Online Bullying Bystander Intervention for Middle Schools Phase II

NCT05572398 | Completed Results

• 2 other identifiers: 03375R42MD014943
• Study Type: interventional
• Target: 613
• Locations: 1 country
• Sites: 2

Brief Summary

School interventions to reduce bullying can be effective but also require substantial time and resources. Online technologies have the potential to deliver effective bullying interventions to a large number of middle school students for less cost. The feasibility of delivering the effective STAC bullying intervention through a mobile web app will be tested using focus groups with middle school students and development and usability testing and the efficacy of the program will be tested using a randomized controlled trial.

Conditions

Adolescent; Bullying; Technology; Mental Health

Outcome Measures

Primary Outcomes (3)

• Student-Advocates Pre- and Post-Scale (SAPPS)

  An 11 item questionnaire measuring students' knowledge of buying, knowledge of the STAC-T strategies, and students' confidence to intervene in bullying situations. Items are rated on a 4-point Likert Scale ranging from 1 (Totally Disagree) to 4 (Totally Agree) and were summed to compute a total scale score. The minimum value is 11 and the maximum value is 44, and a higher score means a better outcome.

  Baseline assessment, 30-day assessment

• Bullying and Cyberbullying Scale for Adolescents (BCS-A) - Victimization Scale at 30 Days

  This questionnaire measures bullying and cyberbullying victimization in the past 30 days. The 13-item Victimization Scale assesses in-person bullying victimization with 8 items and cyberbullying victimization with 5 items. Items are rated on a 5-point Likert Scale ranging from 0 (Never) to 4 (Four or More Times) and were summed to compute a total scale score. The minimum value is 0 and the maximum value is 52, and a higher score means a worse outcome.

  Baseline assessment, 30-day assessment

• Use of Strategies at 30 Days Post-intervention

  Questions rating the student's use of each STAC-T strategy using a single item rated on a 5-point Likert scale: "How often would you say you have used these strategies to stop bullying in the past month?" (a) Stealing the Show; (b) Turning it Over; (c) Accompanying Others; and (d) Coaching Compassion. Total strategies reflects the number of students who used at least one of the four STAC-T strategies. Results are reported for students who reported witnessing bullying in the past 30-days (n=125/229).

  30-day assessment

Study Arms (2)

STAC-T

EXPERIMENTAL

STAC-T is a brief technology-based bullying bystander intervention using four strategies: "Stealing the show," "Turning it over," "Accompanying others," and "Coaching compassion." The online curriculum is delivered to middle-school students.

Behavioral: STAC-T

Assessment Only Control

NO INTERVENTION

Assessment Only Control

Interventions

STAC-T BEHAVIORAL

Middle school participants will complete online modules to learn about anti-bullying techniques and bystander intervention.

STAC-T

Eligibility Criteria

• Age: 11 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• being enrolled in grades 6, 7, or 8 in a middle/junior high school in Idaho, Oregon, Mississippi, or New Hampshire.
• being selected by school counselors and teachers for having a desire to make a positive difference at school, be mature, and have the ability to positively engage with peers and adults (Aims 1 and 2).
• speaks and reads English or Spanish.
• parent consents and student assents for participation.

You may not qualify if:

• participated in a previous study on STAC.
• speaks and reads only a language other than English or Spanish.
• does not consent and/or assent for participation.
• employed in a middle/junior high school in Idaho or Mississippi with grades 6, 7, or 8.
• employed as a principal, teacher, or school counselor.
• speaks and reads English or Spanish.
• consents to participate.
• participated in a previous study on STAC.
• speaks and reads only a language other than English or Spanish.
• does not consent for participation.

Sponsors & Collaborators

• Klein Buendel, Inc.: lead
• Boise State University: collaborator
• University of Mississippi Medical Center: collaborator
• National Institute on Minority Health and Health Disparities (NIMHD): collaborator

Study Sites (2)

Boise State University

Boise, Idaho, 83725-1135, United States

Location

University of Mississippi

University, Mississippi, 38677-1848, United States

Location

MeSH Terms

Conditions

Bullying; Psychological Well-Being

Condition Hierarchy (Ancestors)

Aggression; Behavioral Symptoms; Behavior; Harassment, Non-Sexual; Social Behavior; Personal Satisfaction

Results Point of Contact

• Title: Aida Midgett, PhD
• Organization: Boise State University

AidaMidgett@boisestate.edu

(208) 426-1219

Study Officials

• Mary Buller, MA

  Klein Buendel, Inc.

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: INDUSTRY
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: September 20, 2022
• First Posted: October 7, 2022
• Study Start: May 26, 2022
• Primary Completion: November 18, 2024
• Study Completion: November 18, 2024
• Last Updated: February 24, 2026
• Results First Posted: February 24, 2026

Record last verified: 2026-02

Locations

US (2)