Rethinking the “Upstander” Approach to Bullying: A Critical Look

School bullying is a persistent problem, casting long shadows on young lives. The recent push for “upstanders” – students who actively intervene when they witness bullying – seems intuitive enough. The idea is to empower bystanders, shifting the dynamic and providing immediate support to victims. Yet, a closer scrutiny of the existing research suggests this strategy might not be the silver bullet we’re hoping for.

The concept gained traction in the late 90s, championing the notion that bullying, a group phenomenon, needs a group-based solution. Train students to step in, the thinking went, and they’ll disrupt the cycle of abuse. We’ve woven these bystander interventions into broader anti-bullying programs. Schools are encouraged to mobilize their students. The intention is good, without question. Are these programs actually making a measurable, positive change? That’s the question.
>

For a while, we gauged “success” by how frequently bystanders intervened, not by whether this action actually alleviated bullying. This strikes me as a rather significant oversight. The crucial question is, does bystander intervention truly improve outcomes for victims? The latest research is unsettling. Recent, robust studies from the Netherlands, China, and Finland paint a surprisingly consistent picture. These studies tracked thousands of students, and the results challenge our assumptions: students who were defended by their peers didn’t show significant improvements in self-esteem, depression levels, or the severity of bullying they endured. In some cases, it might even be making things worse.

What could explain this unexpected result? Several theories present themselves. Increasing peer involvement may inadvertently publicize the bullying. A more visible instance of bullying could stigmatize the victim, leading to social isolation or further victimization. On top of that, a larger audience might inadvertently embolden the bully, feeding their need for attention or control.

When we analyze anti-bullying programs as a whole, a disturbing trend emerges. Programs that integrate peer intervention strategies don’t appear to be as effective as those that don’t. One analysis distinguished between “informal” strategies, like classroom discussions, and active “upstander” interventions. The data indicated that informal approaches were linked to greater success, while actively pushing students to intervene was tied to less effective outcomes. Another analysis drew similar conclusions for “non-punitive” peer-led solutions. Now, this doesn’t mean that bystander intervention never works. Circumstances undoubtedly matter. A popular student intervening on behalf of a close friend is a different scenario than a less socially connected student confronting a bully.
>

What should schools do now? Abandon all hope? Certainly not. The research points to a few key areas:

Whole-School Approach: A comprehensive anti-bullying policy, consistently enforced, is essential. This communicates a clear message that bullying is unacceptable. Discipline: Effective disciplinary measures provide consequences for bullies, holding them accountable for their behavior. Victim Support: Providing counseling, resources, and a safe space for victims to report bullying is crucial for their well-being and recovery. Parental Involvement: Keeping parents informed and engaged in addressing bullying ensures a united front and consistent messaging. Informal Education: Low-key class discussions about empathy, looking out for each other, and knowing when to seek help from trusted adults can empower students without putting them directly in harm’s way.

It’s worth noting that “social awareness” programs can be very effective. We can get kids discussing in class settings how to treat people right. We can encourage dialogue in the classroom.

The current evidence encourages caution regarding “upstander” programs. The urge to empower students to act is understandable, but we must ensure our interventions are genuinely helpful and not inadvertently causing further harm. We must focus on creating a school environment where students feel safe reporting bullying, where bullies are held accountable, and where victims receive the support they need to heal. Future studies will certainly reveal further insights into the complex dynamics of peer intervention. For now, a measured, evidence-based approach seems the most prudent path.

Read Original

Keywords: school bullying, upstander approach, bullying intervention, anti-bullying programs, bystander effect, victim support, peer intervention, bullying research