Engaging Professional Sports to Reduce Bullying: An Evaluation of the Boston Vs. Bullies Program

• In Event: 28.032 - Evaluation of School-Based Prevention Programs to Enhance Student Social and Emotional Well-Being

Abstract

Objective
Approximately 30% of youth are involved in bullying as aggressors and/or targets (Swearer & Hymel, 2015; Wang et al., 2009). Involvement in bullying is linked with poorer physical and mental health and decreased academic achievement and attainment (Bannink et al., 2014; Card et al., 2007; Gina & Pozzoli, 2013). Over the past three decades, numerous anti-bullying programs have been developed; however, research regarding the efficacy of such programs has yielded mixed findings (Evans, Fraser, & Cotter, 2014; Farrington & Ttofi, 2009). This talk will present data from a cluster randomized trial of a novel anti-bullying program, Boston vs. Bullies, that leverages content and examples from professional sports figures to engage students and reduce bullying.

Methods
Ten schools (34 classrooms) were randomized to the Boston vs. Bullies program or a wait-list control condition. The teachers and guidance counselors who facilitated the intervention received formal training in the curriculum and were provided access to online materials including detailed lesson plans, videos, and worksheets for activities.

All 5th grade students at participating schools completed a pre-test survey in fall 2017, which included questions about involvement in bullying, perceived assertiveness in response to bullying, and adult responsiveness to bullying. Following the pre-test survey, 5th grade students in 6 schools (19 classrooms) participated in the bullying prevention program for 40-60 minutes per week for approximately four weeks. Students from the other 4 schools (15 classrooms) did not participate in the program. Following the intervention, students at all schools completed a post-test survey including all questions from the pre-test and additional questions for students who participated in Boston vs. Bullies about the perceived impact of the program. Facilitators implementing the curriculum completed a web-based survey after each lesson to assess program fidelity and student engagement.

Results
The total sample consisted of 612 students (353 participated in Boston vs. Bullies). At intervention schools, reports of peer victimization decreased significantly from pre- to post-test (74% to 67%; F=6.08, p<.05); decreases did not occur at control schools (73% to 75%). In addition, students at intervention schools demonstrated a significantly greater increase in their total knowledge of bullying from pre- to post-test compared to those who did not participate in the program (F=15.73, p < .001). Students at intervention schools were also significantly more likely to report that school staff were responsive to bullying (F=5.83, p < .05). Findings suggest the program was equally effective across genders. Results related to program fidelity, student engagement, and perceived impact will also be presented.

Significance
There is a critical need for research that employs rigorous methods to evaluate the efficacy of bullying prevention programs in the United States. This evaluation suggests that a bullying prevention program that leverages the power of role models in professional sports has the potential to engage and motivate students in bullying prevention, increase student knowledge about bullying, significantly reduce bullying behaviors, and improve student perceptions of staff responsiveness.

Authors

• Rachel Oblath, Boston University

• Ellery Robinson

• Nicole Faraci, SUNY - College at Oneonta

• Kim Storey, Kim Storey Education Designs

• Melissa K. Holt, Boston University

• Jennifer Greif Green, Boston University