This article, “A Systematic Review of School-Based Interventions to Prevent Bullying,” by Rachel C. Vreeman and Aaron E. Carroll, addresses the critical issue of bullying in schools. Bullying is defined as a form of aggression where one or more children repeatedly and intentionally intimidate, harass, or physically harm a victim, characterized by aggression, repetition, and an imbalance of power. The profound impact of bullying extends to the physical, emotional, and social health of children, manifesting in issues like sleep disturbances, headaches, increased risk of depressive symptoms, suicidal ideation, anxiety, and social isolation. Furthermore, bullying negatively affects a child’s school experience, contributing to problems with school adjustment, bonding, increased absenteeism, and mixed results regarding academic performance. It primarily occurs within school environments, particularly where supervision is minimal.
Given the significant consequences and growing public concern, a variety of school-based interventions have been developed to reduce bullying. However, previous evaluations of these interventions have yielded mixed results, underscoring the necessity for a comprehensive systematic review. The objective of this particular study was to rigorously evaluate school-based interventions aimed at decreasing or preventing bullying. The review categorized these interventions into five main types: curriculum-based programs, multidisciplinary or “whole-school” approaches, social skills groups, mentoring, and increased social worker support.
A key insight from this systematic review is that many school-based interventions are indeed effective in directly reducing bullying, with “whole-school” interventions that involve multiple disciplines demonstrating better outcomes. These comprehensive approaches address bullying as a systemic problem, seeking to alter the entire school environment and involve individuals, peer groups, classrooms, teachers, and administration. In contrast, interventions that primarily rely on curricular changes or targeted social skills groups were less consistently effective in reducing bullying behaviors, and in some instances, even appeared to exacerbate bullying or victimization. The findings underscore that a systemic problem like bullying often requires a systemic solution.
Reference for the article:
Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161(1), 78–88.
