Students with disabilities in SS-SSTP schools report greater willingness to intervene in bullying situations than control students after 2 years¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 After 2 years of SEL instruction, students with disabilities in SS-SSTP schools reported a statistically and clinically significant increase in willingness to intervene in bullying situations relative to control students (g = .67). → Espelage 2016
Evidence¶
Espelage 2016¶
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2016). Social-Emotional Learning Program to Promote Prosocial and Academic Skills Among Middle School Students With Disabilities. Remedial and Special Education, 37(6), 323–332. https://doi.org/10.1177/0741932515627475
q3 · i2 · causal · r2
Wave 3 ANCOVA analysis of the RCT subsample of 123 students with disabilities (47 intervention, 76 control), controlling for demographics and pretest scores with standard errors adjusted for clustering. The article reports "a statistical and clinical significant increase (g = .67, 95% CI [.21, 1.14])".
"Of the outcomes we hypothesized to increase for the intervention students, willingness to intervene showed a statistical and clinical significant increase (g = .67, 95% CI [.21, 1.14]), representing a medium-large effect."
Discussion¶
Related Claims¶
- Willingness-to-intervene effect at Wave 2 was not statistically significant despite a medium effect size — reports the opposite
- Junior high students in both the STAC intervention and wait-list control groups increased knowledge and confidence to intervene in bullying, with no significant group difference, suggesting carry-over effects — related
- STAC-trained junior high students reported a significantly greater ability to identify bullying at 30-day follow-up than wait-list control students — related
- A two-year quasi-experimental study in Hong Kong found full-implementation restorative whole-school approach students reported significantly less bullying and larger empathy and self-esteem gains than control students — related
- STAC intervention students showed a trend toward decreased anxiety relative to wait-list control students (p = .06) — related
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