Using Fuzzy-Set Qualitative Comparative Analysis to Explore Causal Pathways to Reduced Bullying in a Whole-School Intervention in a Randomized Controlled Trial

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Secondary Education
    • Subject Terms:
      Foreign Countries; Intervention; Bullying; Mental Health; Physical Health; Health Promotion; Program Effectiveness; Student School Relationship; Prosocial Behavior; Conflict Resolution; Student Behavior; Secondary School Students; Preadolescents; Early Adolescents
    • Subject Terms:
      United Kingdom (England)
    • Accession Number:
      10.1080/15388220.2022.2105856
    • ISSN:
      1538-8220
      1538-8239
    • Abstract:
      Learning Together is a whole-school intervention, evaluated using a randomized controlled trial in southeast England, which reduced bullying and improved physical and mental health. This paper examines trial data using fuzzy-set qualitative comparative analysis to test hypotheses derived from embedded qualitative research about potential causal pathways. Analyses suggested that the intervention worked via three mechanisms: improving student commitment to school; improving student pro-social skills; and de-escalating conflict and bullying. Evidence also suggests that these mechanisms may have been activated via other resources in schools not receiving Learning Together resources. The analysis suggests which contextual features may be important for activating these mechanisms.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1370085