Effects of bystander interventions on school bullying: a systematic review and meta-analysis.
Luiza Luana de Araújo Lira Bezerra, Raquel Sampaio Florêncio, Dayse Lorrane Gonçalves Alves et al.
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In 30 seconds
This systematic review and meta-analysis assessed school-based bystander interventions for bullying and cyberbullying among children and adolescents, drawing on 23 experimental and quasi-experimental controlled studies. The interventions were associated with lower traditional bullying victimization (RR 0.63, 95% CI 0.40-0.99; p = 0.04; I2 = 0%) and perpetration (RR 0.75, 95% CI 0.60-0.95; p = 0.02; I2 = 0%). Effects were not significant for cyberbullying perpetration or defensive bystander behavior. The review rated certainty as high for traditional bullying outcomes and very low for the other outcomes.
Key findings
- Traditional bullying victimization was lower with interventions (RR 0.63, 95% CI 0.40-0.99; p = 0.04; I2 = 0%).
- Traditional bullying perpetration was lower with interventions (RR 0.75, 95% CI 0.60-0.95; p = 0.02; I2 = 0%).
- Effects were not significant for cyberbullying perpetration or defensive bystander behavior; certainty for these outcomes was very low.
Why it matters
Bullying interventions that engage bystanders may help reduce both victimization and perpetration in school settings. The distinction between traditional bullying and cyberbullying is important: the review found evidence of benefit for traditional bullying, but did not establish comparable effects for cyberbullying or defensive bystander behavior. This helps frame where the evidence is stronger and where uncertainty remains.
What to keep in mind
The evidence for cyberbullying and defensive bystander behavior was rated very low certainty, limiting confidence in effects for these outcomes.