A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying

Parents’ Responses to Coping with Bullying: Variations by Adolescents’ Self-Reported Victimization and Parents’ Awareness of Bullying Involvement

“…However, parents' responses to bullying may differ (e.g., contacting the school administrator or school teacher, contacting the bully or his/her parents (Hale et al 2017;Waasdorp et al 2011)). Practitioners and researchers suggest that parents first help by carefully listening to their child, not making decisions on the spur of the moment or adopting responses that do not contemplate the child's opinion, because rushed decisions can worsen victimization or model unsuitable response strategies (Buelga et al 2017;Cross et al 2018). Researchers encourage parents to notify schools and to work collaboratively with schools to overcome bullying.…”

Whole‐school antibullying interventions: A systematic review of 20 years of publications

“…In addition, five studies (Bauer et al, 2007; Bowllan, 2011; Kärnä, Voeten, Little, Poskiparta, Alanen, et al, 2011; Sanchez et al, 2001; Stan & Beldean, 2014) included variables beyond bullying, such as school climate, student well‐being, and sexual harassment. Moreover, one study (Cross, Lester, Pearce, Barnes, & Beatty, 2016) focused exclusively on assessing the effects of bullying intervention on parents, including aspects such as parents’ discussion of bullying with their children and respective behavior toward bullying episodes.…”

“…Table 2 displays the methodological characteristics of the empirical studies, including the program, its country, number of participants, instruments used, as well as studies’ main results, organized according to experimental rigor. Six programs included experimental designs (Cross et al, 2011, 2012, 2016; Kärnä, Voeten, Little, Poskiparta, Kaljonen, et al, 2011; Nocentini & Menesini, 2016; Sanchez et al, 2001); five programs showcased quasiexperimental designs (Bauer et al, 2007; Bowllan, 2011; Kärnä, Voeten, Little, Poskiparta, Alanen, et al, 2011; Stan & Beldean, 2014; Wong et al, 2011); and six programs had pre‐experimental designs (Allen, 2010; Hutchings & Clarkson, 2015; Macedo et al, 2014; Mendes, 2011; Minton et al, 2013; Rock et al, 2007).…”

“…Seven studies were directed exclusively at Elementary Schools (about 6–11 years); three studies had participants from both Elementary and Middle Schools (ranging from 6 to 14 years); six studies only included Middle School students (approximately 11–14 years); and only one study (Allen, 2010) focused exclusively on High School students (students between 14 and 18 years). One hypothesis for why so many of studies focused on students from Elementary and Middle Schools may be that, according to Cross et al (2016), bullying involvement tends to increase with age and it has a prevalence peak at approximately 11 years. Thus, it is hypothesized that interventions in Elementary Schools are geared toward universal bullying prevention to avoid further bullying involvement, while interventions in Middle Schools seek to modify aggressive behaviors before they are solidified into the students’ repertoire.…”

“…Furthermore, some studies found that there were differences in programs’ impact depending on participants’ age, with interventions presenting larger effects on younger students compared to the effects on older students, as in the case of studies from Bowllan (2011), Cross et al (2012, 2016), Kärnä, Voeten, Little, Poskiparta, Alanen, et al (2011), and Nocentini and Menesini (2016). This could be attributed to the fact that older students may not respond as positively or as quickly to prevention interventions, as whole‐school antibullying programs, as pointed out by Bowllan (2011).…”