Speakers
Description
In Japan, the Act for the Promotion of Bullying Prevention Measures was enacted in 2015. This study aimed to evaluate the state of bullying and students' assessments of school anti-bullying efforts in compulsory education (six years of elementary and three years of middle school) post-enactment. In March 2024, a retrospective online survey was conducted with 3,500 high school students aged 15–18 (mean age 16.9, ±0.86; 83.5% male, 16.5% female) who had completed compulsory education. Results indicated that 69.1% of students had received explanations of anti-bullying measures at school (average frequency 6.19 ± 2.92 times), and 75.2% had attended lessons on bullying prevention (average frequency 5.41 ± 2.94 times). During compulsory education, 88.9% reported experiencing victimization, 8.96% admitted to perpetrating bullying, 18.61% experienced both roles, and 11.09% had no involvement. A multinomial logistic regression analysis examined the impact of anti-bullying explanations, preventive lessons, and classroom environment (rated 1–10) on victimization, perpetration, and dual involvement. The cumulative effects of these interventions over grades were also evaluated. Results showed that explanations alone did not have a consistently significant impact on bullying involvement across grades. However, preventive lessons showed a cumulative suppressive effect on victimization in some grades, although the effect varied by grade level. Better classroom conditions were consistently associated with lower levels of both victimization and perpetration across grades. These findings suggest that consistent implementation of anti-bullying explanations and lessons, alongside improvements in classroom environments, may enhance the effectiveness of anti-bullying measures. Further verification through prospective studies is recommended.
Keywords
Act for the Promotion of Measures to Prevent Bullying, Anti-Bullying Measures, Student Evaluation, Classroom Environment and Bullying
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
