From leadership research to district action: An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students’ Bullying Behavior in Jiangsu Province

AI-assisted editorial implementation guide. Proposed district actions are separate from the original authors’ findings and recommendations. Independent peer review of this guide is not asserted.

Read source Search paper agent CC BY 4.0

Evidence and transfer

Education-related source: verify which participants, institutions and outcomes were actually studied before district adoption. Source publication type: research-article. License and identity checks do not establish study quality or causality.

Original authors’ abstract, reproduced under the source license:

Abstract (1) Background: China released regulations on school bullying prevention and control in 2017; however, current research on school bullying in China focuses on exploring influencing factors and lacks empirical research on the effectiveness of anti-bullying policies in schools. The objective of this study was to use an empirical model to explore the association between bullying prevention and control measures and secondary school students’ bullying victimization and multiple bullying victimization in Chinese schools. (2) Methods: Data were derived from the 2019 Surveillance of Common Diseases and Health Influencing Factors among Students in Jiangsu Province. The school’s bullying prevention and control measures, which was the independent variable, were obtained in the form of a self-report questionnaire and consisted of five measures: the establishment of bullying governance committees, thematic education for students, thematic training for parents, special investigations on bullying, and a bullying disposal process. Bullying victimization and multiple bullying victimization, which was the dependent variable, were obtained through a modified version of the Olweus bullying victimization questionnaire. In order to better explain the differences in the results, this study constructed multilevel logistic regression models to test the association between school bullying prevention and control measures and the rates of bullying victimization and multiple bullying victimization among secondary school students at both the school level and the student level. Meanwhile, this study constructed five models based on the null model by sequentially incorporating demographic variables, physical and mental health variables, lifestyle variables, and bullying prevention and control measures in schools to verify this association. (3) Results: A total of 25,739 students were included in the analysis. The range of bullying victimization rates for students in the different secondary schools in this study was between 6.8% and 37.3%, and the range of multiple bullying victimization rates was between 0.9% and 14.8%. The establishment of bullying disposal procedures was strongly associated with a reduction in bullying victimization (OR = 0.83, 95%CI: 0.71–0.99, p 0.05). The establishment of a bullying governance committee, thematic education for students, thematic training for parents, and special surveys on bullying were not significantly associated with bullying victimization rates or multiple bullying victimization rates (all p > 0.05). (4) Conclusions: Among the current bullying prevention and control measures for secondary school students in China, the establishment of a bullying disposal process was conducive to reducing the rate of bullying victimization, but it was ineffective in reducing the rate of multiple bullying victimization, and the other preventive and control measures did not achieve the purpose of anti-bullying in schools. Keywords: bullying prevention and control measures in schools, bullying victimization, multiple bullying victimization, secondary school students, China

Study methods

Data were derived from the 2019 Surveillance of Common Diseases and Health Influencing Factors of Students in Jiangsu Province. This was a cross-sectional survey implemented by the Jiangsu Provincial Center for Disease Prevention and Control to monitor common diseases and health-influencing factors among students. The sample of this survey covered 169 schools in all 13 prefecture-level cities in Jiangsu Province. In order to ensure that the sample covers both urban and rural areas, this survey took an urban area and an agricultural county (district) in each prefecture-level city separately. Eight schools were selected in each urban area (two primary schools, two middle schools, two high schools, one vocational high school, and one comprehensive university), and five schools (two elementary schools, two middle schools, and one high school) were selected in agriculture-related counties (districts). Monitoring was conducted for grades 4–6 in primary school, middle school, and high school, and grades 1–3 in university, with anonymous, self-administered questionnaires administered to whole classes at each grade level. Thus, the sample of this survey was highly representative. This study focused on a survey of a group of secondary school students. After excluding the primary and university student groups and the missing information data for the independent and dependent variables, a total of 25,379 secondary school students were included in the analyses.

Limitations

No passage was selected automatically. Inspect the complete source before adopting a practice.

A 90-day district inquiry

Days 1–15 · Appraise. Read the source methods, recruitment, comparator, outcomes and limitations. Record how the study setting differs from your district and which claim the design can support.
Days 16–30 · Design. Choose one school improvement question with teachers. Protect a short shared planning cycle, agree an instructional change and use a common rubric for examining student work. Agree participation, privacy protections, baseline and stopping rules before starting.
Days 31–60 · Observe. Collect the pre-agreed measures, keep a log of implementation changes and invite confidential voluntary feedback. Preserve existing support for staff and learners.
Days 61–90 · Decide. Review implementation fidelity, teacher time and independently scored student work against a recorded baseline. Examine access differences and competing explanations before attributing changes to leadership. Make a dated decision to stop, revise or extend the inquiry.

Board decision brief

Present the local problem, source setting, evidence limits, intervention, responsible owner, total cost, measured changes and uncertainty. Separate staff perceptions, implementation measures and student learning outcomes.

Attribution and reuse

Yong Tian; Jie Yang; Feng Huang; Xiyan Zhang; Xin Wang; Lijun Fan; Wei Du; Hui Xue. An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students’ Bullying Behavior in Jiangsu Province. Behavioral Sciences (2023-11-20). https://doi.org/10.3390/bs13110954

Prepared 2026-11-07. Source authorship and DOI are preserved. The abstract and source passages are attributed extracts; this editorial guide is offered under the same CC BY 4.0 license.