| Summary: | <p>This study is driven by the hypothesis that intervention and prevention programs to address violence and bullying in general, and cyberbullying in particular, can affect students' cyberbullying perpetration and victimization outcomes. Cyberbullying can occur throughout a student's day via various information and communication technologies. Thus, school administrators, teachers, and researchers have a unique opportunity to implement prevention programs that will, in addition to reducing toxic behavior, increase students' academic achievement, attendance, and rates of high school graduation. The researchers used meta-analytic techniques, such as combining all available effect sizes using robust variance estimation, to determine program effects. Specifically, the team answered the following questions:</p> <ol><li>What is the overall impact of anti-cyberbullying, traditional anti-bullying, anti-violence, and school-climate intervention and prevention programming on cyberbullying perpetration and victimization?</li> <li>Are there certain program characteristics, types, or genres that are ineffective at producing meaningful changes in students' cyberbullying behaviors?</li> <li>Are there additional characteristics of the primary studies' methodologies, measurements, or samples that significantly and meaningfully moderate the intervention effect size?</li> <li>Do the programs have an impact on secondary outcomes, such as traditional bullying perpetration and student achievement?</li></ol>
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