Olweus Bullying Prevention Program
Prevention; Ages 6–15
- Effective delinquency program
Bullying Prevention is a multilevel, multicomponent, school-based program designed to prevent or reduce bullying in elementary, middle, and junior high schools (students 6 to 15 years). The program attempts to restructure the existing school environment to reduce opportunities and rewards for bullying. School staff is largely responsible for introducing and implementing the program. Their efforts are directed toward improving peer relations and making the school a safe and positive place for students to learn and develop.
Core components of the program are implemented at the school level, the class level, and the individual level:
- Schoolwide components include the administration of an anonymous questionnaire to assess the nature and prevalence of bullying at each school, a school conference day to discuss bullying at school and plan interventions, formation of a Bullying Prevention Coordinating Committee to coordinate all aspects of a school’s program, and increased supervision of students at “hot spots” for bullying.
- Classroom components include the establishment and enforcement of class rules against bullying and holding regular class meetings with students.
- Individual components include interventions with children identified as bullies and victims and discussions with parents of involved students. Teachers may be assisted in these efforts by counselors and school-based mental health professionals.
The Bullying Prevention Program has been shown to result in:
- A substantial reduction in boys’ and girls’ reports of bullying and victimization.
- A significant reduction in students’ reports of general antisocial behavior, such as vandalism, fighting, theft, and truancy.
- Significant improvements in the “social climate” of the class, as reflected in students’ reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school.
- Antisocial/delinquent beliefs
- Conduct disorders (authority conflict/rebellious/stubborn/disruptive/antisocial)
- Early and persistent noncompliant behavior
- Early onset of aggression/violence
- Few social ties (involved in social activities, popularity)
- General delinquency involvement
- Lack of guilt and empathy
- Low perceived likelihood of being caught
- Victimization and exposure to violence
- Low parental attachment to child/adolescent
- Parental use of physical punishment/harsh and/or erratic discipline practices
- Poor parental supervision (control, monitoring, and child management)
- Poor parent-child relations or communication
- Low academic aspirations
- Low school attachment/bonding/motivation/commitment to school
- Poorly organized and functioning schools/inadequate school climate/negative labeling by teachers
- Association with antisocial/aggressive/delinquent peers; high peer delinquency
- Association with gang-involved peers/relatives
- Peer rejection
Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services: Model program
OJJDP Blueprints Project: Model program
University of Colorado Blueprints: Promising
OBP Program Coordinator
2038 Barre Hall
Clemson, SC 29634
Phone: (864) 656-6712
Web site: www.clemson.edu/olweus
Olweus, D.; Limber, S.; and Mihalic, S. F. (1999). Blueprints for Violence Prevention, Book Nine: Bullying Prevention Program. Boulder, CO: Center for the Study and Prevention of Violence.
Ttofi, M. M.; Farrington, D. P.; and Baldry, A. (2008). Effectiveness of Programs to Reduce School Bullying: A Systematic Review. Stockholm: Swedish National Council for Crime Prevention.