High school anti-bullying interventions: An evaluation of curriculum approaches and the method of Shared Concern in four Hong Kong international schools

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The challenge for high schools to adopt effective measures to reduce bullying has been underscored by international media coverage highlighting the consequences of school bullying. Despite whole-school anti-bullying programs being accepted as the best evidence-based approaches to intervention, research continues to yield ambiguous findings, and only a limited number of studies have been conducted in secondary schools to systematically evaluate the components of this approach. The aim of this study was to investigate the effectiveness of anti-bullying interventions in four international secondary schools in Hong Kong. Schools were randomly assigned to: (a) a whole-school intervention, (b) a curriculum and Shared Concern intervention at Year 7, (c) a Shared Concern intervention at Year 7 and (d) a control school. Year 7 students in the four schools anonymously completed a bullying questionnaire at the beginning (N = 545) and end of the school year (N = 549). A highly significant main effect for schools was found between pre-test and post-test composite bullying scores (F= 7.70, p <.001). Results showed the most significant reductions occurred when a whole-school intervention was used (F= 10.73, p <.001). The research provides strong support for use of whole-school preventative/management interventions and the effective components of this approach are discussed.

Original languageEnglish
Pages (from-to)139-149
Number of pages11
JournalAustralian Journal of Guidance and Counselling
Issue number1
Publication statusPublished - Jun 2012
Externally publishedYes


  • Anti-bullying curriculum
  • Bullying
  • High school interventions
  • Shared Concern
  • Whole-school approach

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