Helping school personnel prevent and de-escalate peer aggression: An overview of existing research and insights into programming
Frye-Cox, N., Sherman, H., Tidwell, A., O’Neal, C. W., & Lucier-Greer, M. (2021). Helping school personnel prevent and de-escalate peer aggression: An
overview of existing research and insights into programming. Auburn, AL: Military REACH
Abstract Created by REACH
Request: The Military REACH team was asked to review research related to systemic predictors of peer
aggression and to examine insights gleaned from preventative programs designed to help adults mitigate peer
aggression between children and youth in school and community settings. Accordingly, this report is presented
in four sections.
Section 1 provides an overview of the definition and prevalence of peer aggression while also highlighting the
predictors of peer aggression from multiple levels of influence (i.e., individual, relationship, community, societal),
using a socioecological perspective.
Section 2 discusses how preventative programming has been used to address peer aggression, with an
emphasis on the role school personnel—especially teachers—play in handling acts of peer aggression. More
specifically, this section addresses three types of preventative programs (i.e., primary, secondary, and tertiary)
and two programmatic approaches to peer aggression (i.e., whole-school and individualized). Despite the variety
of programs, research has shown that only a small number of them are effective at reducing peer aggression;
in fact, some program components (e.g., peer mediation) may contribute to an increase in peer aggression.
Regardless of the program selected, the effectiveness of programmatic efforts to reduce and de-escalate peer
aggression is contingent on the school personnel implementing it. In particular, teachers’ perceptions of peer
aggression appear to indicate how they respond to aggressive behaviors. When teachers believe the problem
is serious, feel empathy for victimized students, perceive that they have key roles to play in reducing peer
aggression, and believe that their intervention will be effective, they are likely to intervene effectively.
Section 3 summarizes evidence-based strategies gleaned from preventative programs as well as broader
literature on peer aggression to help prevent and de-escalate “in the moment” peer aggression. This section
underscores the importance of preventative programs that address school climate by:
(1) using a whole-school approach;
(2) implementing clear school policies;
(3) addressing disciplinary matters when students do not follow school policies;
(4) developing student and school personnel skillsets;
(5) managing the classroom environment;
(6) including parents.
Section 4 includes empirically grounded best practices for implementing preventative peer aggression
programs. Available evidence suggests that school personnel must carefully consider each implementation
phase (i.e., pre-implementation, implementation, and post-implementation). Because peer aggression is
complex, whole-school programmatic efforts may be necessary to address peer aggression. Despite their
efficacy, whole-school approaches require considerable time and effort to obtain meaningful reductions in peer
aggression. Therefore, school personnel must possess the resources and commitment needed to implement
such a program as designed. Realistic expectations are also essential: personnel should not expect immediate
changes in aggressive behavior. If resources are limited, personnel should consider incorporating smaller
programs (i.e., individualized), as these are likely to be more effective than unsuccessfully implemented whole-school
approaches. Program evaluation is an effective way to determine whether personnel are implementing
the program properly, and provides an opportunity to identify how to improve specific program components.
Research summaries convey terminology used by the scientists who authored the original research article; some terminology may not align with the federal government's mandated language for certain constructs.
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