Evidence-Based Bullying Programs, Curricula and Practices
Evidence-based Programs (EBPs) are based on rigorous study of the effects and/or outcomes of specific interventions in controlled settings. These interventions or programs demonstrate reliable and consistent positive changes relevant to health and behavioral outcomes.
Integrating bullying prevention information into curriculum and school activities is an effective way to address the behvaior and its associated effects. Below is a list of organizations that contribute to local and national bullying prevention efforts; and evidence-based bullying prevention programs to assist schools in their prevention efforts.
OrganizationsIBPA - International Bullying Prevention Association Oklahoma Center for Community Justice (OCCJ) Oklahoma State Department of Health, Youth Risk Behavior Survey PACER National Bullying Prevention Center Whole School, Whole Child, Whole Community (WSCC) Social and Emotional Climate Component |
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Program/Curriculum |
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Bully Prevention in Positive Behavioral Interventions and Supports (BP-PBIS) The site focuses on strategies for reducing bullying behvaior by integrating PBIS with instructions and redefinging the bullying construct. The website provide tools, publicaitons, presentations, and videos. |
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Blueprint for Healthy School Development This interactive search enables users to identify Blueprints-certified interventions based on specific criteria and then browse through a wide range of interventions that match those criteria. |
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Blueprints for Violence Prevention Blueprints is an online registry comprised of violence and drug prevention programs that meet a high scientific standard of effectiveness. Although there are several important considerations in designating a program as “promising” or “model” programs, criteria given the greatest weight are: “evidence of deterrent effect with a strong research design, sustained effect, and multiple site replication.” Model programs meet all three of these criteria, while promising programs must at least meet the first criterion. |
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The nation’s leading research organization focused exclusively on improving the lives of children and youth, especially those who are most vulnerable. |
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OLWEUS Bullying Prevention Program (OBPP) The OBPP is a comprehensive prevention and education program developed by Dr. Dan Olweus, a leading international bullying prevention expert. The program is appropriate for students in elementary through high school and includes program components that address four levels of intervention: school-level (e.g., assess bullying using the Olweus Bullying Questionnaire, create school rules targeting bullying behaviors), classroom-level (e.g., enforcement of school anti-bullying rules, meetings with parents), individual-level (e.g., individual interventions for students involved in bullying), and community-level (e.g., share bullying practices with community members). |
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National Institute of Justice (NIJ) The National Institute of Justice uses research to rate the effectiveness of programs and practices aimed at criminal justice related outcomes (e.g. criminal justice, juvenile justice, and crime victim services). The National Institute of Justice rates programs as either effective, promising, or no effects. The programs are rated based on their conceptual framework, study design quality, study outcomes, and program fidelity. Effective programs have strong evidence when implemented with fidelity, promising programs have some evidence, and programs rated as no effects indicate that they have strong evidence of no effects or negative effects when implementing with fidelity |
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The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. WWC rates programs based on design study, outcomes, and confounding variables. Once studies have been reviewed the program will be rated as “meets standards without reservations”, “meets standards with reservations”, or “does not meet standards”. Studies that meet standards without reservations utilized randomly assigned groups, have low sample attrition, and no confounding variables. Studies that meet standards with reservations use similar groups, have high attrition, and have no concerns with outcomes. Studies that do not meet standards do not use random assignment, or have similar groups before intervention, and have concerns with outcomes. |
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Youth Violence: A Report of the Surgeon General The Youth Violence report identifies prevention and intervention programs using three ratings to indicate the level of scientific standards met: Model, Promising, and Does Not Work. Model programs involve rigorous experimental design, replication of program outcomes, and sustainability of outcomes. Promising programs also must be evaluated through rigorous experimental design and either be replicated or exhibit sustainability outcomes. Within each classification, programs are further identified as promoting violence reduction (Level 1) or risk reduction (Level 2). Specifically, program effects must be associated with an improvement in serious delinquency or reduction in any risk factor for violence with a .30 or greater effect size (Level 1) or a significant decrease in any risk factor for violence with a .10 or greater effect size (Level 2). Programs designated as Does Not Work also involve rigorous experiment design along with significant evidence of neutral or negative effects and replication further suggesting that the program is neutral or harmful. |
