Middle School Staff’s Perspectives on the Impact of the Olweus Bullying Prevention Program on Interpersonal Relationships

Author:

Washington-Nortey Melissa1ORCID,Sullivan Terri N.2ORCID,Ahmed Rihana3,Crosby Jelani2,Farrell Albert2ORCID,Sutherland Kevin4,Hitti Stephanie2

Affiliation:

1. Department of Psychology, King’s College London, UK

2. Department of Psychology, Virginia Commonwealth University, USA

3. The Faison Center, USA

4. Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA, USA

Abstract

The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers ( n = 26), administrators ( n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.

Funder

National Institute of Justice

Publisher

SAGE Publications

Subject

Life-span and Life-course Studies,Sociology and Political Science,Social Sciences (miscellaneous),Developmental and Educational Psychology

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