The Effectiveness of Anti-Bullying programs in Schools

The Effectiveness of Anti-Bullying Programs in Schools
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Abstract
School bullying is s common misconduct amongst student populations. The vice encompasses different actions, for instance, verbal, physical, emotional, or sexual abuse from other students. Sometimes, the hostilities are deliberate or unintentional. This implies bullying sometimes results from an interplay of psychological influences that make the students hostile to others. In other instances, it shows the uncharacteristic behavior of unruly students to coerce other to perform certain things. Similarly, bullying has a range of consequences on the students. Some of the notable effects include depression, suicide, stress or depression that affects the wellbeing and performance of the students. The implications of bullying indicate that the act is disastrous to the doer and the recipient of these hostilities. Students that commit these behaviors may extend the vices into the adult life and affect interpersonal attributes. Equally, the students that are bullied may develop excessive fear, lack self-confidence, or commit suicide when the issues become uncontrollable. The seriousness of bullying requires a holistic approach to implementing the strategies for ensuring that the students coexist peacefully. Nonetheless, these interventions may experience some institutional and individual hindrances. Therefore, the paper explores the effectiveness of these strategies and appropriate plans to maximize results.

The Effectiveness of Anti-Bullying Programs in Schools
The learning environment should give students the comfort to interact and acquire contents from teachers and colleagues. However, certain hindrance such as bullying prevents the efficiency of the school system. Bullying is a form of inhuman behavior expressed in the learning institutions by the arrogant students and other ill-mannered pupils in the learning society. It involves the act of employing aggressive behaviors upon others with the interest of initiating psychological, emotional, mental and physical torture on the recipients. The American culture has some historical concerns in the learning environments owing to the continuous concerns on the number of bullying cases affecting student performances in the country. Similarly, philosophers and other psychologists liken the situations to the social organizations of the family structures in the country. In addition, some people report that the disparity in the economic concerns results in discriminatory activities among many students in their early stages of development. Those who come from wealthier families tend to take advantage of the less fortunate members of the society and make them feel less important in the learning environments. Recently, for instance, the rise in racial prejudice and religious differences resulted in some school-based bullying scenarios (Espelage & Hatzenbuehler, 2015). This concern provokes the alarm on how well the programs against bullying are effective in the schools. The traditional programs well known in the contexts include the following
The Olweus Bully Prevention Program is recognized for its response to the national alarm over the incidence of bullying among the students of age 6-18years. It enjoys its originality in the Norway owing to the alarm over the vice of bullying among the young children in the schools. It marks the first milestone in the move against bullying in schools that is legally bound and documented. In addition, it enhances intercommoned coherence among the school-going kids in the country. To some extent, the policies eliminated the extent of bullying in the schools.
The Second Step Violence Prevention Program, on the other hand, is a strategy implemented in the classrooms to develop the student’s self-esteem as well as social behaviors in the learning environment and outside of school. Its influence in the country cannot be compared to any other program as it marked the rise of anti-racial movements in school bullying activities in the entire region.
Lastly, Responding in Peaceful and Positive Ways was a peace-focused program that aimed at training the students on conflict resolution and moral, social interaction techniques in the society. Thus, the program targeted all lifestyles the student fraternity.
The three programs existed as a response to social concerns in the universal arena of education in the society. Bullying was a major menace in a majority of the schools in the American society. In the history of the country, bullying results in many detrimental effects among pupils that extend to their developmental progress in the later student prowess. Many pupils, for example, suffered the consequences of physical bullying in many instances that saw cyclic involvement in violence and other detrimental activities besides drug and substance abuse. Bullying takes the case of physical insults, teasing, and gossips as well prejudicial misjudgments in the learning environment.
Effectiveness of the programs
The three programs as earlier mentioned have played a crucial role in containing the mega concerns on bullying and its effects. However, the continuous rise in economic crises coupled with the increase in the social injustices fuels the rigid nature of the vice in the country. A recent study on the benefits of these programs explained that the programs reduced the number of school dropout and boosted performances in many parts of the country (Piggott, 2012). The move to recent programs portrays a major decline in critical aspects of the social menace. However, the rise of the last few programs such as those targeting the youth groups and other social groups in the quest for peace promote the concerns of the private sectors. This way, a collaborative approach to mitigate the motive of bullying in schools has achieved a major milestone in the history of the country and enhanced social coherence in the States.
I think the initial programs in the region helped the country to bridge a coherent gap in the global aspects of peace and effective education. The American societies, for instance, have embraced the perspective of global education framework that enhances the social development of the pupils. The early childhood education centers in the country. However, schools have diversified frameworks used to review the policies based on their performances as well as limitations on the application. Thus, it becomes tricky to analyze the individual programs in various schools unanimously. Even then, the extent of the programs closely manifests in the area of national outcome in the education system. In the progressive reports, the researchers claim that the country has realized improved education results among pupils from the marginalized communities as well as the foreign squatters in the country. Consequently, such a technique notifies the system of an effective organ in practice within the state’s organization (Bradshaw, 2015).
Interestingly, school management structures report that the social threats that existed among students in the previous series declined to a significant level and the students have expressed contentment with the education systems within the country. However, one major challenge realized in the process of analyzing the effectiveness of these programs lies in the cultural and economic diversity among the pupils, staff, and even the school organization system. Thus, it is impossible to justify the immediate impacts of the programs while analyzing the individual results in the schools. Similarly, the school systems define their outcome results using their standard marking criteria within the curriculum (Cotter, 2014). Hitherto, the schools can still benchmark their performance based on the influential experiences in other schools within the context of the argument. Hence, the system will only appreciate the impact of the same system due to the educational results.Concisely, the effectiveness of these programs lies in the school systems’ application portrayed in the educational results as well as the social health. A peaceful society with minimal parental violence and little bullying in the school is an indication of effective programs and policies in the education systems. Thus, the most influential program should target the entire society in curbing bullying in schools and other learning centers (Hinduja, 2016). Typically, bullying has a huge impact on the mental development of any individual in a learning setup. A variety of programs such as focused groups targeting school sensitization and education are in place. In addition, new school policies such as behavior contract signings between parents, students and the institutions also help to reduce bullying in schools.
References
Hinduja, S. (2016). Addressing Discrimination to Prevent Bullying. Bullying Today: Bullet Points and Best Practices, 121.
Polanin, J. R., Espelage, D. L., & Piggott, T. D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior. School Psychology Review, 41(1), 47.
Espelage, D., & Hatzenbuehler, M. (2015). Anti-bullying Laws: A Blueprint for Prevention.
Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322.
Evans, C. B., Fraser, M. W., & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systematic review. Aggression and Violent Behavior, 19(5), 532-544.