School bullying has serious short-term and long-term effects on children’s physical
and mental health. Various anti-bullying programs have been implemented world
wide and, more rarely, evaluated. Previous narrative reviews, summarizing the work
done on bullying prevention, as well as previous meta-analyses of anti-bullying
programs, are limited. The definition of school bullying includes several key
elements: physical, verbal, or psychological attack or intimidation that is intended
to cause fear, distress, or harm to the victim; an imbalance of power (psychological
or physical), with a more powerful child (or children) oppressing less powerful ones;
and repeated incidents between the same children over a prolonged period. School
bullying can occur in school or on the way to or from school. It is not bullying when
two persons of the same strength (physical, psychological, or verbal) victimize each
other. This report presents a systematic review and meta-analysis of the effectiveness of
programs designed to reduce school bullying perpetration and victimization (i.e.
being bullied). The authors indicate the pitfalls of previous reviews and explain in
detail how the present systematic review and meta-analysis addresses the gaps in
the existing literature on bullying prevention
