Mitchell, Gray and Sexual Evaluated the effectiveness of The authors reviewed 31 The review revealed that 40 Beniga, (2014) orientation interventions in England and pieces of literature, conducted whole school approaches to tackle homophobic, 20 in-depth telephone were considered more biphobic and transphobic interviews with teachers and effective than reactive bullying among school-aged other providers, observed four approaches, education, children and young people. schools (case study) and teaching, and playground recruited 247 individuals for approaches. an online exercise that mapped existing interventions and views on their effectiveness. Warwick and Sexual Evaluated three Schools’ Interviewed 58 children and Qualitative analysis 45 Aggleton, (2014) orientation approaches (in England) to nine members of staff at three revealed that children have tackling homophobic bullying. different schools complex ways of discussing all-girls and homophobia, addressing in London, aiming to aspects such as sexual identify how the schools meanings and identities, address homophobia. sexual communities and rights, power, sexuality- related discrimination, and images of masculinity and femininity. Conversely, schools’ commitment to address homophobia was aligned with their concerns for fairness. Hutchings and General KiVa is a bullying Pre and post intervention Significant reductions were 63 Clarkson, (2015) prevention program, which measures of - Revised reported in bullying and originated in Finland and has Olweus Bully/Victim victimisation. Teachers been trialled and evaluated in 14 Questionnaire, which records reported high levels of pupil schools across Wales and three whether pupils self-identify as acceptance and from Cheshire. victims, non-victims, bullies or engagement with lessons. non-bullies
Mitchell, Gray and Beniga, (2014) Sexual orientation Evaluated the effectiveness of interventions in England and to tackle homophobic, biphobic and transphobic bullying among school-aged children and young people. The authors reviewed 31 pieces of literature, conducted 20 in-depth telephone interviews with teachers and other providers, observed four schools (case study) and recruited 247 individuals for an online exercise that mapped existing interventions and views on their effectiveness. The review revealed that whole school approaches were considered more effective than reactive approaches, education, teaching, and playground approaches. 40 Warwick and Aggleton, (2014) Sexual orientation Evaluated three Schools’ approaches (in England) to tackling homophobic bullying. Interviewed 58 children and nine members of staff at three different schools all-girls and in London, aiming to identify how the schools address homophobia. Qualitative analysis revealed that children have complex ways of discussing homophobia, addressing aspects such as sexual meanings and identities, sexual communities and rights, power, sexuality- related discrimination, and images of masculinity and femininity. Conversely, schools’ commitment to address homophobia was aligned with their concerns for fairness. 45 Hutchings and Clarkson, (2015) General KiVa is a bullying prevention program, which originated in Finland and has been trialled and evaluated in 14 schools across Wales and three from Cheshire. Pre and post intervention measures of - Revised Olweus Bully/Victim Questionnaire, which records whether pupils self-identify as victims, non-victims, bullies or non-bullies Significant reductions were reported in bullying and victimisation. Teachers reported high levels of pupil acceptance and engagement with lessons. 63
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