Measuring the Impact of the Anti- Bullying Pledge Scheme in Primary Schools

With an increase in whole school interventions that aim to change the school environment and ethos through encouraging schools to declare their commitment to anti-bullying work, there is a need to evaluate such interventions.

The present intervention is evaluated using the Theory of Planned Behaviour (TPB) (Azjen, 1991) which looks at how the declaration of commitment to anti-bullying, made during implementation of the intervention, affects pupil and teacher cognitions.

The effect the intervention has on class levels of peer and self reports of bullying and class learning environment are investigated.

Pupils aged between 8 and 11 years old in four schools completed self report measures of adjustment and psychopathology, bullying, victimisation, belonging and class environment.

Peer report measures of direct and indirect bullying and victimisation were collected from classmates.

Results indicated links between self and peer reports of bullying and class belonging, class perceived learning environment and mental health difficulties. Peer and self reports of bullying were also associated with pupil intentions and attitudes towards bullying.

The initiation of the intervention had no significant effect on rates of bullying or class outcomes such as sense of belonging, cohesiveness or satisfaction. The intervention did not have significant impact on pupils planned behaviour, however, there was a significant impact on teachers perceived behavioural control over completing anti-bullying work.

This study has highlighted the links between bullying and class learning environment and pupil's intentions and attitudes towards bullying.

The intervention had a significant impact on teacher's planned behaviour, in terms of their subjective norms and perceived behavioural control over doing anti-bullying work.

It is suggested that it would be interesting in future studies to identify if the change in teachers planned behaviour has an impact on their behaviour and subsequently the behaviour of the pupils in their class.

Implications for future interventions are discussed.