Facilitators and Barriers to the Sustainability of a School-Based Bullying Prevention Program.

The long-term sustainment of bullying prevention programs has rarely been investigated. This study addresses this gap by identifying facilitators and barriers to the systematic implementation of KiVa antibullying program in real-life conditions, after an evaluation trial. The study is based on focus group interviews with teachers from 15 Finnish primary schools implementing the KiVa program. The schools were selected based on the annual KiVa survey data, with the criteria of long-term involvement in delivering the program and reaching successful outcomes in terms of decreasing trends in bullying and victimization. By utilizing thematic analysis, we identified program-related, organizational, and contextual facilitators and barriers to sustainability. The results stress the importance of organizational factors in promoting program sustainability.

Sustainable antibullying program implementation: School profiles and predictors.

We examined the sustainability of the KiVa antibullying program in Finland from its nationwide roll-out in 2009 to 2016. Using latent class analyses, we identified four different patterns of implementation. The persistent schools (43%) maintained a high likelihood of participation throughout the study period. The awakened (14%) had a decreasing trend during the first years, but then increased the likelihood of program participation. The tail-offs (20%) decreased in the likelihood of participating after the third year, and the drop-offs (23%) already after the first year. The findings suggest that many schools need support during the initial years to launch and maintain the implementation of evidence-based programs; yet a large proportion of schools manage to sustain the program implementation for several years. The logistic regression analyses showed that large schools persisted more likely than small schools. Lower initial level of victimization was also related to the sustainability of the program. Finally, persistent program participation was predicted by several school-level actions during the initial years of implementing the program. These results imply that the sustainability of evidence-based programs could be enhanced by supporting and guiding schools when setting up the program during the initial implementation.

School Bullies' Intention to Change Behavior Following Teacher Interventions: Effects of Empathy Arousal, Condemning of Bullying, and Blaming of the Perpetrator.

This study examines how bullies' perceptions of how they were treated by a teacher (or other school personnel) during discussions aimed at putting an end to bullying influenced their intention to change their behavior. After each discussion, which took place as part of the implementation of an anti-bullying program, bullies anonymously reported the extent to which they felt that the teacher aroused their empathy for the victim, condemned their behavior, or blamed them. Half of the schools implementing the program were instructed to handle these discussions in a confrontational way-telling the bully that his behavior is not tolerated-while the other half were instructed to use a non-confronting approach. Schools were randomly assigned to one of the two approaches. A total of 341 cases (188 in primary and 153 in secondary schools) handled in 28 Finnish schools were analyzed. Regression analyses showed that attempts at making bullies feel empathy for the victim and condemning their behavior both increased bullies' intention to stop. Blaming the bully had no significant effect. Bullies' intention to change was the lowest when both empathy-arousal and condemning behavior were low. The effects of empathy arousal were stronger when condemning the behavior was low (and vice versa), suggesting that teachers tackling bullying should make sure to use at least one of these strategies. When choosing not to raise the child's empathy, clear reprobation of the behavior is key.

Making bullying prevention a priority in Finnish schools: the KiVa antibullying program.

The KiVa antibullying program has been widely implemented in Finnish comprehensive schools since 2009. The program is predicated on the idea that a positive change in the behaviors of classmates can reduce the rewards gained by the perpetrators of bullying and consequently their motivation to bully in the first place. KiVa involves both universal and bullying specific actions to prevent the emergence of new cases of bullying, stop ongoing bullying, and reduce the negative consequences of victimization. The program has been evaluated in a randomized controlled trial involving 234 Finnish schools and during broad dissemination across Finnish schools (the evaluation involving almost one thousand schools) with positive findings. The program content and the implementation model are presented in this article, and the findings from the evaluation studies are summarized.

Speech perception in the child brain: cortical timing and its relevance to literacy acquisition.

Speech processing skills go through intensive development during mid-childhood, providing basis also for literacy acquisition. The sequence of auditory cortical processing of speech has been characterized in adults, but very little is known about the neural representation of speech sound perception in the developing brain. We used whole-head magnetoencephalography (MEG) to record neural responses to speech and nonspeech sounds in first-graders (7-8-year-old) and compared the activation sequence to that in adults. In children, the general location of neural activity in the superior temporal cortex was similar to that in adults, but in the time domain the sequence of activation was strikingly different. Cortical differentiation between sound types emerged in a prolonged response pattern at about 250 ms after sound onset, in both hemispheres, clearly later than the corresponding effect at about 100 ms in adults that was detected specifically in the left hemisphere. Better reading skills were linked with shorter-lasting neural activation, speaking for interdependence of the maturing neural processes of auditory perception and developing linguistic skills. This study uniquely utilized the potential of MEG in comparing both spatial and temporal characteristics of neural activation between adults and children. Besides depicting the group-typical features in cortical auditory processing, the results revealed marked interindividual variability in children.

A large-scale evaluation of the KiVa antibullying program: grades 4-6.

This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization.

Bystanders matter: associations between reinforcing, defending, and the frequency of bullying behavior in classrooms.

This study investigated whether the bystanders' behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9-11 years of age), who were nested within 385 classrooms in 77 schools. The students filled out Internet-based questionnaires in their schools' computer labs. The results from multilevel models showed that defending the victim was negatively associated with the frequency of bullying in a classroom, whereas the effect of reinforcing the bully was positive and strong. The results suggest that bystander responses influence the frequency of bullying, which makes them suitable targets for antibullying interventions.

Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school.

Students with poor reading skills and reading difficulties (RDs) are at elevated risk for bullying involvement in elementary school, but it is not known whether they are at risk also later in adolescence. This study investigated the longitudinal interplay between reading skills (fluency and comprehension), victimization, and bullying across the transition from elementary to middle school, controlling for externalizing and internalizing problems. The sample consists of 1,824 students (47.3% girls, T1 mean age was 12 years 9 months) from 150 Grade 6 classrooms, whose reading fluency and comprehension, self-reported victimization and bullying, and self-reported externalizing and internalizing problems were measured in Grades 6, 7, and 9. Two cross-lagged panel models with three time-points were fitted to the data separately for reading fluency and comprehension. The results indicated that poorer fluency and comprehension skills in Grade 6 predicted bullying perpetration in Grade 7, and poorer fluency and comprehension skills in Grade 7 predicted bullying perpetration in Grade 9. Neither fluency nor comprehension were longitudinally associated with victimization. The effects of reading skills on bullying perpetration were relatively small and externalizing problems increased the risk for bullying others more than poor reading skills did. However, it is important that those who struggle with reading get academic support in school throughout their school years, and social support when needed.

Cortical sequence of word perception in beginning readers.

Efficient analysis of written words in normal reading is likely to reflect use of neural circuits formed by experience during childhood rather than an innate process. We investigated the cortical sequence of word perception in first-graders (7-8 years old), with special emphasis on occipitotemporal cortex in which, in adults, letter-string-sensitive responses are detected at 150 ms after stimulus. To identify neural activation that is sensitive to either the amount of basic visual features or specifically to letter strings, we recorded whole-head magnetoencephalography responses to words embedded in three different levels of noise and to symbol strings. As was shown previously in adults, activation reflecting stimulus nonspecific visual feature analysis was localized to occipital cortex in children. It was followed by letter-string-sensitive activation in the left occipitotemporal cortex and, subsequently, in the temporal cortex. These processing stages were correlated in timing and activation strength. Compared with adults, however, the timing of activation was clearly delayed in children, and the delay was progressively increased from occipital to occipitotemporal and further to temporal areas. This finding is likely to reflect increasing immaturity of the underlying neural generators when advancing from low-level visual analysis to higher-order areas involved in written word perception. When a salient occipitotemporal letter-string-sensitive activation was detected (10 of 18 children), its strength was correlated with phonological skills, in line with the known relevance of phonological awareness in reading acquisition.

A process view on implementing an antibullying curriculum: How teachers differ and what explains the variation.

The present study provides a person-centered view on teachers' adherence to the KiVa antibullying curriculum over a school year. Factor mixture modeling was used to examine how teachers (N = 282) differed in their implementation profiles and multinomial logistic regression was used to identify factors related to these profiles. On the basis of lesson adherence across time, 3 types of implementers emerged: (a) high implementers (53%) started at a very high level and remained so over time, (b) moderate implementers (30%) consistently utilized more than half of the lesson material, and (c) surrenders (17%) started at a high level that soon declined. Teachers' beliefs toward program effectiveness were positively associated with starting at higher levels of fidelity (high and surrenders), whereas principal support for antibullying work predicted maintaining the initial level of implementation over the school year (high and moderate). Finally, good lesson preparation was associated with higher levels of implementation throughout the school year (the high group). Student engagement, participation in preimplementation training or classroom management skills were not related to 3 implementation profiles. The findings highlight the importance of individual and interpersonal factors for successful implementation of school-based bullying prevention programs.

Positive teacher and peer relations combine to predict primary school students' academic skill development.

This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes.

Motivational-emotional vulnerability and difficulties in learning to read and spell.

BACKGROUND: Although the relationship between motivation and learning problems has been studied in older children, little is known about how these factors interact during the first years of schooling or even earlier. AIMS: To compare the development of motivational-emotional profiles from preschool to grade 2 between groups classified as poor readers, good decoders and good readers in grade 2. To study the possibility that diverging motivational-emotional paths occur concomitantly with school experience. SAMPLE: A total of 127 children were followed longitudinally from preschool up to the second grade. In preschool, their mean age was 6 years 8 months. METHOD: Two different methods tapping motivational-emotional vulnerability were used. Firstly, researchers at preschool age and classroom teachers in grades 1 and 2 rated children's task, ego-defensive and social dependence orientations. Secondly, an experimental situation was arranged each year where children's play behaviour with LEGO bricks was observed in free play vs. in induced pressure situations, and their motivational orientations were scored. RESULTS: In preschool, the motivational-emotional profiles were almost the same among the three prospective reading-level groups, but in grades 1 and 2, classroom teachers rated poor readers as less task-oriented and more ego-defensive and socially dependent compared to good decoders and good readers. The ratings were corroborated by observational data on play behaviour in induced pressure situations. CONCLUSIONS: Early problems in learning to read and spell are related to motivational-emotional vulnerability in learning situations in the school context.

Tackling acute cases of school bullying in the KiVa anti-bullying program: a comparison of two approaches.

Whether cases of bullying should be handled in a direct, condemning mode or in a manner that does not involve blaming the perpetrator is a controversial issue among school professionals. This study compares the effectiveness of a Confronting Approach where the bully is openly told that his behavior must cease immediately to a Non-Confronting Approach where the adult shares his concern about the victim with the bully and invites him to provide suggestions on what could improve the situation. We analysed 339 cases of bullying involving 314 children from grades 1 to 9 (mean age = 11.95). Cases were handled in 65 schools as part of the implementation of the KiVa anti-bullying program. In each school, a team of three teachers addressed cases coming to their attention by organizing discussions with the bullies using either a Confronting or a Non-Confronting Approach; schools were randomly assigned to one of the two conditions. Victims reported that bullying stopped in 78 % of the cases. Logistic regression analyses indicated that neither approach was overall more effective than the other, controlling for grade level, duration of victimization and type of aggression. The Confronting Approach worked better than the Non-Confronting Approach in secondary school (grades 7 to 9), but not in primary school (grades 1 to 6). The Confronting Approach was more successful than the Non-Confronting Approach in cases of short-term victimization, but not in cases of long-term victimization. The type of aggression used did not moderate the effectiveness of either approach.

The KiVa antibullying curriculum and outcome: does fidelity matter?

Research on school-based prevention suggests that the success of prevention programs depends on whether they are implemented as intended. In antibullying program evaluations, however, limited attention has been paid to implementation fidelity. The present study fills in this gap by examining the link between the implementation of the KiVa antibullying program and outcome. With a large sample of 7413 students (7-12years) from 417 classrooms within 76 elementary schools, we tested whether the degree of implementation of the student lessons in the KiVa curriculum was related to the effectiveness of the program in reducing bullying problems in classrooms. Results of multilevel structural equation modeling revealed that after nine months of implementation, lesson adherence as well as lesson preparation time (but not duration of lessons) were associated with reductions in victimization at the classroom level. No statistically significant effects, however, were found for classroom-level bullying. The different outcomes for victimization and bullying as well as the importance of documenting program fidelity are discussed.

Going to scale: a nonrandomized nationwide trial of the KiVa antibullying program for grades 1-9.

OBJECTIVE: The effects of school-based antibullying programs have typically been examined on small samples, with number of schools ranging from 1 to 78 (Farrington & Ttofi, 2009). This study investigated the effectiveness of the KiVa antibullying program in the beginning of its nationwide implementation in Finland. METHOD: At each time point, the participants included 888 schools with approximately 150,000 students in 11,200 classrooms in Grades 1-9 (8-16 years of age; 51% boys and 49% girls). Victims and bullies were identified with the global questions from the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), utilizing the criteria suggested by Solberg and Olweus (2003). The program effects were examined by calculating odds ratios based on a cohort-longitudinal design, correcting the standard errors for clustering. RESULTS: During the first 9 months of implementation, the KiVa program reduced both victimization and bullying, with a control/intervention group odds ratio of 1.22 (95% CI [1.19, 1.24]) for victimization and 1.18 (95% CI [1.15, 1.21]) for bullying. CONCLUSIONS: Generalized to the Finnish population of 500,000 students, this would mean a reduction of approximately 7,500 bullies and 12,500 victims.

Task avoidance, number skills and parental learning difficulties as predictors of poor response to instruction.

Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were formed. These were fast, average, and slow reading acquisition and slow progress in both reading and math. Kindergarten spring scores in phonological awareness, letter knowledge, rapid naming, and number skills differentiated well among the groups, the latter two being more robust predictors. Task avoidance added to the prediction over and above cognitive skills. Its effect disappeared when parental history of reading and math difficulties was included in the equation. The present results depict poor response to instruction as a general learning problem rather than a specific reading difficulty. Poor response to instruction differs from dyslexia also in that treatment resisters start school with cognitive prerequisites that do not indicate severe reading and math problems.

Learning difficulties, social intelligence, and self-concept: connections to bully-victim problems.

Learning skills, social intelligence, and self-concept were related to each other and to bully-victim problems among fifth-grade children (79 boys and 62 girls, aged 11-12 years). In addition to exploring connections between single variables, a person-oriented approach was applied in order to analyze children's value patterns with respect to learning skills, self-concept, and social intelligence, and how these value patterns are related to bully-victim problems. Social intelligence was found to be positively correlated with learning skills, but negatively related to victimization. Bullying was positively correlated with self-concept scores. However, this was true only of boys. According to cross-tabulations, there were significantly more bullies among children with learning difficulties (LD) than would have been expected by chance. Victimization, on the other hand, was not related to LD. LD children's proposed victim status was in some degree supported by cluster analysis: a group of LD children emerged, who not only scored high on bullying, but also tended to be victimized by others. In addition, two groups of bullies appeared: one whose members could be interpreted as socially unskilled and another as socially skilled. This finding is in line with recent theoretical reasoning, which calls into question the idea of bullies as a unified group, lacking in social skills.