SWPBIS reduces the rate of increase in teacher-reported bullying perpetration over elementary school¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2012 · checked against its sources 2026-10-17 (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 i? Children in SWPBIS schools displayed significantly less bullying behavior over time than children in comparison schools. → Waasdorp TE 2012

Evidence¶

Waasdorp TE 2012¶

Waasdorp TE, Bradshaw CP, Leaf PJ. (2012). The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Arch Pediatr Adolesc Med. 2012;166(2):149-156. https://doi.org/10.1001/archpediatrics.2011.755

q3 · i? · causal · r3

Group randomized controlled effectiveness trial in 37 Maryland elementary schools. Three-level HLM on teacher TOCA-C bullying ratings of 12,344 students showed children in the SWPBIS schools "displayed significantly less bullying behavior" over time vs comparison schools (coefficient −0.02, t = −2.60, P < .05).

"the hierarchical linear modeling results indicated that children in the SWPBIS schools displayed significantly less bullying behavior (/H9253=−0.02, t= −2.60, P < .05, SE=0.01)"

Studies bearing on this claim¶

Do schoolwide programmes (a positive behaviour framework, organised recess, a restorative whole-school approach) reduce bullying compared with schools without them? This table gathers the studies behind this claim and the 5 narrower claims that bear on it: 3 distinct studies (2 causal, 1 review), q2–q3, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Study	Design	Effect as recorded	Bears on this claim through
Waasdorp TE 2012	q3 · causal · r3	i?	this claim; SWPBIS reduces the rate of increase in teacher-reported peer rejection over elementary sch (supports); Teacher-rated bullying and peer rejection rose over four years of elementary school in bot (qualifies); Sex and special education status did not significantly moderate SWPBIS effects on teacher- (qualifies)
Martha Bleeker 2012	q3 · causal · r?	i?	Teachers in Playworks schools reported less bullying and exclusionary behavior during rece (supports)
Fronius 2019	q2 · review · r3	i?	A two-year quasi-experimental study in Hong Kong found full-implementation restorative who (supports)

Discussion¶

- SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12) — the general claim this finding bears on, with the studies behind it¶

Page metadata

Field	Value
`type`	`claim`
`id`	`swpbis-reduces-growth-teacher-reported-bullying`
`title`	`SWPBIS reduces the rate of increase in teacher-reported bullying perpetration over elementary school`
`description`	`SWPBIS reduces the rate of increase in teacher-reported bullying perpetration over elementary school`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2012`
`source_checked`	`2026-10-17`
`generated`	by `process:wiki-ingest` on `2026-10-14`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `waasdorp-te-2012`

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