Print Email Facebook Twitter Effects of antibullying programs on teachers interventions in bullying situations. A meta-analysis Title Effects of antibullying programs on teachers interventions in bullying situations. A meta-analysis Author van Verseveld, M.D.A. Fukkink, R.G. Fekkes, M. Oostdam, R.J. Publication year 2019 Abstract Even though teachers are key figures of a program's effectiveness, most intervention studies have not focused explicitly on the effects of antibullying programs at teacher level. We conducted a meta-analysis into the effects of school-based antibullying programs on determinants of teacher intervention, including teachers’ attitudes towards bullying, their self-efficacy and knowledge regarding intervention strategies, and the effects on teachers’ bullying intervention itself. Following the PRISMA guidelines, 13 peer-reviewed papers were retrieved that reported outcomes on teachers, staff, and students (N = 948, 2,471, and 138,311, respectively). Antibullying programs had a significant moderate effect on determinants of teacher intervention (g = 0.531) and a significant small to moderate effect on teacher intervention in bullying situations (g = 0.390). Results of the meta-analysis indicate that the effectiveness of antibullying programs may increase when components are included to reinforce teachers’ attitudes, subjective norms, self-efficacy, knowledge, and skills towards reducing bullying in the school. © 2019 Wiley Periodicals, Inc. Subject Meta-analysisSchool bullyingTeacher interventionTeacher training To reference this document use: http://resolver.tudelft.nl/uuid:fb71e292-e97b-437a-b4c4-88d92caa9818 DOI https://doi.org/10.1002/pits.22283 TNO identifier 955097 ISSN 0033-3085 Source Psychology in the Schools, 56 (56), 1522-1539 Document type article Files To receive the publication files, please send an e-mail request to TNO Library.