Proposed modification of a school-wide bully prevention program to support all children

Ostrander, Jason; Melville, Alysse; Bryan, Janelle K.; Letendre, Joan

doi:10.1080/15388220.2017.1379909

Cited by 12 publications

(7 citation statements)

References 51 publications

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“…A variety of prevention programs have been implemented in recent years to address this issue such as the bullying prevention programs (e.g., the Olweus bullying prevention program) found in most schools. Evidence suggests that school-based bullying prevention programs focus on developing social skills, improving such competences as self-management, self-awareness, and self-regulation, establishing positive relationships [43], and creating a school climate that reduces involvement in harmful behavior [44], which contributes positively to mental health [45] and mental HL [46]. It can be assumed that the aims of such programs correspond with knowledge and competences related to HL.…”

Section: Discussionmentioning

confidence: 99%

Subjective Health Literacy among School-Aged Children: First Evidence from Lithuania

Šukys

Trinkūnienė

Tilindienė

2019

IJERPH

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Health literacy as a set of competencies to promote and sustain health has received significant research attention, particularly in studies on adults. Improving health literacy at an early age is crucial to personal health and development, so there is a need to investigate the health literacy of school-aged children. The aims of this study were to determine the level of subjective health literacy among adolescents in Lithuania and to examine the association between health literacy, school achievement, health education in schools, and family affluence. Health literacy was assessed using a brief Health Literacy for School-Aged Children instrument on a representative sample of 2369 subjects (from the 7th to 10th grades). Overall, 12.1% of all respondents had low, 70.5% moderate, and 17.4% a high level of health literacy. School achievements were found to be a significant predictor of health literacy, as were the number of school-based health promotion events. Family affluence also predicted an increased level of health literacy. This study was the first nationally representative examination of this topic in Lithuania and it highlighted the alarming finding that less than one-fifth of adolescents had high health literacy.

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Section: Discussionmentioning

confidence: 99%

Subjective Health Literacy among School-Aged Children: First Evidence from Lithuania

Šukys

Trinkūnienė

Tilindienė

2019

IJERPH

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“…One additional report was identified by searching references and two by contacting authors. Two papers reported on the same study in the UK [27,28], two on the same study in Norway [29,30], and two on the same study in the USA [31,32], meaning that in total 20 papers reported on 17 studies. In terms of perspectives explored, 13 studies included teachers as participants, 11 included leadership personnel such as principals and school administrators, and 11 included implementation facilitators.…”

Section: Description Of Search Results and Included Studiesmentioning

confidence: 99%

Barriers and facilitators to the implementation of Health-Promoting School programmes targeting bullying and violence: a systematic review

Sadjadi

Blanchard

Brülle

et al. 2021

Health Education Research

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Health-Promoting School (HPS) interventions aim to reduce bullying and violence via curriculum, environmental and family/community-engagement components. Despite evidence of their effectiveness, factors influencing the implementation of such interventions are poorly understood. This systematic review aims to examine such factors by assessing qualitative process evaluations of HPS interventions aiming to reduce bullying, aggression or violence. A comprehensive systematic search of 12 databases was carried out, and 20 reports from 17 studies were included. Thematic synthesis was used to identify factors affecting implementation. Factors that enable implementation were related to programme characteristics and stakeholder buy-in, including support from leadership, teachers, students and parents. Good communication and staff climate were important. Interventions were better implemented when they framed health promotion as a core school business, were supported by a national policy, used local data to show need and effectiveness and provided high-quality, pragmatic and accessible staff training. The results of this review can serve to guide and facilitate the design and implementation of future bullying and violence prevention programmes. Since there is significant overlap in terms of the important pillars and guiding principles for all interventions guided by the HPS framework, the findings may apply to outcomes beyond bullying and violence.

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“…Parents play an important role by providing a home environment that may help to prevent bullying, including supportive engagement coupled with effective communication between children and their parents [53,54]. Previous research suggests that parental involvement with children and with the school can help in addressing the challenges of bullying [55][56][57][58][59][60]. The teachers interviewed for the current research indicated that they sometimes had difficulty communicating to parents the importance of preventing or reducing bullying.…”

Section: Bullying and The Role Of The Schoolmentioning

confidence: 99%

Teachers’ Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study

Abed,

Shackelford

2023

Children

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Bullying among primary school students is a serious problem that often has multiple negative effects including poor academic performance and mental health problems. The current study used qualitative methodology to determine the role of communication in creating awareness and preventing bullying in a school setting through stakeholder intervention and bullying-prevention programs. If teachers are aware of bullying, then they are likely to take adequate measures to reduce or prevent future bullying. The researchers conducted semi-structured interviews with 15 teachers working in public primary schools in Jeddah, Saudi Arabia. The results provide an initial step in the Saudi Arabian context toward identifying the forms and types of school bullying, helping administrators, teachers, parents, and students reduce bullying and develop long-term plans for addressing bullying. Consideration of teachers’ perceptions may enable the development and implementation of new programs for addressing bullying in primary school students. The discussion highlights future research directions and the limitations of the current research.

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Proposed modification of a school-wide bully prevention program to support all children

Cited by 12 publications

References 51 publications

Subjective Health Literacy among School-Aged Children: First Evidence from Lithuania

Subjective Health Literacy among School-Aged Children: First Evidence from Lithuania

Barriers and facilitators to the implementation of Health-Promoting School programmes targeting bullying and violence: a systematic review

Teachers’ Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study

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