From passive observers to active supporters: How interventions help encourage bystanders to stand against bullying

Bullying and cyberbullying continue to affect young people across many settings, with harmful consequences for mental health, relationships and learning. While research often focuses on those directly involved, bystanders, those who witness these behaviours, also play an important role. Their response can influence whether such behaviours continue or are challenged both online and offline.

This meta-analysis combined findings from 48 studies, covering more than 50,000 participants, to examine whether interventions can encourage bystanders to respond in more supportive and constructive ways in bullying scenarios.

Key findings

Several factors were found to influence how effective these interventions were:

  • Knowledge and practical skills matter: Programs that clearly explained bullying and provided realistic strategies for responding were more successful in changing interventions
  • Confidence is key: Building belief in one’s ability to act was found to increase the likelihood that bystanders would intervene
  • Empathy encouragement is important: Programs that promoted empathy resulted in positive responses - although its impacts were weaker in online settings due to less visible social cues
  • Shorter and targeted programs work better: Particularly when delivered in smaller groups that allow for more engagement and interaction
  • Age plays a role: Stronger effects were observed among older participants, such as university students, compared to younger groups, due to more advanced social and emotional skills

These findings also highlight that not all approaches are equally as effective. Programs that are overly complex or delivered at a large scale may lose impact, suggesting that careful design and delivery is important.

Conclusions

Overall, this meta-analysis shows that bystander-focused interventions can make a meaningful contribution even if the effects are modest as participants were more likely to step in, support victims, or challenge harmful behaviour when they witnessed bullying. Encouraging bystanders to take action adds an important layer to existing prevention efforts, as it shifts some responsibility from individuals directly involved to the wider social environment.

These results suggest that effective programs should prioritise clear guidance, practical skills and building confidence, while being tailored to the age and context of participants. Strengthening these elements may help increase the impact of future interventions. Further research is needed to better understand how these programs can be adapted for different settings and sustained over time, particularly in online spaces where bullying is increasingly common.

Reference

Chen Q, Lin W, Wu Q, Chan KL (2024) ‘The Effectiveness of Interventions on Bullying and Cyberbullying Bystander: a Meta-Analysis’ Trauma, Violence, & Abuse 26, 938–954. doi:https://doi.org/10.1177/15248380241297362

Post written by Emily Foley, Monash Evidence Review Service Intern