Impact case study database

Informing national and internal bullying policy and guidance: O*ur research on bullying [3.1; 3.2; 3.3; 3.4; 3.5] has been used as evidence of the prevalence of cyberbullying, and the impact of being a bystander of bullying, in several international policy and guidance documents. Between 2014 and 2020, eleven such documents cite this research [3.1; 3.2; 3.3; 3.4; 3.5], and use these findings to raise awareness of bullying, and the impact of bullying. Our research findings on cyberbullying [3.1] are cited in UNICEF’s international guide on tackling bullying and cyberbullying, to highlight the prevalence of cyberbullying. Furthermore, our research [3.2; 3.3; 3.4; 3.5] on bystanders of bullying is cited as evidence of the mental health impact of being a bystander of bullying in two guidance documents published by the Center for Disease Control and Prevention in the US, in think tank documents in the US and Norway, and in government policy documents in Wales and Finland [5.1]. For example, our research findings on the mental health impact of being a bystander of bullying [3.2; 3.3; 3.4; 3.5] is cited as evidence to support the notion of the impact of bullying for all children and young people in the Welsh government’s statutory guidance on tackling bullying. This guidance is for local authorities, schools, and other professionals working with children and young people and outlines statutory requirements for tackling bullying.

*Understanding bullying workshops: The findings of this research [3.1; 3.2; 3.3; 3.4] have also informed the development of workshops focusing on the nature and prevalence of bullying and cyberbullying, and how these behaviours relate to poor mental health. Between 2013 and 2020 these workshops have been delivered to approximately 350 adolescents through school workshops, local authority wide events and sessions with organisations such as York Mind. Approximately 150 professionals have attended the workshops through events organised by the Bullying Intervention Group, National Collaborative Outreach Programme (NCOP), and local authority-wide events. For example, Noret also presented at the Norfolk Youth Against Bullying conference in 2019 and 2020. In 2019 an illustrated infographic was created that summarised the workshop’s key points and was shared in all schools in Norfolk [5.2] to raise awareness of the impact of bullying and cyberbullying. Testimonial evidence of the Norfolk events highlights the impact of these sessions: “ Her presentations always contain a wealth of up to date evidence-based information that is easy for all to understand and remember afterwards. She (Noret) has over the years influenced practice across East Anglia in terms of anti-bullying work and in particular in Norfolk where we are proud of the work we have conducted in terms of cyberbullying. In Norfolk we held anti-bullying surveys for many years and the children and young people who participated reported high levels of knowledge about cyberbullying and what to do about it” [5.2]. Furthermore, evaluation of an NCOP workshop highlighted that all delegates reported they could apply the workshop content to their work [5.2]. Delegates also reported finding the workshop applicable to their work; “It’s good to have a session like this as a reminder of bullying and an update on current issues”.

All About Respect:* In 2017, Noret and Macklin were part of an institutional bid [3.9] which led to the development of the All About Respect (AAR) project. This is a collaborative project, connecting academics (Noret, Macklin and Douglass) with student services professionals, students, and charities. The project aims to raise awareness of sexual harm through the delivery of bystander intervention training, and evidence based campaigns.

*Bystander training to tackle sexual harassment: Our research findings on the nature and prevalence of sexual harm [3.6; 5.7], the role of bystanders in a peer-victimisation context [3.1; 3.2; 3.3; 3.4; 3.5], and the relationship between awareness of sexual harm and bystander self-efficacy [5.7] have informed the development of our AAR bystander training. This training covers how to define sexual harm and bystander behaviour, and aims to empower attendees to be more active bystanders. Since the 2016/17 academic year, 254 students have attended the voluntary workshops. Since November 2020 the training has been delivered online, and to date has been completed online by a further 132 students. Evaluation surveys are completed immediately before and after the online training, and four weeks post training. This data collection is ongoing, but interim data analysis (N=10) identified that confidence in intervening in sexual harm witnessed (bystander self-efficacy) significantly increased after the workshops, and this was sustained four weeks after the workshop [5.3]^, see Table 1.

| Table 1: Mean(sd) scores of self-efficacy before and after the AAR bystander training | | --- | --- | --- | --- | || Time 1: Before training | Time 2: Immediately after training | Time 3: Four weeks post training | | Bystander self-efficacy | x̄ = 76.77 (10.26) | x̄ = 88.66 (6.22) | x̄ = 89.30 (8.65) | | χ²_F=12.25, p=.002 |

Students are also provided with the opportunity to share comments on the impact of the training on their behaviour, and highlight how the training has increased their confidence in challenging inappropriate behaviour : “I was a little scared to do this training, however I am so happy I did as I have a clearer understanding of sexual violence and what a bystander is” and “Really detailed and really informative, definitely worth doing as it showed me other ways to intervene if someone is in danger” [5.3] . One student attendee also wrote a blog post on the training [5.4], and highlights how the training helped them to be more confident in intervening in problematic situations “ The training was also incredibly realistic... It is made clear from the outset that you aren’t expected to be a superhero, and the training focuses on giving you techniques to diffuse uncomfortable situations without being confrontational. As someone who is not confident in their physical capabilities, this was a huge relief, and I left the training feeling as though I would actually be able to intervene in a situation that was making other people uncomfortable.”

In 2019 we started to deliver the AAR bystander training to professionals working with young people across the region, including York Samaritans (N=30) [5.5] and North Yorkshire Youth council [5.6]. Evaluations from our Samaritans training session highlighted how it led people to think differently about sexual harm: ‘ I totally appreciated the reinforcement of the fact that anyone of any gender can be a victim of sexual assault and that this should always be taken seriously’ and ‘ I really explored perceptions and helped to break down barriers regarding what sexual violence, harassment, and abuse is’ [5.5] . Adult and adolescent representatives from the North Yorkshire Youth Council also attended the AAR Bystander Intervention Training. In their impact report, North Yorkshire Youth Council highlight how they plan to “ Promote campaigns such as the ‘All About Respect’, Bystander Awareness project” to ensure consistent messaging around sexual violence in adolescence [5.6]. Adolescent delegates highted the impact of the training on their understanding of sexual harm [5.6]; “ I found it really interesting cos we all learnt about the different things you can do whether you’re a stranger or a friend in a situation where someone is in danger ” and highlight how they will use the training in their work in schools (using their school activity called KYMSGAME): “ I’m going to use the training is, when we go into schools and colleges and do the KYMSGAME I’d like to talk all about consent and no means no and then obviously what you can do as a bystander” [5.6]

Awareness Raising Activities & Campaigning.* Starting in 2017, Noret, Macklin and Douglass conducted the AAR student survey [5.7] examining awareness and prevalence of sexual harm on campus at York St John and York College. The findings were shared with student volunteers who used the findings to inform awareness-raising activities (e.g., campaigns, posters, podcasts and films). For example, our survey data on the prevalence of sexual harm and reports of seeking help have been shared on campus through posters, and social media posts as a means of raising awareness of the issue. AAR has been well received by students, academic staff, and professionals working in sexual harm as an evidence based, collaborative, intervention programme raising awareness of sexual harm on campus.

The effectiveness of AAR in raising awareness of sexual harm on campus, and available support services is evaluated through our AAR student surveys conducted in 2017 (N=359), 2018 (N=193), and 2020 (N=116) [5.7]. Findings of these surveys highlight that over this four-year period awareness of sexual harm increased. Based on a behaviour change framework, a readiness to change scale was included in the survey. This captures student scores of pre-contemplation (no awareness of sexual harm), contemplation (some awareness of sexual harm) and action (actively changing behaviour to tackle sexual harm on campus). The results highlighted that contemplative scores remained stable over this time. The mean action score increased over this time, but this change was not statistically significant. However, the results of the surveys highlight how students’ scores on pre-contemplation significantly reduced over this time [5.7]. This suggests that a lack of awareness of sexual harm has reduced over the three-year period, see Table 2.

Table 2: Student and Staff mean (SD) scores on the readiness to change scales.

Furthermore, the proportion of students who reported agreeing with the statement that the university has a good range of educational activities/ programmes to raise awareness of, and educate about, sexual assault increased from 18.9% in 2017 to 25.3% in 2020 [5.7].

Presentations on AAR as an intervention programme have been delivered at several regional networking events on tackling sexual harm, and delivered to other Higher and Further Education establishments including the University of York and the University of Sheffield. In February 2020 a workshop on AAR was delivered to 20 delegates from 12 different Community Colleges across the USA attending a management programme at York St John University. The feedback highlighted how delegates would use the information on the project to inform their own work on campus, for example: “ I will advocate for better campus signage, including messages on back of bathroom stall doors”. Feedback from professionals working in preventing sexual harm [5.9] highlight the importance of the AAR project: “ I am encouraged to see that such a fantastic initiative is available for the students of York St John” [5.9].

AAR was also a runner up in the 2019 Guardian Awards for student experience and was praised for ‘ improving the student experiencing by taking a collaborative, evidence based, and student led approach to tackling sexual harm on campus’ [5.10]. Student feedback on AAR integrated into the award nomination highlights the impact of AAR on the student community “The All About Respect project has been amazing and has reached so many students across campus. It’s made me feel more confident on nights out, knowing that my fellow students are aware that harassment is not acceptable on our campus or even in York. The legacy of this project will impact students for many years to come.” [5.10]