P3.K218: Implementation of Educational Programming and Policies to Prevent Bullying, Sexual Harassment, and Violence in US Schools, 2008-2020

Background: Bullying, sexual harassment, and violence can create hostile school environments that negatively impact students’ learning, mental health, and well-being. However, little is known about the extent to which policies and curricula related to the prevention of bullying, sexual harassment, and violence have been implemented across middle and high schools in the US, and how this has changed over time. The overall purpose of the study was to examine trends in policies and curricula related to the prevention of bullying, sexual harassment, and violence across middle and high schools in the US from 2008 to 2020.

Methods: Data were collected from seven cycles (2008-2020) of the School Health Profiles (SHP), a national surveillance system operated by the Centers for Disease Control and Prevention (CDC). The survey involves two self-administered questionnaires for the principal and lead health education teacher at randomly sampled schools that serve students from grades 6-12 across the US, covering 44-50 states during the study period. Initially, descriptive statistics were compiled, including percentages (%) and counts (n) of schools that had implemented various efforts to prevent bullying, sexual harassment, and violence. Data from states with a participation rate of 70% or higher for each survey year were adjusted through weighting to accurately reflect the characteristics of schools within those states. In instances where states conducted sampling, adjustments were made to the data through weighting to compensate for the probabilities of school selection and instances of non-response. Weighted prevalence estimates were then calculated for schools with programs, policies, and curricula related to preventing bullying, sexual harassment, and violence.

Results: A total of 2718 schools were included in the analytic sample. The inclusion of unintentional injury and violence prevention (safety) measures into assessment tools related to schools’ policies, activities, and programs remained low and unchanged (ranging from 36.6% in 2010 to 40.1% in 2020). Education materials to increase knowledge about preventing student bullying and sexual harassment, including electronic aggression, also remained relatively low (ranging from 62.7% in 2014 to 65.0% in 2020). Furthermore, the extent to which teachers received professional development related to violence prevention remained stable between 56.2% in 2008 to 61.4% in 2020.

Conclusion: Programs, policies, and curricula related to bullying, sexual harassment, and violence in schools remained low and stagnant between 2008 to 2020. Given the rise in school-based violence in recent years, there is an urgent need to scale up preventive interventions, while improving current monitoring practices related to program implementation and quality.