A psychoeducational intervention for teachers about bullying behavior prevention among secondary school students

Abstract

Background: Bullying among peers in schools is a significant public health problem that contributes to unhealthy outcomes for those who bully or are bullied. Aim: The aim of the study is to evaluate the effect of a psychoeducational intervention for teachers about bullying behavior prevention among secondary school students. Results: The present study shows that there is highly statistical significance between total intervention regarding bullying at school and total bullying perceptions post-psychoeducational intervention. Conclusions: It is important for teachers to receive a psychoeducational intervention from time to time to help them teach students how to solve their problems that can redirect potentially negative or passive behaviors to positive problem-solving and leadership skills.