Authors
Donna Cross, Edith Cowan UniversityFollow
Helen Monks, Edith Cowan University
Margaret Hall, Edith Cowan University
Therese Shaw, Edith Cowan University
Yolanda Pintabona, Edith Cowan University
Erin Erceg, Edith Cowan University
Gregory Hamilton, Edith Cowan University
Clare Roberts, Curtin University of Technology
Stacey Waters, Edith Cowan University
Leanne Lester, Edith Cowan University
Document Type
Journal Article
Publisher
Routledge
Faculty
Faculty of Computing, Health and Science
School
School of Exercise, Biomedical and Health Science / Child Health Promotion Research Centre
RAS ID
12377
Abstract
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio-ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self-report data were collected in 29 schools over three years from a cohort of 1968 eight to nine-year-olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self-reported perpetration of bullying. The findings suggest whole-of-school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.
DOI
10.1080/01411920903420024
Access Rights
free_to_read
Comments
This is an Author's Accepted Manuscript of: Cross, D. S., Monks, H. E., Hall, M. R., Shaw, T. M., Pintabona, Y., Erceg, E. L., Hamilton, G. J., Roberts, C., Waters, S. K., & Lester, L. (2010). Three year results of the Friendly Schools whole-of-school intervention on children's bullying behaviour. British Educational Research Journal, 37(1), 1-25. Available here. This is a preprint of an article submitted for consideration in the British Educational Research Journal © 2010 [copyright Taylor & Francis]