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What Works for Whom in School-Based Anti-bullying Interventions? An Individual Participant Data Meta-analysis.
Maud Hensums1,2, Brechtje de Mooij3, Steven C Kuijper4
1Department of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands. M.Hensums@uva.nl.
Summary
School-based anti-bullying interventions effectively reduce bullying perpetration and victimization, particularly for younger children and those with higher prior victimization. Some methods may have unintended negative effects.
Area of Science:
- Psychology
- Education
- Public Health
Background:
- Bullying is a global issue with numerous interventions developed.
- Understanding the effectiveness of specific intervention components and target populations is crucial.
Approach:
- Conducted a large-scale individual participant data (IPD) meta-analysis of 10 studies with 39,793 participants (ages 5-20).
- Utilized multilevel logistic regression to analyze data from quasi-experimental and randomized controlled trials of school-based anti-bullying interventions.
Key Points:
- Anti-bullying interventions significantly reduced self-reported victimization (d = -0.14) and bullying perpetration (d = -0.07).
- Interventions were more effective in reducing bullying perpetration for younger participants (under 12) and victimization for those with higher baseline victimization.
- No specific intervention components consistently enhanced overall effects, but non-punitive discipline showed iatrogenic effects, especially for girls.
Conclusions:
- School-based anti-bullying programs are generally effective, with notable benefits for younger children and heavily victimized youth.
- Further tailoring of interventions is needed to address the diverse needs of specific child and adolescent subgroups.
- Exploratory findings suggest potential harmful effects of school assemblies and playground supervision for some frequent bullies.
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