ArticleScandinavian journal of psychology2020
Sustainable antibullying program implementation: School profiles and predictors.
Article in Scandinavian journal of psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Causes of bullying among young people and protective mechanisms and preventative factors that promote mental health and well-being: young people's perspectives.International journal of qualitative studies on health and well-being · 2025Article
- A web-enabled, school-based intervention for bullying prevention (LINKlusive): a cluster randomised trial.EClinicalMedicine · 2024Article
- Bullying in Middle School: Evidence for a Multidimensional Structure and Measurement Invariance across Gender.Children (Basel, Switzerland) · 2023Article
- Facilitators and Barriers to the Sustainability of a School-Based Bullying Prevention Program.Prevention science : the official journal of the Society for Prevention Research · 2022Article
- Restorative Justice Education from Intrajudicial Criminal Mediation Associated Factors.European journal of investigation in health, psychology and education · 2021Article
- Different Approaches to Address Bullying in KiVa Schools: Adherence to Guidelines, Strategies Implemented, and Outcomes Obtained.Prevention science : the official journal of the Society for Prevention Research · 2021Article
- Efficacy of a Web-Enabled, School-Based, Preventative Intervention to Reduce Bullying and Improve Mental Health in Children and Adolescents: Study Protocol for a Cluster Randomized Controlled Trial.Frontiers in pediatrics · 2021Article
- Sustainable antibullying program implementation: School profiles and predictors.Scandinavian journal of psychology · 2020Article
Corrections and comments
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Authors and funding
7 authors.
Funding
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Abstract
We examined the sustainability of the KiVa antibullying program in Finland from its nationwide roll-out in 2009 to 2016. Using latent class analyses, we identified four different patterns of implementation. The persistent schools (43%) maintained a high likelihood of participation throughout the study period. The awakened (14%) had a decreasing trend during the first years, but then increased the likelihood of program participation. The tail-offs (20%) decreased in the likelihood of participating after the third year, and the drop-offs (23%) already after the first year. The findings suggest that many schools need support during the initial years to launch and maintain the implementation of evidence-based programs; yet a large proportion of schools manage to sustain the program implementation for several years. The logistic regression analyses showed that large schools persisted more likely than small schools. Lower initial level of victimization was also related to the sustainability of the program. Finally, persistent program participation was predicted by several school-level actions during the initial years of implementing the program. These results imply that the sustainability of evidence-based programs could be enhanced by supporting and guiding schools when setting up the program during the initial implementation.
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