Anti-bullying programmes in the United States: What works and what doesn’t?

Dorothy L. Espelage, Jun Sung Hong, Jun Sung Hong, Alberto Valido, Jeoung Min Lee

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter reviews and discusses anti-bullying programmes in the United States. It begins with the definition and prevalence of bullying in the United States. It then evaluates several notable programmes that have been widely implemented in US school districts. The social-ecological framework has been applied to the conceptualization of bullying and peer victimization, which purports that bullying and peer victimization are influenced by individual, family, peer group, school, community, and societal contexts. Many of the intervention and prevention programmes, such as the Olweus Bullying Prevention Program and Social-Emotional Learning-based programmes such as Second Step Middle School Prevention Program, Steps to Respect, PATHS, Ruler, and Positive Action have been guided by the social-ecological framework. The chapter then includes the ‘five Ps of effective school-based research’.

Original languageEnglish
Title of host publicationMaking an Impact on School Bullying
Subtitle of host publicationInterventions and Recommendations
PublisherTaylor and Francis
Number of pages22
ISBN (Electronic)9781351201940
ISBN (Print)9780815385295
StatePublished - 1 Jan 2019

Bibliographical note

Publisher Copyright:
© 2019 selection and editorial matter, Peter K. Smith.


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