ArticleFrontiers in public health2025
Development of a comprehensive school anti-bullying logic model in Abu Dhabi: a multi-method participatory approach.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 1 paper.
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1 citing paper in PubMed.
- Participatory Methodologies for Addressing School Bullying: An Overview and Methodological Guidelines.Children (Basel, Switzerland) · 2026Review
Corrections and comments
- Erratum issued
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1 author.
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Abstract
Background: Bullying remains a critical issue affecting the well-being, academic performance, and long-term development of school-aged children. This study documents the participatory development of a Comprehensive School Anti-Bullying Logic Model in the Emirate of Abu Dhabi, United Arab Emirates (UAE). Methods: Utilizing a multi-method process consisting of stakeholders' interviews, focus group discussions (FGDs), group workshops, and a scoping review-the study sought to construct a culturally sensitive and actionable anti-bullying logic model. Results: Themes that emerged from interviews and FGDs were underreporting of bullying, the requirement of clearer policies, and a call for more support mechanisms. The logic model developed has organized components: inputs/resources, activities, outputs, outcomes, impact and assumption and external factors. This model combines global best practices with local knowledge and provides a strategic framework for efficient policy design and implementation for all schools in the Emirate. The process emphasizes the necessity of multi-stakeholder involvement in solving intricate education problems. This collaborative process led to a strategic, culturally suitable anti-bullying logic model. The model provides a blueprint for effective implementation and evaluation within and between schools in the emirate. The creation of this Abu Dhabi Comprehensive School Anti-Bullying Logic Model is a reflective and culturally appropriate approach in reducing bullying in schools. The utilization of a multi-method study and involving a broad cross-section of stakeholders has yielded a framework that is underpinned by local context and international best practice. Conclusion: This model offers a strategic roadmap for schools to effectively implement policies and programs to minimize bullying and establish a safer, more supportive learning environment. The research highlights the need for concerted effort in solving intricate problems such as bullying to ensure that solutions are practical, relevant, and sustainable.
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