The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors

Okan Tiring; Durmuş Ümmet

doi:10.54535/rep.1819269

The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors

Abstract

This study investigated the effects of the Peer Kindness Program on bullying and prosocial behaviors among 3rd- and 4th-grade students. The program, designed to enhance empathy, kindness, and cooperation, involved twelve elementary students (3 girls, 9 boys; aged 8–10) in Istanbul, selected via purposive sampling. Using a pre-test–post-test design, the intervention significantly reduced bullying (p = .035) and victimization (p = .036), while increasing positive social behaviors (p = .002). Subgroup analyses revealed notable gains in prosocial behavior among both bullies and victims. Findings suggest that the program effectively decreases bullying and fosters empathy, belonging, and resilience. Although limited by its small sample and lack of a control group, the study offers preliminary evidence supporting the feasibility and value of peer kindness interventions in promoting positive school climates and guiding future large-scale research.

Keywords

References

Al-Mekhlafi, A., Becker, T., & Klawonn, F. (2020). Sample size and performance estimation for biomarker combinations based on pilot studies with small sample sizes. Communications in Statistics - Theory and Methods, 51(16), 5534-5548. https://doi.org/10.1080/03610926.2020.1843053
Altan, M. Z., & Yıldırım, T. (2022). Bütüncül eğitim yaklaşımı ve sosyal-duygusal öğrenme [Holistic education, holistic development, holistic person]. Eğitimde Yeni Yaklaşımlar Dergisi, 5(1), 65-78.
Ata, S., & Artan, İ. (2022). Çocuk Prososyallik Ölçeği: Çocuk Formu geçerlilik ve güvenirlik çalışması [Child Prosociality Scale: Child Form validity and reliability study]. Spor, Eğitim ve Çocuk, 2(3), 1-14. https://doi.org/10.5505/sec.2022.54154
Bermejo-Cantarero, A., Álvarez-Bueno, C., Martínez-Vizcaíno, V., Redondo-Tébar, A., Pozuelo-Carrascosa, D. P., & Sánchez-López, M. (2021). Relationship between both cardiorespiratory and muscular fitness and health-related quality of life in children and adolescents: a systematic review and meta-analysis of observational studies. Health and Quality of Life Outcomes, 19(1). https://doi.org/10.1186/s12955-021-01766-0
Boudreau, A., Corkum, P., & Smith, I. (2018). Peer-mediated pivotal response treatment for children with autism spectrum disorder: provider perspectives on acceptability, feasibility, and fit at school. Canadian Journal of School Psychology, 34(4), 259-282. https://doi.org/10.1177/0829573518777417
Brechwald, W. & Prinstein, M. (2011). Beyond homophily: a decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179. https://doi.org/10.1111/j.1532-7795.2010.00721.x
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods] (25. baskı). Pegem Akademi Yayıncılık.
Cantone, E., Piras, A. P., Vellante, M., Preti, A., Daníelsdóttir, S., D’Aloja, E., Lesinskiene, S., Angermeyer, M. C., Carta, M. G., & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: A systematic review. Clinical Practice & Epidemiology in Mental Health, 11(Suppl 1 M4), 58–76. https://doi.org/10.2174/1745017901511010058

Carlo, G., McGinley, M., Hayes, R., & Martinez, M. M. (2011). Empathy as a mediator of the relations between parent and peer attachment and prosocial and physically aggressive behaviors in mexican american college students. Journal of Social and Personal Relationships, 29(3), 337-357. https://doi.org/10.1177/0265407511431181
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science (Vol. 3, pp. 610-656). Wiley.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development (ASCD).
Ford, P., Clifford, A., Gussy, K., & Gartner, C. (2013). A systematic review of peer-support programs for smoking cessation in disadvantaged groups. International Journal of Environmental Research and Public Health, 10(11), 5507-5522. https://doi.org/10.3390/ijerph10115507
Fortuna, K. L., Aschbrenner, K. A., Lohman, M. C., Brooks, J., Salzer, M., Walker, R., St. George, L., & Bartels, S. J. (2018). Smartphone ownership, use, and willingness to use smartphones to provide peer-delivered services: Results from a national online survey. Psychiatric Quarterly, 89(4), 947–956. https://doi.org/10.1007/s11126-018-9592-5
Goldweber, A., Waasdorp, T., & Bradshaw, C. (2013). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology, 51(4), 469-485. https://doi.org/10.1016/j.jsp.2013.04.004
Gotdiner, V. & Gumpel, T. (2023). Bystander intervention style and motivational factors influencing behavior in bullying situations. Psychology in the Schools, 61(2), 631-646. https://doi.org/10.1002/pits.23075
Gülay, H. (2011). Okul öncesi dönemde akran ilişkileri [Peer relationships in preschool years]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 1-10.
Hikmat, R., Yosep, I., Hernawaty, T., & Mardhiyah, A. (2024). A scoping review of anti-bullying interventions: reducing traumatic effect of bullying among adolescents. Journal of Multidisciplinary Healthcare, 17, 289-304. https://doi.org/10.2147/jmdh.s443841
Kaya-Memiş, A., & Oğuz-Duran, N. (2019). İlkokul öğrencilerinde okul nezaket algısı ve psikolojik ve duygusal iyi oluş düzeyleri arasındaki ilişki [Investigation of the relationship between school kindness and psychological and emotional well-being among primary school students]. İlköğretim Online, 18(3), 1671-1685. https://doi.org/10.17051/ilkonline.2019.632917
Kılıç, S. (2019). Okulda pozitif psikoloji uygulamaları: 12-18 yaş öğrencilerine yönelik grup rehberliği etkinlikleri. Pegem Akademi Yayıncılık.
Kisić-Tepavčević, D. (2020). Bullying victimization in primary school: a cross-sectional study in one municipality in Belgrade. The Central European Journal of Paediatrics, 16(1), 39-45. https://doi.org/10.5457/p2005-114.255
Kohlberg, L. (1984). Essays on moral development: Vol. 2. The psychology of moral development. Harper & Row.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
McMahon, G., Creaven, A., & Gallagher, S. (2020). Stressful life events and adolescent well-being: the role of parent and peer relationships. Stress and Health, 36(3), 299-310. https://doi.org/10.1002/smi.2923
Midgett, A., Moody, S. J., Reilly, B., & Lyter, S. (2017). The phenomenological experience of student-advocates trained as defenders to stop school bullying. The Journal of Humanistic Counseling, 56(1), 53-71. https://doi.org/10.1002/johc.12044
Musci, R. J., Bettencourt, A. F., Sisto, D., Maher, B., Uhl, G., Ialongo, N., & Bradshaw, C. P. (2018). Evaluating the genetic susceptibility to peer reported bullying behaviors. Psychiatry Research, 263, 193–198. https://doi.org/10.1016/j.psychres.2018.03.016
Nemes, S., Jonasson, J. M., Genell, A., & Steineck, G. (2009). Bias in odds ratios by logistic regression modelling and sample size. BMC Medical Research Methodology, 9(1). https://doi.org/10.1186/1471-2288-9-56
Nia, H., Marôco, J., Rahmatpour, P., Allen, K., Kaveh, O., & Hoseinzadeh, E. (2023). Bullying behaviors and intention to drop-out among nursing students: the mediation roles of sense of belonging and major satisfaction. BMC Nursing, 22(1). https://doi.org/10.1186/s12912-023-01584-3
Oldfield, J., Humphrey, N., & Hebron, J. (2015). The role of parental and peer attachment relationships and school connectedness in predicting adolescent mental health outcomes. Child and Adolescent Mental Health, 21(1), 21-29. https://doi.org/10.1111/camh.12108
Pişkin, M., & Ayas, T. (2011). Akran zorbalığı ölçeği: Çocuk formu [Peer bullyıng scale chıld form]. Akademik Bakış Dergisi, 23, 1–12.
Rawlings, J. and Stoddard, S. (2019). A critical review of anti-bullying programs in north american elementary schools. Journal of School Health, 89(9), 759-780. https://doi.org/10.1111/josh.12814
Ross, S. and Horner, R. (2013). Bully prevention in positive behavior support. Journal of Emotional and Behavioral Disorders, 22(4), 225-236. https://doi.org/10.1177/1063426613491429
Song, Y. & Kim, S. (2022). Effects of a social and emotional competence enhancement program for adolescents who bully: a quasi-experimental design. International Journal of Environmental Research and Public Health, 19(12), 7339. https://doi.org/10.3390/ijerph19127339
Sahin, B., & Eser, E. (2021). Effectiveness of a peer support intervention program on obesity control among women in a rural area of Turkey (Version 1) [Preprint]. Research Square. https://doi.org/10.21203/rs.3.rs-970741/v1
Teunissen, H., Spijkerman, R., Prinstein, M., Cohen, G., Engels, R., & Scholte, R. (2012). Adolescents’ conformity to their peers’ pro-alcohol and anti-alcohol norms: the power of popularity. Alcoholism Clinical and Experimental Research, 36(7), 1257-1267. https://doi.org/10.1111/j.1530-0277.2011.01728.x
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. https://doi.org/10.1007/s11292-010-9109-1
Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2014). Well-being, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer victimization. School Psychology Quarterly, 29(3), 320–335. https://doi.org/10.1037/spq0000074
Uysal Toraman, A., Dağhan, Ş., & Kısa, Ö. (2021). Akran zorbalığını önlemede okul tabanlı müdahale programları: Sistematik derleme [School-based ıntervention programs in preventing peer bullying: A systematic review]. Humanistic Perspective, 3(2), 359–399. https://doi.org/10.47793/hp.936791
van de Schoot, R., & Miočević, M. (Eds.). (2020). Small sample size solutions: A guide for applied researchers and practitioners (1st ed.). Routledge. https://doi.org/10.4324/9780429273872
Von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., & Vandenbroucke, J. P. (2007). The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. PLoS medicine, 4(10), e296. https://doi.org/10.1371/journal.pmed.0040296
Wentzel, K. R. (1993). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 63(1), 1–24.
Wójcik, M., & Mondry, M. (2020). “The game of bullying”: Shared beliefs and behavioral labels in bullying among middle schoolers. Group Dynamics: Theory, Research, and Practice, 24(4), 276–293. https://doi.org/10.1037/gdn0000125
World Health Organization. (2020). Global status report on preventing violence against children 2020. Geneva: WHO.
World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053
Wölfer, R. and Scheithauer, H. (2014). Social influence and bullying behavior: intervention-based network dynamics of the fairplayer.manual bullying prevention program. Aggressive Behavior, 40(4), 309-319. https://doi.org/10.1002/ab.21524
Xu, M., Macrynikola, N., Waseem, M., & Miranda, R. (2020). Racial and ethnic differences in bullying: review and implications for intervention. Aggression and Violent Behavior, 50, 101340. https://doi.org/10.1016/j.avb.2019.101340
Yılmaz, N. and Bahar, H. (2024). İlkokulda akran zorbalığının bazı değişkenler açısından i̇ncelenmesi [Investigation of peer bullying in primary school in terms of some variables]. Turkish Journal of Primary Education, 9(2), 102-120. https://doi.org/10.52797/tujped.1528959
Yüksel-Şahin, F. (2015). An examination of bullying tendencies and bullying coping behaviors among adolescents. Procedia - Social and Behavioral Sciences, 191, 214-221. https://doi.org/10.1016/j.sbspro.2015.04.415

Details

Primary Language

English

Subjects

Educational Psychology

Journal Section

Research Article

Authors

Okan Tiring ^*
0000-0001-9253-8403
Türkiye

Durmuş Ümmet
0000-0002-8318-9026
Türkiye

Early Pub Date

December 11, 2025

Publication Date

December 30, 2025

Submission Date

November 7, 2025

Acceptance Date

December 11, 2025

Published in Issue

Year 2025 Volume: 9 Number: 2

DOI

https://doi.org/10.54535/rep.1819269

IZ

https://izlik.org/JA23NH39PX

Cite

RIS / Bibtex

APA

Tiring, O., & Ümmet, D. (2025). The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors. Research on Education and Psychology, 9(2), 419-439. https://doi.org/10.54535/rep.1819269

AMA

1.Tiring O, Ümmet D. The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors. Research on Education and Psychology. 2025;9(2):419-439. doi:10.54535/rep.1819269

Chicago

Tiring, Okan, and Durmuş Ümmet. 2025. “The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors”. Research on Education and Psychology 9 (2): 419-39. https://doi.org/10.54535/rep.1819269.

EndNote

Tiring O, Ümmet D (December 1, 2025) The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors. Research on Education and Psychology 9 2 419–439.

IEEE

[1]O. Tiring and D. Ümmet, “The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors”, Research on Education and Psychology, vol. 9, no. 2, pp. 419–439, Dec. 2025, doi: 10.54535/rep.1819269.

ISNAD

Tiring, Okan - Ümmet, Durmuş. “The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors”. Research on Education and Psychology 9/2 (December 1, 2025): 419-439. https://doi.org/10.54535/rep.1819269.

JAMA

1.Tiring O, Ümmet D. The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors. Research on Education and Psychology. 2025;9:419–439.

MLA

Tiring, Okan, and Durmuş Ümmet. “The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors”. Research on Education and Psychology, vol. 9, no. 2, Dec. 2025, pp. 419-3, doi:10.54535/rep.1819269.

Vancouver

1.Okan Tiring, Durmuş Ümmet. The Effect of a Peer Courtesy Program Applied to Elementary School Students on Bullying and Positive Social Behaviors. Research on Education and Psychology. 2025 Dec. 1;9(2):419-3. doi:10.54535/rep.1819269