Suggested Supports for Improving the Olweus Bullying Prevention Program’s Implementation and Impact in an Under-Resourced Middle School Context

TL;DR

This study explores ways to improve the implementation of a school anti-bullying program in under-resourced middle schools by gathering insights from school staff.

Contribution

The study identifies seven actionable strategies to enhance the success of the Olweus Bullying Prevention Program based on staff perspectives.

Findings

Seven key themes emerged for improving program implementation, including training intensification and increased communication.

Staff perspectives varied based on their roles, emphasizing the need for tailored strategies.

The study highlights the importance of student and parent involvement in anti-bullying efforts.

Abstract

Despite efforts to reduce and prevent incidents, bullying behaviors remain prevalent in schools, leading to poor outcomes for all involved. While the Olweus Bullying Prevention Program is one of the most extensively implemented school environment interventions in the USA, it has yet to yield consistently positive results across contexts, necessitating efforts to understand strategies to bolster its success and that of similar school-wide prevention efforts. This qualitative study used data from focus group discussions with 39 school staff—teachers, administrators and administrative assistants, other non-teaching staff—on the factors associated with implementing the OBPP in their schools. It specifically distilled their perspectives on potential strategies that could further improve the odds of implementation success and impact. Additionally, it examined similarities and differences in these personnel’s perspectives based on their respective roles and responsibilities. The data yielded seven themes, including intensifying training, increasing the efficacy of staff discussions, addressing issues related to time and conflicting priorities intensifying communication, increasing student involvement, increasing parent involvement, and providing staff support to help with implementation. Personnel’s perspectives aligned with their responsibilities in the program, offering insights into the importance of triangulating data from multiple sources while prompting considerations about the school-wide applicability and feasibility of suggestions offered. The potential and feasibility of these thematic suggestions are discussed in the context of the OBPP intervention’s components and provisions and findings from other school-based interventions. Implications for sustainability-based studies of the OBPP and other school-based interventions are also discussed.