1 The KiVa Anti-Bullying Programme: The Pilot and Randomised Controlled Trial Presentation at the Bangor Conference Suzy Clarkson Centre for Evidence Based Early Intervention Bangor University

KiVa Anti-Bullying Programme 2 Developed and evaluated in Finland; Professor Christina Salmivalli at Turku University Commissioned by the Finnish Ministry of Education and Culture For over a decade no changes in bullying prevalence rates Legislative changes (1998, 2003) Schools required to have policy (including action plan or strategy against bullying) Schools encouraged to self-invent programmes

Research on Bullying Bullying is a group process Bully’s behaviour: pursuit and maintenance of status and power within the group Bystanders behaviour can encourage, support, and maintain the bully’s behaviour Foundations of KiVa: By influencing the behaviour of classmates, we can help to reduce the rewards gained by the bullies and consequently, their motivation to bully in the first place 3

4 KiVa Antibullying Programme KiVa is a structured and sytematic programme with a large amount of materials and concrete tools Two components Universal actions: Ten double lessons, online games, high-visibilty vests for playtime supervision, posters, and parent website Indicated actions: KiVa team with scripted strategies for dealing with reported incidents of bullying. Indicated actions permit “victim’s voice” to be heard, allow bully to commit to a plan to support the victim, and class teacher to encourage pro-social support for victim.

5 Finnish Randomised Controlled Trial 234 schools (117 intervention, 117 control) representing all provinces in the mainland Finland > students Wide age range (Grades 1-9, pupils 7-15 years of age) Measured numerous outcome variables

Main Conclusions of the RCT KiVa was effective in reducing (self- and peer-reported) bullying and victimisation during the first nine months of implementation –The effects generalised to multiple forms of victimisation; Verbal, social exclusion, physical, material, threats, racist, sexual and cyber Numerous positive effects on other outcomes, including school liking and academic motivation Decreases in depression and anxiety 6

Finnish Rollout The RCT was conducted in and In 2009, Rollout commenced in 1,450 schools 880 schools included in further evaluations (N~150,000 pupils). Postive results were gained In 2010, +810 schools In 2011, +200 schools 7 NOW: 90% of schools implement KiVa

Pilot Study Small-scale opportunistic pilot in Funded by KESS and Children’s Early Intervention Trust registered charity 17 schools –14 schools in Wales used an improvement grant from Welsh Government –3 schools in Cheshire supported by a local plan 8

Pilot Study Only Unit 2 translated at time of study Year 5 and 6 (age 9-11 years) Teachers/KiVa team training in May 2012 Termly support sessions and telephone contact Data collected Pupil pre and post data via the KiVa online pupil self-report survey Teacher mid- and end-point via survey 9

10 Pupil Self-Report Results Victimisation: t(13) =2.52, p =.01, r =.57 Bullying: t(13) =2.76, p =.01, r =.61 Final: Pupil sample n=529 School sample n=14 Self-reported victimisation and bullying were significantly reduced in classes delivering the programme

Teacher Feedback Teachers: enthusiastic and positive about the lesson content and structure Teachers: reported that % of pupils were engaged and enthusiastic about the lessons The majority of teachers reported that KiVa had a positive impact on: child well-being, behaviour, pro-social behaviour, and class and playground atmosphere 11

RCT Trial Funded by the Welsh BIG Lottery from Project partners: the Social Research Unit Dartington and CEBEI, and CEIT at Bangor University 20 primary schools across Wales 11 phase 1 intervention, 9 wait list control Phase 1 schools are now delivering the programme, and Phase 2 schools will be trained in June 2014 and begin delivery in September All of Key stage 2; Unit 1 and 2 12

RCT Outcomes The funded trial will consider: Bullying Pupil self-report Victimisation Pupil self report Mental well-being Teacher Strengths and Difficulties Questionnaire AttendanceHalf day absences Feedback from teachers, during the termly support sessions is extremely positive, both for lesson content and child engagement 13

KiVa is an example of how the commitment of politicians, researchers, and educators can make a difference in the lives of many children and young people 14 KiVa in Finland

Thank you for listening 15 Suzy Clarkson: Centre of Evidence based Early Interventions Bangor University