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Background <p>School bullying remains a significant concern in primary education globally, with limited research in rural Chinese settings. A wide range of interventions have been developed to address it. Programs based on social emotional learning (SEL) have been effective in bullying prevention in some countries. In Mainland China, reports on the use of SEL interventions in bullying prevention are scarce. This study aimed to determine: (1) whether an SEL-based intervention can reduce the overall prevalence of school bullying behaviors in a rural Chinese setting; (2) whether sociodemographic and other characteristics moderate the intervention effect; (3) how the intervention influences the behaviors and emotional responses of bullies, victims, and bystanders, based on participants’ narratives and experiences.</p> Methods <p>The study was a quasi-experimental trial, comprising 16 weekly 90-minute class sessions, conducted among 230 children aged 8–12 years (with 325 controls) in underdeveloped villages of Central China. The evaluation used a mixed-methods design, with a quantitative survey administered at baseline, post-intervention, and five-month follow-up, complemented by qualitative one-to-one interviews. Linear mixed effects regression modelling was conducted to analyze the intervention effects on bullying. Interview data were analyzed using the inductive thematic analysis approach.</p> Results <p>To our knowledge, this study represents one of the few SEL-based bullying prevention interventions conducted in rural primary schools in Mainland China. Statistically significant reductions were observed in self-reported victimization (<i>p</i> &lt; .005), while no significant change was found in bullying perpetration. Qualitative interviews showed the intervention increased children’s awareness of the negative effects of bullying, and improved their understanding of empathy and emotion management.</p> Conclusions <p>The intervention was well received by students, and could be integrated into the regular school curriculum, thus facilitating sustainability. More research is needed on the implementation of SEL practices in the prevention of school bullying.</p>

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Intervention to address bullying in primary schools in rural China: implementing a social emotional learning (SEL) program

  • 期刊论文

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  • 发表日期：

    2026年3月17日

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  • Jiameng Li,
  • Therese Hesketh

摘要

Background

School bullying remains a significant concern in primary education globally, with limited research in rural Chinese settings. A wide range of interventions have been developed to address it. Programs based on social emotional learning (SEL) have been effective in bullying prevention in some countries. In Mainland China, reports on the use of SEL interventions in bullying prevention are scarce. This study aimed to determine: (1) whether an SEL-based intervention can reduce the overall prevalence of school bullying behaviors in a rural Chinese setting; (2) whether sociodemographic and other characteristics moderate the intervention effect; (3) how the intervention influences the behaviors and emotional responses of bullies, victims, and bystanders, based on participants’ narratives and experiences.

Methods

The study was a quasi-experimental trial, comprising 16 weekly 90-minute class sessions, conducted among 230 children aged 8–12 years (with 325 controls) in underdeveloped villages of Central China. The evaluation used a mixed-methods design, with a quantitative survey administered at baseline, post-intervention, and five-month follow-up, complemented by qualitative one-to-one interviews. Linear mixed effects regression modelling was conducted to analyze the intervention effects on bullying. Interview data were analyzed using the inductive thematic analysis approach.

Results

To our knowledge, this study represents one of the few SEL-based bullying prevention interventions conducted in rural primary schools in Mainland China. Statistically significant reductions were observed in self-reported victimization (p < .005), while no significant change was found in bullying perpetration. Qualitative interviews showed the intervention increased children’s awareness of the negative effects of bullying, and improved their understanding of empathy and emotion management.

Conclusions

The intervention was well received by students, and could be integrated into the regular school curriculum, thus facilitating sustainability. More research is needed on the implementation of SEL practices in the prevention of school bullying.