Evaluation of a Brazilian School Violence Prevention Program (Violência Nota Zero)

Abstract

Objective. This study assessed the implementation of a program to decrease the levels of school violence, maximize student engagement, and improve teachers' well-being. Method. In total, 71 students (21 from the intervention school and 50 from the control group school); 13 educators (8 from the intervention school and 7 from the control group school) answered the study instruments. Both public schools were located in a highly vulnerable area in Brazil. The following measures prior and post intervention were collected: School Violence Scale; School Engagement Scale (students) and Goldberg's General Health Questionnaire; School Violence Scale (teachers). Follow-up measures were taken with the intervention school after eight months. The Program consisted of twelve 90-minute sessions to educators on school violence prevention, involving presentations, discussions and classroom exercises. Results. Significant reductions in self-reported perpetration of violence by students (M pre-intervention = 15, M post-intervention = 13, z = -2.5, p = 0.01), and of teachers' mental health problems (Mdn pre-intervention = 1.8, Mdn post-intervention = 1.4, z = 2.1, p = 0.03) were noticed in the experimental group after the intervention, in comparison to the control school. However, the program did not improve school engagement, nor did it diminish student victimization by staff or teacher victimization by students. Lower levels of peer-to-peer violence, as reported by students were maintained in the follow-up assessments. Conclusion. Despite the limitations of the study, such as a small sample, the existence of pertinent (although limited) results is encouraging, as there are not many similar initiatives in developing countries.

School-based anti-bullying interventions for adolescents in low- and middle-income countries: A systematic review

“…An additional two studies described interventions with an anti-bullying component, but neither study measured bullying as an outcome variable (Stelko-Pereira andWilliams, 2016 andDorostkar, 2016). Stelko-Pereira and Williams (2016) report on a Brazilian teacher-training program designed to reduce school violence ("Violência Nota Zero") and evaluated using a randomized waitlist controlled design.…”

Theater of the Oppressed and bullying: nursing performance in school adolescent health

“…In Brazil, researchers identified a reduction of aggressions in their direct form, but the intervention had a palliative effect, reducing bullying only for a few days and weeks (36) . However, other researchers who used multidimensional anti-bullying interventions, including activities other than dramatization and involvement of other social actors besides adolescents, such as teachers, parents and other professionals, identified a reduction in direct aggression shortly after the intervention (37)(38)(39) . Brazil has nationally advanced in studies, with the purpose of testing forms and strategies to combat and prevent school violence.…”

Comparison of Features of a Mobile Application to Report School Violence Through Benchmarking

“…Studies show that the frequency of aggression among students increases the need for training and qualification of teachers, other pedagogical coordinators, and school administrators to deal effectively with the problem. Where protection has been tried, including better teacher training, there has been a reduction of perceived maltreatment among students as well as better perceived social coherence at school …”

“…Where protection has been tried, including better teacher training, there has been a reduction of perceived maltreatment among students as well as better perceived social coherence at school. 1,32,33 Regarding help of a school professional, only 2 apps met this feature (Feature 5, Table 2). Research brings primary attention to combating violence in schools by greater involvement and responsiveness of teachers, school psychologists, administrators and other school personnel who are inserted in the school environment.…”