Implementing the KiVa school- based bullying prevention programme in the UK: Outcomes from the early implementer schools Suzy Clarkson and Professor Judy Hutchings Centre for Evidence Based Early Intervention, Bangor University KiVa Anti-Bullying Programme KiVa is an innovative school-based anti-bullying programme, developed using research on bullying and its mechanisms that established the importance of bystander behaviour in reinforcing and maintaining bullying. It was extensively evaluated in Finland and showed strong effects in reducing bullying and victimisation rates and in addressing confirmed cases of bullying. It teaches a clear definition of bullying based on the three criteria that it is: intentional, repeated, and perpetrated by a more powerful individual or individuals INTERVENTION KiVa was developed and evaluated in Finland by Professor Salmivalli and colleagues at Turku University with funding from the Finnish Ministry of Education and Culture for pupils aged 7 – 15 in Finnish comprehensive schools. It has three goals: to prevent new cases of bullying, to effectively and consistently deal with reported bullying incidents, and to minimise the effects of bullying. It has two core elements. The universal actions that consist of the KiVa curriculum, high visibility vests for breaktime supervisors, and posters. These actions focus on preventing bullying. The indicated actions are used when a bullying case is identified and target the perpetrators and victims of confirmed cases of bullying. KiVa provides concrete resources for teachers, pupils, and parents, including teacher lesson manuals, videos, online games, a pupil online survey, posters, vests and parent’s guide. KiVa in the UK has, to date, focused on Units 1 and 2 of KiVa with KS2 pupils aged 7 to 11 years. Unit 3 is currently being translated into English. KiVa lessons cover over 50% of the Welsh and English Personal and Social Education Curriculum. RESULTS Pupils reported significant reductions in victimisation and bullying after one year of implementation (see figure 1). Presentation graphics for pupil lessons, for the meeting of the school staff, and for the meetings with parents  Student lessons and materials involved (teachers’ guides, short films, and other auxiliary materials) Preventive Interventive Monitoring Highly visible vests for persons supervising recess time Anti-bullying computer games  Figure 1. Annual KiVa pupil self-report survey DISCUSSION KiVa has a clear intervention structure, delivery process, and content. It provides advice on intervention duration, session frequency, and mode of curriculum delivery. The findings from this study reveal significant reductions in both victimisation and bullying perpetration. Qualitative information concerning the process was gathered in a linked case study, in which the Headteacher reported improved approach to reporting and dealing with incidents and increased understanding of bullying by staff and pupils. Teachers reported that the programme was age appropriate, suitably formatted, and had excellent content and structure. Teachers also reported improvement in their Personal and Social Education curriculum teaching skill set, understanding of, and confidence in dealing with, bullying and relationships with pupils. All staff reported that the programme positively impacted on the school atmosphere. Pupils reported that they were more likely to include others, be respectful, support victims, and intervene if a peer was being bullied. Of the 185 pupils involved in the case study, 91% reported enjoying the lessons and 98% that the lessons were important. Online surveys with feedback of progress Monitoring implementation and long-term effects KiVa™ team Clear guidelines for tackling bullying METHOD & DESIGN The study examined pupils’ self-reported levels of victimisation and bullying prior to, and after, one year of KiVa implementation (Units 1 and 2) with 7 – 11 year old children. Data from forty-one early implementer mainstream primary schools are reported. Data were collected via the KiVa annual on-line pupil survey. A linear mixed model effects analysis was performed. Pre- n(3720), girls (51.7%); Post- n(3614), girls (51.9%). Early Intervention Wales Training, a charitable company based at Bangor University, is the a registered KiVa Hub for the UK dissemination. Natalie Williams is the KiVa administrator: natalie.willams@bangor.ac.uk For more information on the programme, research, and training, contact Suzy Clarkson: Nantlle Buildings, Normal Site, Bangor University, Bangor, Gwynedd, LL57 2PZ or tell: 01248 382651 or email: s.clarkson@bangor.ac.uk Centre website: https://www.bangor.ac.uk/psychology/cebei/kiva.php.en KiVa website: http://www.kivaprogram.net/wales