Innovation and Integrative Research Center Journal

ISSN: 2584-1491 | www.iircj.org

Volume-3 | Issue-4 | April - 2025 | Page 765-775

The Effectiveness of School-Based Anti-Bullying Programs in Crime

Prevention Crime through Proactive Problem-Solving Strategies
1
Sheikh Hashim, 2Neeraj Bhardwaj, 3Md. Adil Siddiqui, 4Praveen Krishna Jaiswal
1,3,4
Students of BALLB 10th Semester, 2Students of BBALLB 10th Semester
Kalinga University, Naya Raipur C.G.
1
[email protected],[email protected],
3
[email protected], [email protected]

Abstract
Schools, as formal institutions created by society, serve functions far beyond academic
instruction, including fostering social and moral development through student interaction.
Socialisation—through behaviours, attitudes, and communication—shapes children's early
social experiences. However, while some teasing among peers may be considered normal when
harmless, a more severe form known as bullying can lead to significant physical and
psychological harm. This study aims to investigate the various types and prevalence of bullying
among male and female secondary school students. Moreover, the researchers designed and
implemented a bullying prevention program and assessed its effectiveness within the school
setting. Given the limited scope of existing research on the extent and understanding of bullying
among school children, this study contributes significantly to the literature by not only measuring
bullying incidents but also exploring the role of adults—teachers, parents, and elders—in
intervening and preventing bullying behaviours. The findings offer valuable insights into
developing comprehensive strategies for creating safer school environments.

Keywords: School bullying, Socialisation, Psychological trauma, Bullying prevention program,

Secondary school students, Teacher and parental intervention, Peer interaction.

Introduction

School is a formal institution shaped and established by society to serve multiple functions
beyond mere academic instruction. It is a space where students not only acquire knowledge and
language skills but also develop social and moral values through regular interaction. The school
environment offers students a platform to engage with one another, facilitating the exchange of

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ideas, opinions, resources, and experiences. These exchanges form the foundation of a child’s
early social experiences.

The process by which a person acquires the attitudes, behaviours, and values of a group is
referred to as socialisation. Children are socialised via the use of a variety of signals, including
attitudes, behaviours, verbal and non-verbal communication, and other forms of communication,
which are presented to them within the context of an educational system.1 It is possible for pupils
to vocally and non-verbally mistreat or taunt one another when they go through the process of
socialisation. When it does not have any negative effects on anyone's physical or mental health,
teasing may be regarded to be something that is thought to be normal.

However, when a few students attempt to torment another student, this is not considered to be
teasing but rather something that should be handled seriously and is referred to as bullying. Not
only may it cause bodily pain, but it can also cause psychological trauma to a person.2 Within
the scope of the current study, researchers attempted to investigate various types of bullying as
well as the degree to which bullying occurs among males and females.3

Additionally, researchers developed a bullying prevention program and investigated the

efficiency of the program among secondary school students. 4 Limited research has been
undertaken to investigate the extent of bullying in schools, and even fewer studies have been
conducted to investigate the comprehension of bullying in schools. The present study may be
one of the very few studies of its kind that investigates the amount of bullying among secondary
school children. Additionally, the intervention of adults such as teachers, parents, and elders to
prevent bullying and the engagement of students in bullying is explored in this research study.

The Role of Educators and Parents in Bullying

To ensure that no kid is permitted to emerge as a bully, teachers need to maintain a close check
on the classroom where they are teaching.5 To guarantee that all of the pupils have access to
equal opportunities, it is necessary to take such steps. It is important to provide additional
attention to students who may not be as successful in their schoolwork or in other activities. This

1
“Menesini E, Salmivalli C. Bullying in schools: the state of knowledge and effective interventions.
Psychol Health Med. 2017;22(S1):240–53.”
2
“World Health Organisation. Regional Office for Europe: spotlight on adolescent health and well-being.
Findings from the 2017/2018 Health Behaviour in School-aged Children (HBSC) survey in Europe and
Canada. 2020. Available from: https://apps.who.int/iris/handle/10665/332104”
3
Ibid
4
“Kaess M. Bullying: peer-to-peer maltreatment with severe consequences for child and adolescent
mental health. Eur Child Adolesc Psychiatry. 2018;27(8):945–7.”
5
“Moore SE, Norman RE, Suetani S, Thomas HJ, Sly PD, Scott JG. Consequences of bullying
victimization in childhood and adolescence: a systematic review and meta-analysis. World J Psychiatry.
2017;7(1):60–76.”

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difficulty may be considerably mitigated by instructors who maintain constant vigilance and
provide mentorship.

The Central Board of Secondary Education (CBSE) was given the directive to establish an anti-
bullying committee in each and every one of its connected schools. 6 This was done after the
organisation saw an increase in the number of instances of pupils being bullied both physically
and online. In addition, the CBSE has suggested taking severe punishment against anybody who
is proven to be bullying.7 A written warning or even the student's expulsion from the school
might fall under this category.

As a result of the transition from extended families to nuclear families and the lack of
grandparents who are present in the house to love and guide the children, the duty of raising
children falls on the shoulders of the parents. On the other hand, as a parent, there are a number
of things that one may do to assist in turning the situation around. For example, parents should
be the ones to engage in activities such as chatting, sharing, and spending time together as a
family. It is essential that parents maintain a close eye on their children's behaviour. In the event
that the child is consistently depressed or anxious, if one observes that the child's school or play
clothes are torn, if it is observed that the child is lying, if the child is absent from school quite
frequently, if the child avoids the school bus, if there is an increasing demand for more pocket
money, these are the typical signs of a child being subjected to bullying. When a kid consistently
presents with issues related to their appetite or is anxious about coming to school, it is important
for parents and teachers to take into consideration the possibility that bullying is a contributing
cause.8

When dealing with children, it is important to demonstrate empathy and make certain that
children who are bullied get the necessary counselling help at the appropriate time. It is important
for parents to improve their communication with their children so that concerns about bullying
may be brought up in discussion, particularly when the children are younger. Talking about their
worries should be something that they are comfortable doing, and these talks may be a part of a
larger discourse about respecting the ideas and diversity of other people. When your kid tells
you that they are being bullied or harassed, you should make sure you believe them. If a kid is a
member of one of the high-risk categories that are more likely to be bullied, then the parents of
that child should be extra cautious about these warning signals. Among them are children who

6
“Central Board of Secondary Education, 'Violence and Ragging in Schools Affiliated to CBSE'
(Circular No. 24, 14 July 2009) https://www.cbse.gov.in/circulars/cir24-2009.pdf accessed 21 April
2025.”
7
Ibid
8
“Jantzer V, Ossa FC, Eppelmann L, Parzer P, Resch F, Kaess M. Under the skin: does psychiatric
outcome of bullying victimization in school persist over time? A prospective intervention study. J Child
Psychol Psychiatry. 2022;63(6):646–54.”

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are overweight or have impairments, as well as those who identify as homosexual, gay, bisexual,
or transgender. It is the responsibility of teachers and counsellors at schools to ensure that they
create an environment in which students feel at ease and confident enough to speak out if they
see another student being harassed. The issue of bullying has to be addressed, and the people
who bully should also be recommended to get counselling as part of the proposed sanctions.

Types of School-Based Anti-Bullying Programmes

Curriculum‑Based Interventions
There are a variety of meta-analyses that compile the results of several studies on anti-bullying
programs. Assessments in elementary and secondary schools from many nations are part of these
meta-analyses. While the results are varied, they do show that anti-bullying initiatives have the
potential to reduce bullying in schools.

On average, anti-bullying programs reduce victimisation by 17–20% and bullying practices by

20–23%, according to the most thorough meta-analysis of anti-bullying programs that has been
carried out so far.9 Similarly, it was discovered that victimisation and bullying were significantly
reduced after participating in anti-bullying programs. Additionally, anti-bullying programs
significantly decrease victimisation.10 In their 2014 study, Evans, Fraser, and Cotter found that
half of the anti-bullying programs they evaluated significantly reduced bullying behaviours, and
67% significantly reduced victimisation.11

Peer Mentoring and Support Groups

The importance of peer mentorship programs in improving students' mental health and reducing
instances of bullying in schools is becoming more acknowledged. To help children feel
appreciated and understood, these programs use the power of peer interactions to build a
supportive network.12 A school's culture may be positively affected by peer mentors who
encourage healthy behaviours and decision-making by creating opportunities for pleasant
interactions and providing assistance. Structured peer mentorship programs allow more seasoned
students to guide and encourage their less experienced peers while also serving as good role
models for the latter. By encouraging constructive actions and choices, these initiatives hope to
lessen bullying, strengthen kids' social skills, and create a feeling of belonging in the school.

Teacher Training and Sensitization

9
“Gaffney H, Ttofi MM, Farrington DP. Evaluating the effectiveness of school-bullying prevention
programs: an updated meta-analytical review. Aggress Violent Behav. 2019;45:111–33.”
10
Ibid
11
“CB Evans, MW Fraser and KL Cotter, ‘The Effectiveness of School-Based Bullying Prevention
Programs: A Meta-Analysis’ (2014) 45 Children and Youth Services Review 100, 102.”
12
Ibid

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Choosing outcomes, content, learning, and teaching experiences (e.g., methods, techniques, and
materials) is an important part of developing an in-service teacher training program to prevent
peer bullying. Following this, organising and evaluating these experiences will show how
effective they were in reaching the goals. The program's creators made sure it was adaptable and
welcoming of all perspectives in order to fulfil its mission of educating educators to prevent and
respond to bullying in the classroom. They emphasised the importance of social justice,
democracy, equality, and social peace and were open to suggestions for improvement.

This program for in-service teachers was built using problem-centered curriculum design. Social
and environmental elements do not exist apart from the learning process, which is integrated,
dynamic, and constructive "...empowers learners to research, integrate theory and practice, and
apply knowledge and skills to develop a viable solution to a defined problem" is the essence of
problem-centered curriculum design.

Discussed under this framework are ideas on the sociological viewpoint on child development,
violence, and peer bullying, as well as school climate and exposure to bullying. Staying together,
building a peaceful, safe, and meaningful society, democratic education, behaviour and
classroom management, conflict resolution methods, inclusive education, and effective bullying
intervention programs are all topics covered within the said strategy.

Teachers may take the lead in preventing bullying and finding solutions by participating in such
training programmes, which focus on developing skills that can be used in a real classroom
setting. Teachers' professional development requirements were considered in this regard
throughout the curriculum's learning and teaching component design.

In order to solve the difficulties that schools are experiencing, educators need a new pedagogical
and political vocabulary. In this regard, the critical approach outlined by Giroux (2004) has
informed the development of this training program.13 To rephrase, the overarching goal of this
training program is to provide teachers with the information and abilities necessary to combat
bullying in the classroom and school as a whole, as well as to establish a welcoming and safe
learning environment for all students.

Parent Involvement Programmes

The most thorough model for family-school cooperation was created by Epstein and
colleagues.14 Epstein and van Voorhis extended the paradigm for school counsellors. The
researchers also found that the model improved school discipline.

13
“Beckman L, Svensson M. The cost-effectiveness of the Olweus Bullying Prevention Program: results
from a modelling study. J Adolesc. 2015;45(1):127–37.”
14
“Kolbert, J.B., Schultz, D. and Crothers, L.M., 2014. Bullying Prevention and the Parent Involvement
Model. Journal of School Counseling, 12(7), p.n7.”

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In a study conducted15, it was shown that middle school bullying decreased significantly when
parents volunteered, which suggests that Epstein and colleagues' strategy might be beneficial in
combating this widespread issue. According to the parent involvement model, there are three
interconnected settings—the home, the school, and the community—that have an impact on
children and their connections with others. What we call "the internal model" are the ways in
which people's family, school, and community lives interact and shape one another. The theory's
premise is that students' accomplishment is improved when various external contexts—such as
family, school, and community—work together to boost student performance. In contrast, the
external model consists of students' actual living environments. Both the institutional level (such
as when a school establishes a mechanism for parents to check homework assignments) and the
individual level (such as during a parent-teacher meeting) see interactions across the three
settings.

Technology‑Based Interventions

Given that most incidents of bullying among middle school children take place on school
grounds, it is imperative that measures be implemented to combat this problem.16 While studies
have shown that school-based interventions can reduce bullying and improve students' social and
emotional outcomes, most of the research on bullying has focused on urban youth, so the results
may not apply to schools in rural areas. There may also be disparities between urban and rural
areas that affect the incidence of bullying and the efficacy of preventative efforts. In low-income
or rural areas, where funding is tight, staff may have to juggle multiple roles (e.g., teacher-
librarian or teacher-administrator) to make ends meet. Further, schools in remote regions may
be asked to offer mental health services due to a lack of other options.

Additional demands on instructors, restricted access to training, inadequate financing, and a lack
of mental health specialists on staff are all obstacles to the implementation of school-wide
programs that aim to address mental health comprehensively. There are a number of obstacles
that make it harder for rural schools to access and implement bullying prevention programs
compared to their urban counterparts. These include a smaller tax base, which makes it harder
to fund programs, high training costs due to transportation needs for expert trainers, school
closures, staff burnout and overload, a lack of local expertise in bullying prevention, and frequent
staff turnover. It has also been found that parents in rural areas see bullying as a major emotional
and behavioural issue for their children, and they also note that a lack of school programs is a
major risk factor for juvenile vulnerability.

15
Ibid
16
“Smith, P.K. and Brain, P., 2000. Bullying in schools: Lessons from two decades of research.
Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 26(1),
pp.1-9.”

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Case Studies of Successful Models

One of the most effective school-based interventions is a teacher-led program that tries to educate
people on how bystanders may encourage bullying, make them more sympathetic towards
victims, and teach them how to protect themselves and others from bullying. The goals are
accomplished by having students, under the guidance of teachers, participate in activities like
group discussions, presentations, visual representations of cyberbullying through pictures,
figures, and characters, short films, assignments with hands-on learning activities, and a
computer game where they can practise anti-bullying skills in a virtual setting.

Members of the school community who have received KiVa training talk to the bullies when
incidences are reported, offering them advice on how to stop being so bad.17 To maintain
program quality and consistency in instructor behaviour, KiVa additionally supplies materials
and schedules meetings with staff to provide detailed instructions for curricular sessions. With
the help of the program's handbook, educators may create their own classes. Parents may find
helpful information on the many types of bullying as well as suggestions for how to avoid it in
a parent-led handbook. Additionally, it promotes a collaborative effort between parents, schools,
and educators to combat bullying. To make it apparent that the school is a KiVa school and that
bullying situations will not be permitted, visible insignia, logos, imprints on instructors' vests or
shirts, and posters are employed. The premise of OBPP, one of the world's most researched and
effective anti-bullying initiatives, is that bullying has no place in a child's everyday life. The
program has grown and extended from its initial purpose to address teenage aggressiveness in
online environments in addition to school violence.18 Collecting baseline data allows for program
targeting and individualisation of treatments based on needs assessment, as is the case with other
effective interventions.

As a first step, the OBPP encourages school personnel to be more caring and invested in their
students' lives, to enforce policies that discourage aggressive conduct, and to set a good example
for their pupils. Furthermore, school personnel are educated and responsible for keeping tabs on
"hot spots" where bullying is occurring so that they may step in promptly when necessary. Staff
training also includes methods for recognising bullying situations and providing counselling to
anyone involved, including victims, parents, and those who perpetrated the bullying.
Implementing OBPP makes school staff meetings and group conversations about bullying and
associated preventive measures a regular part of school life.19

17
“Juvonen, J. and Graham, S., 2014. Bullying in schools: The power of bullies and the plight of
victims. Annual review of psychology, 65(1), pp.159-185.”
18 “Ttofi, M. and Farrington, D., 2009. What works in preventing bullying: Effective elements of anti‐

bullying programmes. Journal of Aggression, Conflict and Peace Research, 1(1), pp.13-24.”
19 Ibid

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Teachers of youth and children should regularly convene their classes to go over objectives,
establish norms, and engage in activities including role playing, debate, and both big and small
group work. Staff members decide on meeting themes as part of an awareness program that aims
to show different kinds of bullying and raise knowledge about how to respect others, deal with
stress, solve problems, and use positive and negative consequences consistently. Every school
should have a Bullying Prevention Coordinating Committee (with 8 to 15 members) that is in
charge of anti-bullying policy endorsement, staff training, awareness event planning, and school
monitoring plan enhancement. Community involvement in preventative and awareness
initiatives is also aimed at via teen leadership programs and after-school family evenings.

Evaluation and Effectiveness

There is no single benchmark for evaluating the effectiveness of school based bullying
programmes. A comprehensive set of indicators must be relied on in order to arrive at a
conclusion pertaining to the overall effectiveness of such programmes. The aim of these
programmes is not to achieve a mechanical reduction in statistics. The numbers aim at ensuring
a shift in the attitudes that rationalise bullying and create environments conducive to the
insensitivity spread by the actions of certain children.20 School records, surveys and anonymous
reporting tools play a vital role in tracking the number of bullying-related cases. A decrease in
the frequency of such incidents signifies that the intervention is effectively curbing harmful
behaviours.

Furthermore, student satisfaction with such initiatives is yet another criterion. Just like the CAG
Carries out policy audits of government initiatives, the anti bullying programmes in schools must
be subjected to feedback based improvement initiatives. Afterall, if the ultimate beneficiaries of
such programmes are not satisfied, there remains no point initiating such a programme in the
first place. If students feel empowered to speak up without fear of retaliation and perceive the
program as a positive force, then the program can be considered effective from their perspective.

Furthermore, the climate of the school also plays a huge role in determining the effectiveness of
such programmes. If the school climate is positive, inclusive, safe and is characterised by mutual
respect, the anti bullying programmes are often considered to be effective. This evaluation can
be carried out through surprise checks, teacher reports and parent feedback. When students feel
safe and respected, it indicates that the intervention has contributed to the creation of an
environment where bullying is less likely to thrive.21

20 “Jones, J.R. and Augustine, S.M., 2015. Creating an anti-bullying culture in secondary schools:
Characterists to consider when constructing appropriate anti-bullying programs. American Secondary
Education, pp.73-84.”
21 Ibid

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Recommendations and Way Forward

To effectively combat bullying and ensure a lasting cultural shift in schools, a strategic, multi-
faceted approach is necessary. This approach should not only involve direct interventions but
also include systemic changes that promote long-term sustainability. The following
recommendations outline key steps that can contribute to the eradication of bullying in schools
and the creation of safe and nurturing learning environments for all students.

Policy-level Changes

Comprehensive and uniform anti-bullying laws that require obvious, consistent, and enforceable
rules for schools throughout the nation are urgently needed at the policy level. This policy should
stress the need of a whole-school strategy to bullying prevention, so guaranteeing that anti-
bullying efforts are included into the more general framework of educational rights and school
governance.22 Such laws should call on schools to develop and carry out bullying prevention
plans involving compulsory teacher and staff training as well as student and parent involvement
initiatives. Furthermore, the policy should guarantee responsibility by requiring regular audits of
program efficacy and bullying occurrences as well as a defined reporting system for staff
members and kids to follow.

National rules for handling bullying in educational institutions, like to those established by the
CBSE (Central Board of Secondary Education), should also be required for all school boards.
These policies should address a broad spectrum of bullying-related concerns including
prevention, intervention, reporting, and local law enforcement participation in serious situations.
This policy framework would help to make anti-bullying initiatives more consistent and
simplified across schools by guaranteeing a consistent approach.23

Integrating Life Skills and Empathy in School Curriculum

Including life skills education into the school curriculum is one of the most powerful long-term
solutions to handle bullying.24 Reducing the frequency of bullying may be greatly influenced by
life skills like empathy, conflict resolution, emotional control, and communication. Significantly
lowering the probability of bullying may come from teaching children from an early age about
understanding and controlling their emotions, the value of kindness and respect, and how to settle
disputes peacefully. Activities that promote empathy, group discussions, role-playing exercises,

22 “Ryan, W. and Smith, J.D., 2009. Antibullying programs in schools: How effective are evaluation
practices?. Prevention Science, 10, pp.248-259.”
23 “Stevens, V., De Bourdeaudhuij, I. and Van Oost, P., 2000. Bullying in Flemish schools: An

evaluation of anti‐bullying intervention in primary and secondary schools. British Journal of Educational
Psychology, 70(2), pp.195-210.”
24 Ibid

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and conflict resolution initiatives may help to create understanding and inclusiveness, therefore
reducing the likelihood of bullying.

Including such skills in the fundamental curriculum not only provides students with useful tools
for managing social interactions but also creates a culture of respect within the school. By
enabling kids to be good impacts on their classmates rather than passive spectators or participants
in bullying, this proactive strategy may significantly change things.25

Strengthening Grievance Redressal Mechanisms

Establishing efficient grievance redressal systems enabling students to report bullying

occurrences securely and privately helps to fight bullying significantly. These tools should be
readily available, have obvious procedures for lodging complaints, and make sure students'
issues are treated seriously and handled right away.26 Schools should have a committed
committee or counsellor in charge of handling allegations of bullying, carrying out
investigations, and following up on results to guarantee responsibility.

Furthermore, the complaint redressal mechanism should be student-friendly, thereby

guaranteeing that students, particularly younger ones or those from underprivileged areas, feel
comfortable and empowered to speak out against bullying without the fear of retribution. Regular
feedback sessions and surveys may guarantee the system is operating efficiently and aid to
highlight problem areas.27

Importantly, grievance redressal should not be limited to reporting bullying but should also
include guaranteeing victim assistance, including counselling services, peer support programs,
and educational modifications where required.

Mandatory Reporting and Monitoring by State Education Departments

State education agencies should supervise required reporting and monitoring systems
guaranteeing the efficacy of anti-bullying programs. Every school should be obliged to notify
appropriate authorities of occurrences of bullying, using well-defined procedures for tracking
the number and kind of bullying episodes throughout time. These studies may provide insightful
information on patterns in bullying, hence guiding legislators to decide on future measures.

25 “Ttofi, M.M. and Farrington, D.P., 2011. Effectiveness of school-based programs to reduce bullying: A
systematic and meta-analytic review. Journal of experimental criminology, 7, pp.27-56.”
26 “Smith, J.D., Cousins, J.B. and Stewart, R., 2005. Antibullying interventions in schools: Ingredients of

effective programs. Canadian Journal of Education/Revue canadienne de l'éducation, pp.739-762.”

27 Ibid

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Furthermore, state education agencies should monitor how anti-bullying policies and initiatives
are carried out in schools to guarantee they are not only in place but also actively enforced. These
initiatives should be periodically assessed, and schools should be responsible for fully resolving
the problem of bullying. The information gathered by means of these reports might guide
national policies and guarantee that initiatives to avoid bullying are regularly successful in many
distinct areas.

Collaborations with NGOs and Mental Health Professionals

Working with mental health experts and non-governmental organisations (NGOs) may improve
the efficacy of school-based anti-bullying projects. Often knowledgeable in handling delicate
social concerns like bullying, NGOs may provide schools useful resources like training seminars,
awareness campaigns, and counselling services. Many NGOs also work to promote emotional
well-being and mental health, two important elements in the prevention and reaction to bullying.

Including mental health professionals—including school counsellors and psychologists—is also

crucial to provide pupils the emotional and psychological help they need to recover from the
consequences of bullying. These experts can advise both offenders and victims, hence assisting
them in coping with trauma and behavioural concerns. Mental health professionals can help
educators see early indicators of bullying and provide advice on how to manage challenging
circumstances in the class.

Moreover, collaborations with these outside companies may provide schools with new ideas and
innovative intervention techniques. By offering workshops aimed at parents as well as children,
NGOs can help to raise knowledge of bullying prevention and so strengthen the need of
preserving a safe and encouraging school environment.

Conclusion
The future of anti-bullying programs lies in creating an integrated, inclusive approach that
involves the entire school community, including students, teachers, parents, and external
professionals. By establishing clear policies, equipping students with critical life skills, and
ensuring that support systems are in place, schools can create an environment that discourages
bullying and promotes healthy interpersonal relationships. Additionally, government and non-
governmental organizations should collaborate to build a comprehensive framework that aligns
with the unique cultural and regional contexts of different schools.
The key to success lies in the continuity of effort, long-term commitment, and the involvement
of all stakeholders. Only by addressing bullying from multiple fronts—policy, curriculum,
teacher training, student engagement, and professional support—can we hope to create schools
where every child feels safe, respected, and valued.

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