Feasibility of the Olweus Bullying Prevention Program in Low-Income Schools

Abstract

This article examines school response to bullying and youth aggression in upper/middle-class and low socioeconomic neighborhoods, and the feasibility of successfully implementing the Olweus Bullying Prevention Program in schools located in impoverished communities. The Olweus Bullying Prevention Program is one of the few programs that has proven efficacy in upper/middleclass areas for reducing the incidence of bullying and improving attitudes towards school and academic achievement, but the effectiveness of the program has not been tested in low-income schools.However, research indicates that in both upper/middle-class and low socioeconomic neighborhoods, children are reluctant to seek assistance, and school teachers are not well-informed of effective bullying prevention measures. Researchers have pointed out that although children of low socioeconomic status (particularly minorities) have higher incidence of behavioral problems than their upper/middle-class counterparts, socioeconomic and cultural differences pose a major challenge to implementing effective antibullying interventions in schools that are located in impoverished communities. Suggestions for enhancing the applicability of antibullying programs to low-income schools are included.

Peer Victimization and Adolescent Adjustment: Does School Belonging Matter?

“…According to one researcher, individuals might be reluctant to report acts of bullying when they do not feel like a part of the school community (Hong, 2008). An increased feeling of school belonging could, ostensibly, increase the likelihood of reporting violent acts and, in turn, the efficacy of an established intervention effort.…”

Changes in Teasing Patterns From Early Adolescence to Adolescence

“…Fortunately, the dangers of bullying are now well known, and some programs have begun to combat negative teasing, although bullying remains an extremely serious threat to young people (e.g., Beaty & Alexeyev, 2008;Hong, 2009;Rivers, Duncan, & Besag, 2007). Little attention, however, has been devoted to helping young people learn to tease in a constructive way-just to have fun or to convey liking or acceptance.…”

Revisiting the Case of Kayla Rolland a Decade Later: Ecological Systems Analysis

“…Schools should also enforce rules against carrying weapons to school. They can also advocate for school policies that mandate programs for assisting teachers in identifying and intervening in aggressive behavior and peer conflicts among students (e.g., bullying, harassment; see Holt & Keyes, 2004;Hong, 2009). Along with school policies, practitioners can also advocate for gun control policies by educating policymakers about the detrimental effects of children's access to guns (see Dahlberg, 1998).…”