The Wisconsin School Violence and Bullying Prevention Study sought to understand the impact of comprehensive bullying prevention programs on outcomes related to violence, safety, and bullying rates. This study focused on 24 middle schools (grades 6 to 8) in Wisconsin. To examine the effectiveness of the school's current anti-bullying program, the Bullying Prevention Program Assessment tool (BPPAT) was completed at the end of the school year. The BPPAT focused on administrative policy and procedures geared towards students, faculty, parents, or administrators. This tool examined the following items: policy and procedures, program implementation, staff training, parental education and communication, student training, reporting systems, and continuous quality improvement (CQI). Students and faculty were given surveys to determine bullying rates and perceptions of school safety. The school safety survey was given to all students concerning their bullying victimization and perception of school safety. This survey contains the following demographic variables: age, sex, grade, and race. The verified bullying incident data contains incident reporting from faculty, which focused on the type of bullying and the demographics of the perpetrator and victim. After new bullying prevention programs were implemented, students were given the safety and bullying victimization survey which focused on perceptions of bullying and school safety. The number of bullying incidents, number of student victims and perpetrators, and the demographic characteristics of victims and perpetrators were retained in aggregate form for each school were submitted to the Department of Public Instruction (DPI) for analysis.

The purpose of this study was to gather evidence on the relationship between discipline and the control of victimization in schools and to investigate the effectiveness of humanistic versus coercive disciplinary measures. Survey data were obtained from students, teachers, and principals in each of the 44 junior and senior high schools in a county in Ohio that agreed to participate in the study. The data represent roughly a six-month time frame. Students in grades 7 through 12 were anonymously surveyed in February 1994. The Student Survey (Part 1) was randomly distributed to approximately half of the students in all classrooms in each school. The other half of the students received a different survey that focused on drug use among students (not available with this collection). The teacher (Part 2) and principal (Part 3) surveys were completed at the same time as the student survey. The principal survey included both closed-ended and open-ended questions, while all questions on the student and teacher surveys were closed-ended, with a finite set of answers from which to choose. The three questionnaires were designed to gather respondent demographics, perceptions about school discipline and control, information about weapons and gangs in the school, and perceptions about school crime, including personal victimization and responses to victimization. All three surveys asked whether the school had a student court and, if so, what sanctions could be imposed by the student court for various forms of student misconduct. The student survey and teacher surveys also asked about the availability at school of various controlled drugs. The student survey elicited information about the student's fear of crime in the school and on the way to and from school, avoidance behaviors, and possession of weapons for protection. Data were also obtained from the principals on each school's suspension/expulsion rate, the number and type of security guards and/or devices used within the school, and other school safety measures. In addition to the surveys, census data were acquired for a one-quarter-mile radius around each participating school's campus, providing population demographics, educational attainment, employment status, marital status, income levels, and area housing information. Also, arrest statistics for six separate crimes (personal crime, property crime, simple assault, disorderly conduct, drug/alcohol offenses, and weapons offenses) for the reporting district in which each school was located were obtained from local police departments. Finally, the quality of the immediate neighborhood was assessed by means of a "windshield" survey in which the researchers conducted a visual inventory of various neighborhood characteristics: type and quality of housing in the area, types of businesses, presence of graffiti and gang graffiti, number of abandoned cars, and the number and perceived age of pedestrians and people loitering in the area. These contextual data are also contained in Part 3.

Many schools have implemented programs to address bullying, such as the Olweus Bullying Prevention Program (OBPP), or broader school behavioral issues, such as School-wide Positive Behavioral Interventions and Supports (SWPBIS), but there have been calls to integrate school interventions in order to address the limits of each "stand alone" program. The purpose of this project was to develop an intervention combining OBPP and SWPBIS strategies into one integrated program, evaluate its effectiveness using a randomized controlled trial (RCT), analyze the program's cost effectiveness, and examine the use of school-based mental health services in elementary, middle, and high school settings. Implications for policy and strategy are also discussed. School-level data were presented including disciplinary incidents, student and teacher attendance, program costs, and the presence of mental health services. Students and teachers within intervention and control conditions were surveyed about their perceptions of bullying, school safety, and school climate. Teachers in intervention schools were asked about program satisfaction, self-efficacy, and fidelity. Students were asked numerous questions pertaining to physical and mental health, bullying perpetration and victimization, and substance abuse. Teachers and students were asked their grade, gender, and race.

The study assesses school climate and bullying across 45 schools in 20 rural districts and 5 counties of Southern Illinois. Investigators also evaluated the effectiveness of a low-cost, component-based intervention that focused on improving classroom management, playground monitoring, and school-wide disciplinary procedures. This mixed-methods study incorporated hierarchical linear modeling, with mixed-effects longitudinal models for repeated outcomes. The project design incorporated random assignment, with multiple pre- and post-intervention assessments. Major categories of variables include: students' feeling of safety in school areas; students' history of involvement in or observation of bullying; staff opinion and experience of bullying prevention methods; school policies on bullying; staff completion of training workshops; and demographics. The units of analysis are individuals and schools.

Bully-Proofing Your School (BPYS) was a school-based intervention program designed to reduce bullying and school violence. The BPYS program differed from other anti-bullying programs by providing teachers with a specific curriculum that could be implemented in the classroom. The purpose of this study was to evaluate the BPYS program at the elementary school and middle school level. The BPYS outcome evaluation consisted of school climate surveys administered to elementary school students (Part 1), middle school students (Part 2), and staff (Part 3) in both treatment and comparison schools. The design of the data collection for the study was a repeated cross-sectional design. The evaluation of BPYS took place over five years. In the spring semesters of 2002, 2003, 2004, 2005, and 2006, all participating schools completed a school climate survey. The researchers collected 4,136 completed elementary school surveys (Part 1), 1,627 completed middle school surveys (Part 2), and 1,209 completed staff surveys (Part 3). For the elementary and middle school students, the mode of data collection was an in-class (group administration) anonymous self-completed survey. For the 1,209 staff surveys (Part 3), the mode of data collection was a mail questionnaire. Part 1 variables include sociodemographic and general school information items, school climate variables, school safety variables, and home and family environment variables. Also included is a filter variable which can be used to select the 3,497 cases that were used in the original analyses. Part 2 variables include sociodemographic and general school information variables, school climate variables, school safety variables, substance use variables, home and family environment variables, variables about guns, variables on activities the respondent participated in, and school attendance variables. Part 3 variables include school and staff characteristics variables, questions about general conditions in the school, questions on how the respondent felt about other people working at the school, questions concerning the resources and participation in the school and the community, and questions regarding staff perceptions of safety at the school.

This study focuses on bullying prevention in classroom context. An approach was used to address bullying in the classroom through an adapted version of the Classroom Check-up coaching model, which is combined with a mixed-reality simulator called TeachLivE to build teacher skills in preventing, detecting, and responding to bullying.

This two-year longitudinal research examined the prevalence of seven different types of teacher victimization, its negative consequences among victimized teachers, and predictors of aggression directed against teachers. The research, using a stratified multistage cluster sampling design, surveyed 1,628 middle and high school teachers in 14 school districts, located in a large metropolitan area in the southwest region of the United States. Two waves of the longitudinal research collected 1) teachers' socio-demographic factors, 2) teacher classroom management styles, and 3) school climate factors which are related to teacher victimization. Also, the data contained characteristics of victimization, school responses to teacher victimization, and negative consequences of teacher victimization.

The purpose of this study was to evaluate a comprehensive, research-based framework of recommended practices for integrating police into the educational environment. This research tested use of a multi-faceted school-based law enforcement (SBLE) framework to determine how the framework contributes to multiple outcomes. The objectives for this study were to: (1) implement a randomized controlled trial to test a comprehensive framework for SBLE involving 25 middle and high schools; (2) assess the impacts of this framework on student victimization and delinquency, use of exclusionary discipline practices (e.g., suspension, expulsion), school climate measures, and student-officer interactions; and (3) disseminate tangible findings that can immediately be translated into practice and further research in schools nationwide.