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Background <p>Schools have many opportunities to prevent bullying, and due to its prevalence and serious consequences, a&#xa0;number of prevention programs have been developed in recent years. As there are only a&#xa0;few surveys on the implementation of these in schools and the effectiveness depends on implementation factors, the current situation in schools in the Rems–Murr district is to be recorded. The prerequisites and difficulties are shown and barriers to implementation are revealed.</p> Methods <p>With regard to implementation factors and barriers, a&#xa0;fully standardized online questionnaire was developed and optimized in two pretests. All secondary schools in an exemplary district were contacted by email and telephone. Data from 45&#xa0;schools were included in the analyses.</p> Results <p>In the past 2&#xa0;years, 66.7% of the schools surveyed had realized bullying prevention programs, most of which were self-designed. Overall, the conditions for implementation, such as support from school management, were described as positive, although a&#xa0;need for personnel and time resources became apparent. An evaluation was only rarely carried out for both the self-designed and evidence-based programs. Schools that had not yet implemented any programs reported a&#xa0;need for this in 64.3% of cases, whereby they would like support from trained personnel for future implementation.</p> Conclusion <p>An implementation gap for evidence-based programs is evident. The fact that schools indicated a&#xa0;clear need for prevention, but that self-designed programs were predominantly used, illustrates the need for practical transfer in order to establish scientifically sound programs in schools.</p>

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  • 期刊论文

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  • 发表日期：

    2025年1月20日

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  • Janine Arabella Haller,
  • Rhea-Katharina Knauf

摘要

Background

Schools have many opportunities to prevent bullying, and due to its prevalence and serious consequences, a number of prevention programs have been developed in recent years. As there are only a few surveys on the implementation of these in schools and the effectiveness depends on implementation factors, the current situation in schools in the Rems–Murr district is to be recorded. The prerequisites and difficulties are shown and barriers to implementation are revealed.

Methods

With regard to implementation factors and barriers, a fully standardized online questionnaire was developed and optimized in two pretests. All secondary schools in an exemplary district were contacted by email and telephone. Data from 45 schools were included in the analyses.

Results

In the past 2 years, 66.7% of the schools surveyed had realized bullying prevention programs, most of which were self-designed. Overall, the conditions for implementation, such as support from school management, were described as positive, although a need for personnel and time resources became apparent. An evaluation was only rarely carried out for both the self-designed and evidence-based programs. Schools that had not yet implemented any programs reported a need for this in 64.3% of cases, whereby they would like support from trained personnel for future implementation.

Conclusion

An implementation gap for evidence-based programs is evident. The fact that schools indicated a clear need for prevention, but that self-designed programs were predominantly used, illustrates the need for practical transfer in order to establish scientifically sound programs in schools.