Date of Award

5-2025

Document Type

Project

Degree Name

Master of Social Work

Department

School of Social Work

First Reader/Committee Chair

Joseph, Rigaud

Abstract

Bullying remains a persistent issue within the United States (U.S.) educational system, affecting–among other things–students’ well-being, academic performance, and mental health. This mixed-methods systematic review was purported to address gaps in previous literature by identifying effective school-based interventions against bullying implemented between 2017 and 2024 in the U.S. Using a purposive sampling method, this review screened three electronic databases: APA PsycNET, ERIC, and JSTOR to garner relevant studies. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were employed to ensure rigorous selection and analysis of relevant articles. There were four studies in this systematic review (n=4). The findings highlight various intervention strategies, including bystander training, student-led initiatives, and school-wide policy implementations. Notably, programs such as the STAC intervention, Tackling It Together, and Stand for Courage demonstrated significant reductions in bullying victimization and perpetration. However, after applying the Levels of Evidence-Based Intervention Effectiveness (LEBIE) framework, the results indicate that while some interventions effectively reduced bullying in the short term, long-term sustainability remains a concern. This study underscores the need for continuous adaptation of anti-bullying programs to diverse school environments. Future research should explore longitudinal impacts and qualitative insights to enhance intervention effectiveness and school climate improvement.

Keywords: bullying, anti-bullying school-based interventions, systematic review, PRISMA, mixed-methods research design, social work

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