Speakers
Description
Abstract:
This poster presents empirical findings from two Master’s research projects conducted within New Zealand's Sticks 'n Stones programme, focused on Year 7 and 8 students. Grounded in participatory design theory, both studies examine the effects of involving students as co-designers in bullying prevention efforts to increase program relevance and impact.
Theoretical Background and Objective:
The research aims to evaluate the impact of participatory design in bullying prevention, emphasising school-specific data and student empowerment to enhance engagement and efficacy.
Methodology:
Both studies utilised focus groups and semi-structured interviews, involving 45 students and key facilitators across multiple schools. Using thematic analysis, the researchers examined student experiences and program adaptations based on localised data.
Results:
Findings reveal that students participating in program co-design reported higher engagement, improved self-confidence, and a stronger sense of ownership over the content. Key protective factors, such as the tuakana/teina mentoring model, were identified as enhancing positive peer relationships and promoting a culture of active bystanding.
Conclusion and Implications for Practice:
Involving students as co-designers in anti-bullying programs fosters meaningful engagement and relevance, encouraging students to act as agents of change within their schools. This participatory approach can serve as a model for tailoring educational interventions, promoting resilience, and empowering students, with broader implications for anti-bullying strategies across educational settings in New Zealand.
Keywords
Co-design, partnership with youth
| Please indicate what type of scientific contribution it is | Qualitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Mixed |
