Implementation Strategies for a Technology-Based Bullying Bystander Intervention (STAC-T): Mixed Methods Study

Nearly 1 in 5 students aged 12-18 years report being bullied in the United States. Both targets and students who witness bullying experience negative mental health outcomes. School-based programs are effective in decreasing negative outcomes associated with bullying; however, significant implementation barriers associated with in-person programs limit program adoption, fidelity, and sustainability. STAC-T (Stealing the Show; Turning it Over; Accompanying Others; Coaching Compassion; Technology Version), an interactive bullying bystander app, was developed to reduce implementation barriers. However, little is known about what will be required to successfully translate STAC-T into routine practice in schools. As a first step, we examined school personnel perspectives on school-specific implementation strategies that would be both highly important and feasible ("go-zone" strategies) for delivering STAC-T. Identifying specific implementation strategies can further support implementation and program outcomes. Although researchers have developed a taxonomy of 33 school-specific "go-zone" implementation strategies, there is no research examining these strategies specifically for STAC-T.

The aim of this study was to identify implementation strategies for STAC-T using "go-zone" methodology. "Go-zone" methodology categorizes implementation strategies into four zones: (1) zone 1: high importance, high feasibility; (2) zone 2: low importance, high feasibility; (3) zone 3: low importance, low feasibility; and (4) zone: 4 high importance, low feasibility. Objectives included (1) identifying "go-zone" strategies for STAC-T and (2) identifying zone 4 strategies for STAC-T and understanding how to increase the feasibility of these strategies.

A self-selected convenience sample of school counselors and school social workers (N=195) recruited from national professional organizations completed an online survey. A subsample (n=14) completed qualitative interviews. "Go-zone" methodology was used to identify zone 1 ("go-zone") and zone 4 strategies. Thematic analysis was used to extract themes related to increasing the feasibility of zone 4 strategies.

Fifteen implementation strategies were classified as "go-zone" strategies. The three most important strategies were (1) make implementation easier by removing burdensome documentation tasks, (2) develop a detailed implementation plan or blueprint, and (3) obtain and use student and family feedback. The most feasible strategy was distribute educational materials. Four strategies were classified in zone 4: (1) develop instruments to monitor and evaluate core components of the innovative or new practice, (2) conduct educational meetings, (3) build partnerships to support implementation, and (4) provide ongoing consultation. Qualitative data revealed that feasibility of zone 4 strategies can be increased by keeping evaluative assessments short and simple, using various modes of communication for educational meetings, building partnerships with support from school administration, and enhancing consultation through hybrid or virtual meetings and appointing a leader.

Findings represent a first step in identifying implementation strategies that can be used to inform STAC-T implementation. Directions for future research include testing the efficacy of these strategies on improving both implementation and program outcomes.