An evaluation of the KiVa Anti-Bullying programme in Welsh Schools

Conditions

Bullying behaviour, victimisation experiences, school attendance, deficits in social and emotional wellbeing Mental and Behavioural Disorders Conduct disorder, unspecified

Parker K, Nunns M, Xiao Z, Ford T, Stallard P, Kuyken W, Axford N, Ukoumunne OC.

2025-05-031 citations

10.1186/s12874-025-02574-6

The Effectiveness of the KiVa Bullying Prevention Program in Wales, UK: Results from a Pragmatic Cluster Randomized Controlled Trial.

Axford N, Bjornstad G, Clarkson S, Ukoumunne OC, Wrigley Z, Matthews J, Berry V, Hutchings J.

2020-07-0122 citations

10.1007/s11121-020-01103-9

Effectiveness and micro-costing of the KiVa school-based bullying prevention programme in Wales: study protocol for a pragmatic definitive parallel group cluster randomised controlled trial.

Clarkson S, Axford N, Berry V, Edwards RT, Bjornstad G, Wrigley Z, Charles J, Hoare Z, Ukoumunne OC, Matthews J, Hutchings J.

2016-02-0110 citations

10.1186/s12889-016-2746-1

Interventions

Randomisation will be undertaken by the North Wales Organisation for Randomised Trials (NWORTH) at Bangor University (with stratification to take account of school size and the proportion of children

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Primary schools within Wales (headteacher consent is required) 2. Pupils in Key Stage 1 and 2 (Years 2-6, aged 6-11 years) for data collection and Key Stage 2 (Years 3-6, aged 7-11 years) for programme delivery (parent consent is required for data collected to be used in the trial) 3. Key Stage 1 and 2 teachers in participating schools for data collection, and Key Stage 2 teachers for programme delivery

Exclusion criteria

Exclusion criteria: 1. Secondary schools, special educational schools and any schools outside Wales 2. Pupils in Key Stage 1 or Foundation stage (with the exception of Year 2 pupils for whom child- and teacher-report measures will be collected in June prior to moving to Year 3 in the following September)

Design outcomes

Primary

Measure	Time frame
These measures will be administered/collected at baseline in June 2013, at 12-month follow-up in June 2014, 24-month follow-up June 2015 and 36-month follow-up in June 2016. They will be administered to all children in Years 2-6 (Year 2 children will become Year 3 in the September and therefore will be receiving the class lessons): 1. Social and emotional well-being ? measured by the teacher-completed Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) 2. Rates of bullying, victimisation and perceived bullying ? measured using the child self-report Bullying and Victimization Questionnaire (Kärnä et al., 2011 ? based on Olweus, 1996) 3. Days of pupil authorised and unauthorised absence ? measured using school attendance records.	—

Measure

Time frame

These measures will be administered/collected at baseline in June 2013, at 12-month follow-up in June 2014, 24-month follow-up June 2015 and 36-month follow-up in June 2016. They will be administered to all children in Years 2-6 (Year 2 children will become Year 3 in the September and therefore will be receiving the class lessons): 1. Social and emotional well-being ? measured by the teacher-completed Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) 2. Rates of bullying, victimisation and perceived bullying ? measured using the child self-report Bullying and Victimization Questionnaire (Kärnä et al., 2011 ? based on Olweus, 1996) 3. Days of pupil authorised and unauthorised absence ? measured using school attendance records.

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Secondary

Measure	Time frame
These measures will be collected at baseline, 12-, 24- and 36-month follow-up: 1. Pupils? connectedness to their school ? measured using the child self-report School Connectedness Scale (SCS; Resnick et al., 1997) 2. Consistency of schools? handling of bullying incidents ? measured using the teacher-completed Handling Bullying Questionnaire (HBQ; Rigby, 2012) 3. Teacher stress ? measured using the teacher-completed Teacher Stress Inventory (Boyle et al., 1995)	—

Measure

Time frame

These measures will be collected at baseline, 12-, 24- and 36-month follow-up: 1. Pupils? connectedness to their school ? measured using the child self-report School Connectedness Scale (SCS; Resnick et al., 1997) 2. Consistency of schools? handling of bullying incidents ? measured using the teacher-completed Handling Bullying Questionnaire (HBQ; Rigby, 2012) 3. Teacher stress ? measured using the teacher-completed Teacher Stress Inventory (Boyle et al., 1995)

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Countries

United Kingdom

Outcome results

None listed