What Can Be Done About School Bullying?: Linking Research to Educational Practice
Abstract
In this article, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students. Methodological challenges are delineated, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation. The impact of school-based anti-bullying programs and the challenges currently facing educators and researchers in this area are discussed. The article concludes with a proposal for a broader, ecologically based model of school bullying based on the emerging literature.
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CFL affect learning both directly and indirectly.
“CFL affect learning both directly (e.g., effects on working memory, cognitive load, developmental range) and indirectly (e.g., effects on teacher stress, student stress, ability of each to attune to the other; Swearer, Espelage, Vaillancourt, & Hymel, 2010).”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Swearer, Espelage, Vaillancourt, & Hymel, 2010
Anti-bullying interventions at the school level have variable effects, but the most consistent results appear when strategies simultaneously include clear anti-bullying rules, a curriculum focused on diversity and inclusion, teacher training, parental involvement, and constant monitoring mechanisms.
“Swearer et al. (2010) argue that anti-bullying interventions at the school level have variable effects, but the most consistent results appear when strategies simultaneously include clear anti-bullying rules, a curriculum focused on diversity and inclusion, teacher training, parental involvement, and constant monitoring mechanisms.”
From Prevalence of Fashion Bullying in Lower Secondary Education: Evidence from Two Urban Romanian Schools (2025) · cites this paper as Swearer et al., 2010
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- Authors
- Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- University of Ottawa (CA)
- University of British Columbia (CA)
- Venue
- Educational Researcher
- Published
- 2010-01
- Volume
- 39
- Issue
- 1
- Pages
- 38-47
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2123123351
- Cited by
- 672
- References
- 5
- Citations by year
- 2026: 17 · 2025: 25 · 2024: 25 · 2023: 20 · 2022: 21 · 2021: 38 · 2020: 30 · 2019: 42 · 2018: 46 · 2017: 45 · 2016: 66 · 2015: 60 · 2014: 79 · 2013: 59 · 2012: 46
- FWCI
- 69.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Law › Legal Issues in Education
- Keywords
- school bullying, bullying prevention, bullying prevention programs, bullying assessment, definition of bullying, program evaluation, peer factors, school factors, personal factors
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