School Mental Health Curriculum Effects on Peer Violence Victimization and Perpetration: A Cluster‐Randomized Trial

Abstract

BACKGROUND: Addressing school violence is an important public health goal. To assess the role of school mental health curricula in violence prevention, we evaluated effects of an anti-stigma curriculum on violence victimization/perpetration. METHODS: An ethnically/socioeconomically diverse sample of 751 sixth-graders (mean age 11.5 years) across 14 schools in Texas were block-randomized by school (2011-2012) to receive singly or in combination: (1) a mental illness anti-stigma curriculum; (2) contact with 2 young adults with mental illness; or (3) merged control (printed materials/no intervention). Preand post-test assessments were self-completed during health education classes; prior to randomization, 484 (64.5%) agreed to 2-year, home-based longitudinal assessments. Statistical models tested short-and long-term effects on physical, verbal, and relational/social violence victimization/perpetration. RESULTS: At 1-month post-test, students who received the curriculum versus control made fewer verbal threats (p < .05). Those with high-level mental health symptoms in the curriculum group versus control used less violence overall and received fewer verbal threats from peers short-term (p < .05). Curriculum effects of reducing violence perpetration sustained long-term among adolescents with high-symptoms (p < .01). The comparator contact intervention was ineffective short-and long-term. CONCLUSIONS: Implementing efficacious mental health curricula can serve as a multi-pronged strategy with anti-bulling efforts to prevent violence and improve mental health.

The association between violent video game exposure and sub-types of school bullying in Chinese adolescents

“…First, our results indicated that school bullying was common among Chinese adolescents, and anti-school bullying prevention programs to reduce the prevalence of school bullying conducted both in the school and in family are essential for school bullying perpetrators and victims ( 43 ). At the same time, health education and promotion for adolescents who were involved in any type of school bullying are also needed ( 44 ). Second, our findings highlight the need for network regulations for teenagers as the associations between VVGE and school bullying behaviors, especially physical school bullying, were positive among Chinese adolescents.…”

The Effect of Teacher Discrimination Behavior on Adolescent Suicidal Ideation: A Cross-Sectional Survey

“…In the long run, negative emotions such as fear, dread, and anxiety continue to build up, making them more likely to develop suicidal ideation. 54 Therefore, it is necessary to prevent suicidal tendencies among teenagers by putting an end to school bullying, cultivating their views on life and values, and raising their legal awareness. Relevant authorities should work together with schools to refine the relevant regulations and deal with abusers in strict accordance with the law and school rules and regulations.…”