The Olweus Bullying Prevention Program is a universal intervention developed to promote the reduction and prevention of bullying behavior and victimization problems. The program is based on an ecological model, intervening with a child’s environment on many levels: the individual children who are bullying and being bullied, the families, the teachers and students within the classroom, the school as a whole, and the community. The main arena for the program is the school, and school staff have the primary responsibility for introducing and implementing the program. Schools are provided ongoing support by project staff.
Adult behavior is crucial to the success of the Olweus Bullying Prevention Program, and to achieve the program’s goals two conditions must be met. First, the adults at school and, to some degree, at home must become aware of the extent of bully–victim problems in the given school. Second, the adults must engage themselves, with some degree of seriousness, in changing the situation. Without adults’ acknowledgment of schools’ existing bully–victim problems and a clear commitment by a majority of the school staff to participate actively in the antibullying efforts, the program is likely to have limited success. These principles have been translated into numerous specific measures, or interventions, that are used at the school, class, and individual levels. The basic interventions at each level include the following:
The Olweus Bullying Prevention Program has been evaluated in many locations throughout the world. The U.S. evaluation was conducted in South Carolina, using a quasi-experimental design with fourth through eighth grade students in six school districts. The school districts were organized into three matched pairs based on their geographic location and the demographic characteristics of the students. In each pair, the schools in one district were to receive the intervention, while the schools in the other district served a comparison group for the 1st year of the project. There were 11 intervention schools and 28 control schools during the 1st year. During the 2nd year, seven control schools began the program. Students in the school districts were primarily African-American (46 percent to 95 percent), with the rest of the students white. Three of the school districts implemented the Bullying Prevention Project for 2 years. The other three school districts served as the control group for year 1 and implemented the program in year 2. Students were assessed at baseline (n=6,389), 1 year (n=6,263) later, and 2 years later (n=4,928). Three schools in the comparison groups dropped out of the evaluation by year 2.
The program has been implemented in a variety of cultures (e.g., Bergen, Norway; the southeastern United States; Sheffield, England; and Schleswig–Holstein, Germany) and school contexts (elementary and middle schools). These evaluations have resulted in a substantial reduction in student reports of bullying and victimization, a reduction in general antisocial behavior (e.g., vandalism, fighting, theft, truancy), and significant improvements in the “school climate” of the class—as reflected in students’ reports of improved order and discipline, more positive social relationships, and more positive attitudes toward schoolwork and school.
The U.S. evaluation of the Olweus Bullying Prevention Program has produced somewhat modest but still positive findings. For example, the U.S. study of middle school students revealed significant decreases in students’ self-reports of bullying in the intervention schools, when compared with control schools. Moreover, the program appeared to slow the natural rate of increase in students’ engagement in several other antisocial behaviors. There were, however, no effects on victimization, bullying of teachers, group delinquency, theft, substance abuse, or attitudes toward bullying. And no program effects were found by year 2.
Hanewinkel, Reiner, and Reimer Knaack. 1997. Mobbing: Gewaltprävention in Schule in Schleswig–Holstein. Report. Landesinstitut Schleswig–Holstein fur Praxis und Theorie der Schule.
Melton, Gary B., Susan P. Limber, Phillippe B. Cunningham, D. Wayne Osgood, J. Chambers, V. Flerx, Scott W. Henggeler, and M. Nation. 1998. Violence Among Rural Youth. Final Report to the Office of Juvenile Justice and Delinquency Prevention.
Olweus, Daniel. 1991. “Bully–Victim Problems Among Schoolchildren: Basic Facts and Effects of a School-Based Intervention Program.” In Debra J. Pepler and Kenneth H. Rubin (eds.). The Development and Treatment of Childhood Aggression. Hillsdale, N.J.: Erlbaum, 411–48.
Olweus, Daniel, Susan P. Limber, and Sharon F. Mihalic. 1999. Blueprints for Violence Prevention, Book 9: Bullying Prevention Program. Boulder, Colo.: Center for the Study and Prevention of Violence.
Whitney, Irene, Ian Rivers, Peter K. Smith, and Sonia Sharp. 1994. “The Sheffield Project: Methodology and Findings.” In Peter K. Smith and Sonia Sharp (eds.). School Bullying: Insights and Perspectives. London, England: Routledge, 20–56.
Marlene Snyder, Ph.D.
Institute of Family and Neighborhood Life
158 Poole Agricultural Center
Clemson University
Clemson, SC 29634
Phone: (864) 710-4562
Fax: (864) 656-6281
E-mail: nobully@clemson.edu
Web site: http://www.olweus.org/public/index.page