Examining the Impact of Implementing the Olweus Bullying Prevention Program in Urban Middle Schools on School Climate and Interpersonal Relationships

• In Event: Poster Session 10
  In Poster Session: PS 10 Topic - Education, Schooling

Abstract

Introduction
Young adolescents are at an increased risk of academic failure and psychosocial difficulties resulting from engaging in or experiencing bullying from peers. Although positive school-based relationships can reduce these risks (Garcia-Moya, 2020; McGrath & Bergen, 2014), the challenges of the middle school environment often make it harder for students to establish these positive relationships (Bailey et al., 2015; Elias 2002). Interventions such as the Olweus Bullying Prevention Program (OBPP) purport to reduce bullying incidents by enhancing the school climate and facilitating positive relationships therein (Olweus & Limber, 2011). However, beyond reducing bullying incidents, there is little evidence of the OBPP’s impact on school climate and interpersonal relationships in urban middle schools in the United States. The current study used qualitative methods to assess the impact of implementing the OBPP in two urban middle schools on student-student and student-teacher relationships, and the general school climate.
Method
Participants in this study included teachers (N=26, Avg. age = 45 years), administrators(N=8, Avg. age= 49 years), and Bullying Prevention Coordinating Committee (BPCC) members (N=8, Avg. age= 52 years). Teacher perspectives were gathered through focus group sessions (N=3 focus groups per school) while administrator and BPCC member perspectives were gathered through individual interviews (N=8 per school).
The research team (n=6) used a grounded theory approach which included individual open coding in pairs, consensus open coding, axial and selective coding strategies (Strauss & Corbin, 1994). Using these strategies, the team identified main and sub-themes demonstrating how implementing the OBPP facilitated the development of positive student-student and student-teacher relationships, as well as the general school climate.
Results
Results showed that implementing the OBPP helped to enhance both student-student and student-teacher relationships by (a) increasing opportunities for informal engagement and discussion during class meetings and programmatic activities related to the OBPP, (b) fostering teamwork and collaboration, (c) facilitating behavior change in students and teachers alike, and (d) enhancing the general school climate. In addition, participant responses also indicated that increasing students’ confidence and trust in their teachers by demonstrating that the teachers were willing and capable of addressing all potential bullying incidents, helped foster positive relationships between students and teachers.
Discussion
These results are consistent with findings from other studies highlighting mechanisms through which positive interpersonal relationships are established in schools (Phillipo, 2012). For instance, Tolmie et al. (2010) found that when students and teachers engage in collaborative projects, it improves work relations and reduces tension among students. Moore (2005) also found that working collaboratively with students gave students an opportunity to share their expertise with their teacher. Our findings also highlight the importance of having an established system for addressing suspected bullying incidents and following through with these systems in urban middle schools. Further, these findings present a more nuanced picture of how implementing the OBPP can influence school climate and the development of positive interpersonal relationships that quantitative studies have yet to capture. Findings have implications for school policies and measurement development.

Authors

• Melissa Washington-Nortey, Virginia Commonwealth University
  Presenting Author

• Terri Norton Sullivan, Virginia Commonwealth University
  Non-Presenting Author

• Rihana Ahmed, Virginia Commonwealth University
  Non-Presenting Author