Citation

Donohoe P. Int. J. Bullying Prev. 2020; 2(4): 264-279.

Copyright

(Copyright © 2020, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s42380-019-00036-4

PMID

unavailable

Abstract

Ascertaining if non-drama specialist teachers would be able to use role-play to help reduce bullying in their classrooms was the key aim of a longitudinal two-year pilot study conducted in an inner-city school in Ireland. The study combined qualitative and quantitative elements, including ongoing teacher feedback (oral and written), student focus groups and teacher interviews and the Olweus Bully Victim Questionnaire. Role-play has been offered as a resource in other anti-bullying interventions, but its efficacy is not often evaluated as usage is optional and left to the discretion of teachers who can eschew role-play activities due to time constraints, curriculum overload and unfamiliarity with drama activities. At the end of the two-year intervention, students indicated that there was a 53% drop in victimisation. Most teachers reported that role-play was a very effective resource for opening the discussion and creating awareness about bullying while aiding its prevention. Students, who participated in focus groups, reported that they found their teachers more effective in dealing with bullying incidents. Thus, this study provides evidence that role-play can be a powerful resource for teachers to utilise in creating  awareness about bullying and give teachers and students the skills the aid its prevention.

Language: en