Outcomes from a school-randomized controlled trial of Steps to Respect: A bullying prevention program

Eric C. Brown, Sabina Low, Brian H. Smith, Kevin P. Haggerty

Research output: Research - peer-reviewArticle

  • 44 Citations

Abstract

This study reports the outcomes of a randomized controlled trial of Steps to Respect: A Bullying Prevention Program conducted in 33 California elementary schools. Schools were matched on school demographic characteristics and assigned randomly to intervention or waitlisted control conditions. Outcome measures were obtained from (a) all school staff; (b) a randomly selected subset of third-, fourth-, and fifth-grade teachers in each school; and (c) all students in classrooms of selected teachers. Multilevel analyses indicated significant (p <.05) positive effects of the program on a range of outcomes (e.g., improved student climate, lower levels of physical bullying perpetration, less school bullying-related problems). Results of this study support the program as an efficacious intervention for the prevention of bullying in schools.

LanguageEnglish (US)
Pages423-443
Number of pages21
Journal School Psychology Review
Volume40
Issue number3
StatePublished - Sep 2011
Externally publishedYes

Fingerprint

respect
exclusion
school
Bullying
Randomized Controlled Trials
teacher
student
Outcome Assessment (Health Care)
Students
elementary school
climate
staff
classroom
Multilevel Analysis
Climate
Demography

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Outcomes from a school-randomized controlled trial of Steps to Respect : A bullying prevention program. / Brown, Eric C.; Low, Sabina; Smith, Brian H.; Haggerty, Kevin P.

In: School Psychology Review, Vol. 40, No. 3, 09.2011, p. 423-443.

Research output: Research - peer-reviewArticle

Brown, Eric C. ; Low, Sabina ; Smith, Brian H. ; Haggerty, Kevin P./ Outcomes from a school-randomized controlled trial of Steps to Respect : A bullying prevention program. In: School Psychology Review. 2011 ; Vol. 40, No. 3. pp. 423-443
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