# Usability and Feasibility of a School-Based Digital Framework for Bullying Prevention

## TL;DR

A digital framework for bullying prevention was well-received by students but required adjustments based on feedback from school staff and parents to ensure it was appropriate and effective.

## Contribution

The study introduces a multi-component, technology-enabled framework for bullying prevention and evaluates its usability and feasibility in school settings.

## Key findings

- Students showed strong acceptance and engagement with the technology-enabled framework.
- School personnel and parents emphasized the need for realistic, diverse, and high-quality video content to enhance engagement.
- Adult participants highlighted the importance of restorative approaches to address student conflict and prevent bullying recurrence.

## Abstract

What are the main findings?
Students consistently showed strong acceptance and engagement with the technology-enabled framework.School personnel and parents/caregivers identified important implementation concerns, including alignment with school policies, appropriateness of language and materials, and the need for realistic, diverse, and high-quality video content to enhance student engagement.

Students consistently showed strong acceptance and engagement with the technology-enabled framework.

School personnel and parents/caregivers identified important implementation concerns, including alignment with school policies, appropriateness of language and materials, and the need for realistic, diverse, and high-quality video content to enhance student engagement.

What are the implications of the main findings?
Technology-based reporting tools show promise for strengthening student voice in bullying prevention when aligned with school policies.Input from educators and families is essential to ensure materials are realistic, engaging, and contextually appropriate.

Technology-based reporting tools show promise for strengthening student voice in bullying prevention when aligned with school policies.

Input from educators and families is essential to ensure materials are realistic, engaging, and contextually appropriate.

Bullying and school violence contribute directly to mental health difficulties among youth in the United States. Background/Objectives: This study describes the development and initial evaluation of a technology-enabled, multi-component school safety framework designed to support bullying prevention in middle and high schools. Methods: Students (n = 46), school personnel (n = 79), and parents/caregivers (n = 28) participated in three waves of usability and feasibility testing focused on a mobile application (Speak Out with Advocatr), companion classroom instructional materials, and guidelines for a school-wide safety campaign. Quantitative data were summarized using descriptive statistics and benchmark comparisons, and group differences across respondent roles were examined using analysis of variance with post hoc pairwise tests. Given small and unequal sample sizes, bootstrap resampling with 1000 resamples was used to obtain robust estimates of group means and confidence intervals. Qualitative responses were analyzed using content analysis. Results: Across waves, mean ratings generally met or exceeded predefined usability benchmarks, indicating favorable perceptions of the system. Findings indicated strong student acceptance and engagement with the framework. Adult participants expressed particular interest in restorative approaches to addressing student conflict, as well as concerns about preventing the recurrence of bullying behaviors. Conclusions: Findings provide initial support for the usability and feasibility of a multi-component, technology-enabled approach to school-based bullying prevention. Results also highlight the value of role-specific feedback for refining integrated mental health and safety interventions within school settings.