Bullying Intervention Programme at the Classroom Level for Primary School Children

  • Noran Fauziah Yaakub Malaysian Psychological Association, Faculty of Social Sciences and Humanities, National University of Malaysia, 43600 Bangi, Selangor, MALAYSIA
  • Nor Junainah Mohd Isa Mohd Isa Faculty of Human Development, Sultan Idris Education University, 35900 Tanjong Malim, Perak, MALAYSIA
  • Nurhanini Abd Rahman Faculty of Human Development, Sultan Idris Education University, 35900 Tanjong Malim, Perak, MALAYSIA
Keywords: Effectiveness, bullying intervention, classroom level, primary schools


The objectives of this study were to investigate (i) the prevalence of bullying and victimization of bullying among primary school children, and (ii) the effectiveness of a classroom bully intervention programme that was carried out on a group of primary school teachers, based on children’s perspective. This study used a pre and post-test intervention design without a control group. A total of 235 primary school pupils from six schools who were selected purposively by the state religious education department, became the respondents in this study. These pupils had followed classroom lessons that spanned a time period of three months that addressed the issue of bullying in selected primary school subjects.  Prior to the classroom intervention, these pupils answered a questionnaire on four types of bullying and being victims of bullying, namely physical, verbal, relational, and cyber. After three months following the lessons, the same pupils again completed the same questionnaire that was given before the intervention. In addition to descriptive statistics, the paired sample t-test was used to analyze the data. The findings of this study showed significant reductions in the four types of bullying and victimization of bullying.


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How to Cite
Yaakub, N. F., Mohd Isa, N. J. M. I., & Abd Rahman, N. (2021). Bullying Intervention Programme at the Classroom Level for Primary School Children. Evaluation Studies in Social Sciences, 10, 84-89. https://doi.org/10.37134/esss.vol10.sp.14.2021