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Effective Evidence-based Practices for Preventing and Addressing Bullying (U.S. Department of Education)


There is no one-size-fits-all or simple solution for addressing bullying behavior. Rather, efforts to prevent and address bullying behavior should be embedded within a comprehensive, multitiered behavioral framework used to establish a positive school environment, set high academic and behavioral expectations for all students, and guide delivery of evidence-based instruction and interventions that address the needs of students, including students with disabilities.

When deciding which strategy or strategies to use to address bullying behavior, each school needs to consider the relevant factors given its school environment, students’ social and cognitive development, and the evidence on programmatic prevention and intervention. Teachers, administrators, and staff understand that students’ social behavior affects their academic learning.

The following effective evidence-based practices are found in many multitiered behavioral frameworks. We encourage you to carefully consider each of these practices as part of any bullying prevention and intervention program you undertake to help ensure that your school and classroom settings are positive, safe, and nurturing environments for all children and adults.


ADD/ADHD Autism Spectrum Disorder Behavior Bullying Deaf-Blind Developmental Delay Elementary Emotional Disabilities Hearing Impairment High School Intellectual Disabilities Learning Disability Middle School Mild/Moderate Disabilities Multiple Disabilities Orthopedic Impairment Other Health Impairment Parent/Family Professional Resources Speech/Language Impairment Traumatic Brain Injury Vision Impairment