In 1983, after three adolescent boys in northern Norway committed suicide, most likely as a consequence of severe bulling by peers, the country's Ministry of Education commissioned Professor Dan Olweus to conduct a large-scale research project on bully/victim problems. His work led to the creation of the Olweus Bullying Prevention Program. The program has been implemented and evaluated at a number of sites in the U.S.

The program, which can be used in elementary, middle or high schools, attempts to restructure the existing school environment to reduce opportunities and rewards for bullying. All students participate in most aspects of the program, while students identified as bullying others or as targets of bullying receive additional individual interventions. Core components of the program are implemented at the school, classroom, and individual levels.

• Formation of a Bullying Prevention Coordinating Committee

• Distribution of an anonymous student questionnaire assessing the nature and prevalence of bullying

• Training for committee members and staff

• Development of a coordinated system of supervision

• Adoption of school-wide rules against bullying

• Development of appropriate positive and negative consequences for students' behavior

• Holding staff discussion groups related to the program

• Involvement of parents

• Reinforcement of school-wide rules against bullying

• Holding regular classroom meetings with students to increase knowledge and empathy

• Informational meetings with parents

• Interventions with children who bully

• Interventions with children who are bullied

• Discussions with parents of involved students

A number of sites also are implementing community-level components, such as: convening meetings with community members, incorporating anti-bullying messages and strategies in youth-related activities in the community (including recreational activities, scouting, and after-school programs).Results of the program include:

• A 30 to 70 percent reduction in students reports of being bullied and bullying others.

• Significant reductions in student reports of general antisocial behavior (e.g., vandalism, fighting, theft, and truancy).

• More positive attitude toward school work and school.