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<p>Bullying is a type of school violence and a significant public health issue that can have harmful psychosocial effects on both the victims and the bullies. There is limited literature available on the impact of anti-bullying programs in Indian schools, despite the country having the largest adolescent population in the world. This study aims to evaluate the effectiveness of a multi-component school-based bullying prevention program for adolescents in Chandigarh. A quasi-experimental, pretest/posttest control group study was conducted among 800 students in grades 7th and 8th from four schools. Difference in differences (DiD) analysis was used to assess the effectiveness of the program. A net significant change (DiD) in any kind of bullying behavior was 31.3% after 3&#xa0;months and 23.2% after 8&#xa0;months (<i>p</i> &lt; 0.001). A net change of 12.5% [<i>p</i> = 0.006] was reported for cyberbullying at 3&#xa0;months, and a non-significant net change of 0.8% was reported at 8&#xa0;months. Significant net change of 19.8%, 16.6%, and 13.4% was observed for victimization, perpetration, and bully-victims, respectively, at 8&#xa0;months [<i>p</i> &lt; 0.001]. The mental health correlates were assessed using the strength and difficulties score and self-esteem. A net change of mean difficulty score at 3&#xa0;months was − 3.59 and − 2.56 at 8&#xa0;months [<i>p</i> &lt; 0.001]. As for self-esteem, a net mean change of 1.05 (<i>p</i> = 0.011) was observed at 3&#xa0;months, but the change was non-significant at 8&#xa0;months. A whole-school-based intervention program was observed to be effective in preventing bullying behavior and improving overall mental health.</p>

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Effectiveness of Stop Bullying-School Intervention Program (SB-SIP) to Reduce Bullying Among Adolescents in Chandigarh, India: A Quasi-experimental Study

  • 期刊论文

  • 发表日期：

    2025年4月3日

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  • Monica Rana,
  • Madhu Gupta,
  • Prahbhjot Malhi,
  • Sandeep Grover,
  • Manmeet Kaur

摘要

Bullying is a type of school violence and a significant public health issue that can have harmful psychosocial effects on both the victims and the bullies. There is limited literature available on the impact of anti-bullying programs in Indian schools, despite the country having the largest adolescent population in the world. This study aims to evaluate the effectiveness of a multi-component school-based bullying prevention program for adolescents in Chandigarh. A quasi-experimental, pretest/posttest control group study was conducted among 800 students in grades 7th and 8th from four schools. Difference in differences (DiD) analysis was used to assess the effectiveness of the program. A net significant change (DiD) in any kind of bullying behavior was 31.3% after 3 months and 23.2% after 8 months (p < 0.001). A net change of 12.5% [p = 0.006] was reported for cyberbullying at 3 months, and a non-significant net change of 0.8% was reported at 8 months. Significant net change of 19.8%, 16.6%, and 13.4% was observed for victimization, perpetration, and bully-victims, respectively, at 8 months [p < 0.001]. The mental health correlates were assessed using the strength and difficulties score and self-esteem. A net change of mean difficulty score at 3 months was − 3.59 and − 2.56 at 8 months [p < 0.001]. As for self-esteem, a net mean change of 1.05 (p = 0.011) was observed at 3 months, but the change was non-significant at 8 months. A whole-school-based intervention program was observed to be effective in preventing bullying behavior and improving overall mental health.