A.General description on research questions, objectives, and theoretical framework.Research suggests that teachers and parents might be better equipped to tackle school bullying when they collaborate (Axford et al., 2015; Gaffney et al., 2021; Huang et al., 2019). Despite the various efforts to secure family-school partnerships, parents’ involvement in schools’ antibullying interventions remains limited (Gaffney et al., 2021).Motivated to improve their family-school anti-bullying collaboration, three Dutch primary school communities took part in a participatory action research (Brydon‐Miller & Maguire, 2009) project. From 2019-2021, educational professionals and parents worked together supported by researchers, to pinpoint areas for improvement, and develop targeted solutions for their schools. The applied approach was similar to ‘action teams for partnership’ (Epstein, 2018), which has been argued to increase parent engagement to attain schools’ development goals. In this study, we evaluated the project with participating parents, educational professionals, and researchers, to discover how they reflect on the process and its outcomes. Our aim was to find out whether (and how) the participatory action research approach helped school communities to work towards family-school partnership to tackle bullying. B.Methods/methodologySemi-structured interviews were conducted with participating parents (n=3/5), educational professionals (n=7/10) and researchers (n=3/3), through video calls which were recorded and transcribed. Content analysis was conducted to gain insight in participants’ experiences in the collaborative process of conducting research and designing solutions, and the perceived outcomes for themselves and their school.C.Expected outcome/resultsIn this contribution, we critically reflect on our participatory action research approach, aiming to offer some guidance to community members and researchers looking to conduct similar studies. Overall, participants valued the collaborative process, and mentioned beneficial outcomes for themselves and/or their schools. Evaluations of the developed solutions, however, were mixed. Participants’ experiences were mainly related to alignment of interests and goals, group and community building, and exchange and coordination, as well as school- and contextual factors. While securing long lasting change remains challenging, participatory action research seems to be a fruitful approach to work towards family-school partnership.D.ReferencesAxford, N., Farrington, D. P., Clarkson, S., Bjornstad, G. J., Wrigley, Z., & Hutchings, J. (2015). Involving parents in school-based programmes to prevent and reduce bullying: What effect does it have? Journal of Children’s Services, 10(3), 242–251. https://doi.org/10/gk4fqzBrydon‐Miller, M., & Maguire, P. (2009). Participatory action research: Contributions to the development of practitioner inquiry in education. Educational Action Research, 17(1), 79–93. https://doi.org/10/dqbbn3Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. https://doi.org/10/gh24fpHuang, Y., Espelage, D. L., Polanin, J. R., & Hong, J. S. (2019). A Meta-analytic Review of School-Based Anti-bullying Programs with a Parent Component. International Journal of Bullying Prevention, 1(1). https://doi.org/10/gjhzqj
The current study investigates the effects of the school lockdowns during school years 2019–2020 and 2020–2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results showed that students in grades 1 through 3 had significant learning delays after the first lockdown. However, results after the second lockdown showed that most students were able to catch up, compared to students from corresponding grades of cohorts before COVID-19. The magnitude of these positive effects was mostly close to the negative effect of the first lockdown. Apparently, during the second lockdown, schools seemed better prepared and able to deliver more effective home schooling and online instruction. The hypothesis that students’ learning from a low SES home environment will suffer most from the school lockdowns could only partly be confirmed. SES effects at the individual level tended to be mitigated by negative effects of SES at the school level, making SES-related differences between schools less profound. The findings of this study offer a broader perspective to evaluate the effects of long-term school closures. Implications for educational practice and issues of inequality between students are discussed.
Background:Victimization among children is associated with adverse effects on their physical and psychological health. Many health complaints follow as a result of bullying and anxiety and depression also precede bullying. The Dutch school-wide antibullying program ‘Prima’ was developed based on techniques and scientific insights that are known to be effective. In this randomized trial we investigate the effects of school-wide antibullying program on bullying behavior and self-esteem and depression.Methods:A total of 4,229 students of grade 3 to 6 of 31 primary schoolsparticipated in this study. The schools were randomly assigned to three conditions. Condition A was offered a teachertraining, an online screening tool for bullying behavior, and a set of practice- and evidence-based guidelines to deal with difficult bullying situations. Condition B included all of condition A plus a series of eight lessons for the students. Condition C was the control group. A questionnaire was filled out by the students before and after the intervention.Results:Results from the pretest showed that 16% of the students was bullied regularly. There was a significant difference between bullied and non-bullied children in their reported mental health. Bullied students indicated much more depressive symptoms compared to non-bullied students (3,67 vs 1,67, p= .000). Bullied children also indicated lower self-esteem (16,74 vs 19,84, p = .000). The effects of the intervention program are currently analyzed and will be presented at the conference in the fall of 2018.Conclusions:Bullying is strongly related to mental health issues among children. To address mental health issues among youth, schools should focus on evidence-based anti-bullying programs as a vital part of a wider school policy.Key messages:-Bullying has a strong impact on the wellbeing and mental health of children.-School programs focused on preventing bullying can therefore reduce health complaints among children.
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