A Pre–Post Evaluation of the Sohanjana Antibullying Intervention Among Students and Teachers in Rural Pakistan

Introduction: Bullying and cyberbullying are widespread problems identified in numerous studies worldwide, including Pakistan. However, intervention plans specifically implemented in rural public schools remain limited. Purpose: This study aims to evaluate the outcomes of an antibullying intervention implemented in rural public schools in the Gilgit-Baltistan region of Pakistan, and to identify the opportunities and challenges involved. Methodology: The study used a quantitative pre–post experimental design and involved 25 teachers (6 teachers attended the full 32 h of training and 19 teachers attended partial training) from 16 institutions and 52 peer mentors from 7 schools who received 4 h of training. The dropout rate for teachers was different for every training, and details are mentioned in the study. In addition, the study sought to assess reductions in bullying and victimization three months after the trained teachers and peer mentors had implemented their learning. Data were collected from staff (n = 31 in 7 schools) and students (n = 35 in 4 schools) within the intervention sites. Results: Pre- and post-test results showed a significant increase in participants’ knowledge of bullying and strategies for dealing with the issue. Both victimization and perpetration as well as fear of being bullied at school were significantly reduced in student reports. However, no significant changes were observed in the data provided by staff. Pupils identified classrooms, particularly when teachers were absent, as the most common place for bullying to occur. Discussion: Key challenges in the training and implementation process included inadequate infrastructure, limited access to internet and electricity, and challenges in achieving consistent participation from teachers to apply their training. Some public-school teachers reported being transferred to other institutions shortly after the training, which prevented them from applying their learning. Many teachers who registered for the program did not attend the training sessions or the final presentation where they were expected to share their insights. Although many strategies were discussed during the training, most teachers focused only on giving awareness speeches and installing ‘bullying boxes’ as primary measures to tackle bullying. The challenge of collecting pre- and post-intervention data from schools was another major issue faced by the researchers. Recommendations: To improve the effectiveness of online programs in rural public schools, stronger policies, robust monitoring systems, improved infrastructure and better internet connectivity are essential. In addition, teachers need to be encouraged and supported to put their training in practice.