Nurse-Led Social Emotional Learning Program for Reducing Bullying, Victimization and Bystander Behaviors in Adolescents

NCT07372456 | Active Not Recruiting

• 1 other identifier: 28.06.2024- 68
• Study Type: interventional
• Target: 210
• Locations: 1 country
• Sites: 1

Brief Summary

This randomized controlled trial will evaluate the effect of a nurse-led social emotional learning (SEL) program on bullying, victimization, and bystander behaviors among adolescents. The study will be conducted in two public middle schools in Istanbul, Türkiye, with students in grades 6-8. Participants in the intervention group will receive structured SEL sessions designed to enhance emotional regulation, empathy, and problem-solving skills, while the control group will continue with routine education. Outcomes will be measured using validated scales at baseline, three months, and six months after the intervention.

Conditions

School Health; School Based Intervention; Bullying Victimization; School Bullying

Keywords

Peer bullying; School health; Social emotional learning; Nurse; Middle school students; Nurse-Led intervention; Peer relationships; Adolescents

Outcome Measures

Primary Outcomes (2)

• Bullying and Cyberbullying Scale for Adolescents

  The Bullying and Cyberbullying Scale for Adolescents (BCS-A) was originally developed by Thomas et al. (2019) and adapted into Turkish by Özbey and Başdaş (2020). The scale consists of two parallel forms measuring bullying and victimization experiences of adolescents during the past three months. Each form includes four subscales: physical, verbal, relational, and cyber. The scale has 26 items in total. Subscale scores are calculated by dividing the sum of the items by the number of items in that subscale. Reported Cronbach's alpha values for the Turkish version range between 0.606-0.806 for the victimization subscale and 0.616-0.815 for the bullying subscale.

  Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

• Bystander Intervention in Bullying Scale

  The scale was originally developed by Nickerson et al. (2014) to assess the level of bystander intervention in bullying situations. The Turkish adaptation was conducted by Demirbaş and Öztemel (2019). It consists of 16 items rated on a five-point Likert scale, covering five subdimensions: Noticing the Event, Interpreting the Event as Urgent, Accepting Responsibility to Help, Deciding How to Intervene, and Implementing the Decision to Intervene. Total scores range from 16 to 80, with higher scores indicating a greater likelihood of bystander intervention. Reported internal consistency (Cronbach's alpha) was 0.88 for the overall scale, 0.60 for Noticing the Event, 0.78 for Interpreting as Urgent, 0.67 for Accepting Responsibility, 0.75 for Deciding How to Intervene, and 0.78 for Implementing the Decision.

  Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

Secondary Outcomes (2)

• Bullying Victimization Self-Efficacy Scale

  Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

• Social Emotional Learning Skills Scale

  Baseline (pre-test), 3 months (post-test), 6 months (follow-up)

Study Arms (2)

Intervention Group

EXPERIMENTAL

Students in the experimental group will participate in a structured six-week nurse-led social emotional learning intervention. The program comprises animations, an website, and a variety of learning activities designed to enhance emotional and social skills.

Other: Nurse-Led Social Emotional Learning-Based Education Program

Control Group

NO INTERVENTION

Students in this group will continue their routine school curriculum without receiving the SEL-based program.

Interventions

Nurse-Led Social Emotional Learning-Based Education Program OTHER

The Social Emotional Learning-Based Education Program will be implemented in the intervention group once a week for six weeks. The program was developed based on the principles of social emotional learning. Each week addresses one of the five core components of social emotional learning: self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. The education will be delivered using various instructional methods, including lectures, problem-solving, question-and-answer, group discussions, case studies, scenario-based learning, gamification, and brainstorming. A range of audio-visual materials will be utilized, such as computers, projectors, presentation screens, speakers, remote controls, posters, brochures, videos, colored papers, educational booklets, and magazines. Additionally, scenarios prepared for the education program have been transformed into animations, and a dedicated website has been developed to support the intervention.

Also known as: Nurse-Led SEL Program, NLSEL

Intervention Group

Eligibility Criteria

• Age: 11 Years - 14 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Students enrolled in 6th, 7th, or 8th grade during the study period
• Students whose parents/legal guardians provide consent for participation
• Students who volunteer to participate in the study
• Students without communication barriers

You may not qualify if:

• Students who provide incomplete data in the pre-test, post-test, or follow-up assessments
• Students who do not fully participate in the intervention program
• Students with insufficient cognitive level to complete the study requirements

Sponsors & Collaborators

• Marmara University: lead
• Marmara University, Scientific Research Projects Committee: collaborator

Study Sites (1)

Marmara University

Istanbul, Turkey (Türkiye)

Location

Related Publications (5)

• Kabakçı, Ö. F., & Owen, F. K. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157).

  RESULT

• Demirbaş, N. K., & Öztemel, K. (2019). Zorbalıkta seyirci müdahale ölçeği'nin (zsmö) Türkçe uyarlaması: geçerlik ve güvenirlik çalışması. Turkish Psychological Counseling and Guidance Journal, 9(54), 965-985.

  RESULT

• Nickerson AB, Aloe AM, Livingston JA, Feeley TH. Measurement of the bystander intervention model for bullying and sexual harassment. J Adolesc. 2014 Jun;37(4):391-400. doi: 10.1016/j.adolescence.2014.03.003. Epub 2014 Mar 24.

  PMID: 24793386 RESULT

• Ozbey H, Basdas O. Psychometric properties of the Turkish version of the Bullying and Cyber Bullying Scale for Adolescents (BCS-A). Psychiatry Res. 2020 Jul;289:112994. doi: 10.1016/j.psychres.2020.112994. Epub 2020 Apr 25.

  PMID: 32408193 RESULT

• Thomas HJ, Scott JG, Coates JM, Connor JP. Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi-dimensional measurement model. Br J Educ Psychol. 2019 Mar;89(1):75-94. doi: 10.1111/bjep.12223. Epub 2018 May 3.

  PMID: 29726005 RESULT

Related Links

• Collaborative for Academic, Social, and Emotional Learning (CASEL). (2024a, May). Fundamentals of SEL
• Collaborative for Academic, Social, and Emotional Learning (CASEL). (2024b, May). What Is the CASEL Framework?

Study Officials

• Ayse Ergun, Prof, RN

  Marmara University

  STUDY CHAIR

• Esma Akgul, MSc, RN

  Marmara University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: This study is parallel group randomized controlled study.

Study Record Dates

• First Submitted: January 20, 2026
• First Posted: January 28, 2026
• Study Start: October 6, 2025
• Primary Completion: March 16, 2026
• Study Completion (Estimated): June 8, 2026
• Last Updated: January 28, 2026

Record last verified: 2026-01

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)