The effect of the NoTrap! Antibullying program on ethnic victimization: When the peer educators’ immigrant status matters.

Abstract

Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact theory, could be suitable to counteract bias-based bullying and victimization.This study aims to analyze whether the NoTrap! antibullying program, an evidence-based peer-led intervention, may also be effective in counteracting ethnic bullying and victimization when students with an immigrant background are involved as peer educators. There were 1,570 students who participated in the study: 24 control classes (N = 476) and 50 experimental classes (N = 1094). Within the last group we identified two conditions: 30 classes in which all peer educators were Italian (Experimental A, N = 661); 20 classes in which at least one of them had an immigrant background (Experimental B, N = 433). Results of two linear mixed models showed a significant interaction Time × Experimental condition for ethnic victimization, F(1, 1170) = 4.185; p = .015. Specifically, the NoTrap! is effective in reducing ethnic victimization when at least one student with an immigrant background is involved as a peer educator. Only in this condition, indeed, peer educators are directly involved in the phenomenon they counteract, and all four circumstances postulated in the contact theory are satisfied. No effects on ethnic bullying have been found, F(1, 1162) = .215; p = .806. This is in line with the activities proposed in the program, which is more focused on empowering victims than on acting directly on bullies.

A sociology of bullying: Placing youth aggression in social context

“…Ethnic and racial differences among both students and peer educators have also been found to correspond with the effectiveness of anti-bullying programs (Bauer et al, 2007;Zambuto et al, 2022). Students of a lower social class and those that have fewer friends than their peers have been found to be more vulnerable to bullying (Qorbani et al, 2022;Sletten, 2010).…”

“…For example, factors such as income inequality, race and ethnicity have all been linked to bullying behaviors in schools across many nations (Elgar et al., 2009, 2015; Vitoroulis & Vaillancourt, 2018). Ethnic and racial differences among both students and peer educators have also been found to correspond with the effectiveness of anti‐bullying programs (Bauer et al., 2007; Zambuto et al., 2022). Students of a lower social class and those that have fewer friends than their peers have been found to be more vulnerable to bullying (Qorbani et al., 2022; Sletten, 2010).…”

A Review of Interventions to Combat Bullying: From the Perspective of Bystander

“…In a survey with a sample of 1,570 students, Zambuto Valentina et al prove the effectiveness of the NoTrap! and reports that training students from an immigrant background is a valid strategy in preventing and countering ethnic bullying [42]. In two independent trials conducted by Benedetta E. Palladino et al, the 3rd edition of NoTrap!…”

Esercizi di ricerca

“…Concludendo, il presente contributo evidenza la necessità di implementare interventi di prevenzione di comportamenti di bullismo nei confronti di gruppi etnici minoritari. Le scuole dovrebbero infatti, promuovere competenze interculturali in studenti nativi e con background migratorio, mediante opportunità di contatto intergruppo e interazioni positive (Allport 1954;Zambuto et al 2022). Nello specifico, i risultati dei tre studi presentati suggeriscono l'importanza di intervenire sia a livello individuale che di comunità.…”