Evaluation of the Olweus Bullying Prevention Program: A large scale study of U.S. students in grades 3–11
Section snippets
Brief description of the OBPP
The Olweus Bullying Prevention Program (OBPP; Olweus, 1991, Olweus, 1993, Olweus and Limber, 2010a, Olweus and Limber, 2010b) is the oldest and one of the most researched bullying prevention programs in the world. It represents a whole-school comprehensive approach that includes schoolwide, classroom, individual, and community components. The program is focused on both short-term and long-term change that will create a safe and positive school environment. The overarching goals of the OBPP are
Participants
The original sample included students in grades 3–12 who were drawn from schools that were involved in a wide-scale effort to implement the OBPP in elementary, middle, and high schools in 49 counties in southern and central Pennsylvania (Limber & Olweus, 2017). Our target population in this study consisted of students from schools that had completed successful standard implementation of the OBPP, as determined by the minimum criterion that the school had conducted the Olweus Bullying
Results
Results are presented in two sections. The first section reports analyses of possible program effects with respect to being bullied and bullying others for the full sample of students over two years (Study 1). Detailed analyses by grade and grade-groupings are provided, in addition to analyses by sex and race/ethnicity. The second section provides more detailed examinations of longer-term effects (over three years) for the sub-group of 95 schools for whom such data were available (Study 2). In
Discussion
The purpose of this study was to evaluate a large-scale implementation of the Olweus Bullying Prevention Program with children and youth in grades 3–11 in the United States. Given increasing concerns about the markedly negative short- and long-term effects of being bullied on individuals who are targeted (Olweus, 2013; Ttofi et al., 2011a) and evidence that regular engagement in bullying other students is related to later antisocial and criminal behavior (Olweus, 1993, Olweus, 2011; Ttofi et
Acknowledgements
This research was supported by generous funding from the Highmark Foundation. The authors wish to thank The Highmark Foundation, colleagues at the Center for Health Promotion and Disease Prevention, and colleagues at the Center for Schools and Communities for their remarkable support of the intervention program and evaluation.
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The first two authors contributed equally to this article.