What works in anti-bullying programs? Analysis of effective intervention components
Open accessAbstract
Previous research has shown that many school-based anti-bullying programs are effective. A prior meta-analysis (Gaffney, Ttofi, & Farrington, 2019) found that intervention programs are effective in reducing school-bullying perpetration by approximately 19-20% and school-bullying victimization by approximately 15-16%. Using data from this prior meta-analysis, the aim of the current study was to examine the relationship between effectiveness estimates and specific elements of anti-bullying programs. Specific intervention components in line with a socio-ecological framework were coded as present or absent. Components were coded on the following levels: school, classroom, teacher, parent, peer, individual, and intervention. Meta-analytical subgroup comparisons analogous to ANOVA were computed to examine the relationship between the presence of specific components and the effectiveness in reducing bullying perpetration (n = 82) and victimization (n = 86). Results indicated that the presence of a number of intervention components (e.g., whole-school approach, anti-bullying policies, classroom rules, information for parents, informal peer involvement, and work with victims) were significantly associated with larger effect sizes for school-bullying perpetration outcomes. The presence of informal peer involvement and information for parents were associated with larger effect sizes for school-bullying victimization outcomes. Meta-regression analyses showed no significant relationship between effectiveness and the number of intervention components included in a program. The present report contributes to the understanding of 'what works' in reducing school-bullying perpetration and victimization. The impact of these findings on future anti-bullying research is discussed.
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A meta-analysis concluded that anti-bullying programs including peer activities (e.g., classroom discussions) were more effective at reducing bullying perpetration and victimization.
“Looking at anti-bullying educational programs more generally, a meta-analysis concluded that when programs included activities that involved peers (e.g., classroom discussions), these were more effective at reducing bullying perpetration and victimization (92).”
From A thematic analysis of adolescents’ perceptions of cyberbullying and cyberaggression: definitional distinctions and educational gaps (2026) · cites this paper as [92]
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Hate speech in adolescents: A binational study on prevalence and demographic differences
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“Looking at anti-bullying educational programs more generally, a meta-analysis concluded that when programs included activities that involved peers (e.g., classroom discussions), these were more effective at reducing bullying perpetration and victimization (92).”
- Authors
- Gaffney, H., Ttofi, M. M., & Farrington, D. P.
- Affiliations
- University of Cambridge (GB)
- Corresponding author
- Gaffney, Hannah
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2021-04
- Volume
- 85
- Pages
- 37-56
- ISSN
- 0022-4405 (ISSN-L)
- OpenAlex
- W3128770340
- Cited by
- 333
- References
- 169
- Citations by year
- 2026: 60 · 2025: 90 · 2024: 63 · 2023: 55 · 2022: 47 · 2021: 18
- FWCI
- 7.19
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- Journal of School Psychology (publishedVersion)
- PubMed (publishedVersion)
- Apollo (University of Cambridge) (submittedVersion, cc-by-nc-nd)
- Apollo
- Funders
- Economic and Social Research Council
- Jacobs Foundation
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- bullying prevention programs, school bullying, bullying perpetration, bullying victimization, intervention components, socio-ecological framework, whole-school approach, anti-bullying policy, classroom rules, parent information, victim support, program effectiveness
- MeSH terms
- Humans, Parents, Peer Group, Schools, Crime Victims, Bullying
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