Tiers 1, 2 & 3 Intervention: Bullying Prevention & Intervention

Authors

Paige T. Lembeck, University of Nebraska-LincolnFollow
Ann O'Connor, University of Nebraska-LincolnFollow
Scott Fluke, University of Nebraska-Lincoln
Reece L. Peterson, Emeritus, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

1-2016

Citation

Strategy brief

Building and Sustaining Student Engagement series (January 2016)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Given the detrimental impact bullying has on students who are involved in these interactions, regardless of whether they are a bully, victim, bully-victim, or bystander, it is reassuring that many school policies and school-wide intervention programs which are evidence-based have surfaced to address this issue. However, schools must not endorse a “one size fits all” approach. Instead, the best intervention efforts are guided by local data that can best inform schools of specific factors (e.g., settings, forms of bullying) that warrant intervention and are realistically aligned with the resources that are available to the school.