Abstract
Bullying has been shown to be negatively related to both academic performance and attendance among students. The present study examined a small-scale bullying intervention using a video-discussion model. Eighty-one students in grades 4 through 6 completed pre- and posttests examining gains in knowledge of bullying and responses to it. Results indicated that students increased their knowledge about bullying, attitudes about victims, and knowledge of who to approach for assistance after the video and discussion. Although comprehensive programs are best for addressing bullying at the schoolwide level, the implications of the present study suggest that a video-discussion classroom intervention can help to build the awareness and knowledge that is instrumental in bullying prevention.