Bullying Prevention: A Developmental, Public Health Framework Using Trauma-Informed and Strength-Based Approaches

School bullying is a prevalent problem worldwide (Biswas et al. 2020), and a plethora of prevention and intervention programs have emerged. However, research suggests that prevention program outcomes have been mixed (e.g., Merrell et al., Sch Psychol Q 23:26–42, 2008; Smith et al., Sch Psychol Rev 33:548–561, 2004), with high school programs generally demonstrating low efficacy (Yeager et al. 2015). Bullying prevention programs have traditionally focused on raising awareness and reducing the prevalence of bullying (Swearer et al., Educ Res 39(1):38–47, 2010). While these are important ingredients, they are not sufficient. Bullying is considered an adverse childhood experience (ACE; NASEM, Preventing bullying through science, policy, and practice. National Academic Press, Washington, DC, 2016) and a public health concern (Srabstein and Leventhal 2010). A public health approach involves understanding risk factors and considering developmental and social contexts, as well as identifying effective prevention and intervention strategies (Centers for Disease Control and Prevention, CDC 2014). In response to the large number of students with ACEs, trauma-informed approaches are recommended to provide an environment of compassion and respect (Thomas et al., Rev Res Educ 43:422–452, 2019). This chapter provides a developmental, public health perspective on bullying prevention that integrates trauma-informed and strength-based approaches to build resilience, focusing on key ingredients of relational empathy, relationships, and regulation.