However, the persistence of high provisional enrollment in some counties points to additional barriers to this goal in some schools and regions

Study Design: retrospective analysis of vaccination data collected from school districts in Pennsylvania from the 2014/15 school year through the 2017/18 school year for kindergartners and 7th graders

Setting: The study was conducted in Pennsylvania, United States.

Population of Focus: Researchers, scholars, healthcare professionals, and individuals with an interest in biomedical and health-related topics.

Sample Size: The study analyzed vaccination data reported to the Pennsylvania Department of Health for all students in kindergarten and seventh grade in the state during the 2016/17 and 2017/18 school years.

Age Range: 5/13/2024

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