Evaluation of the First Implementation of the Sohanjana Antibullying Intervention: Students Perspectives From Participating Schools

ABSTRACT Cultural practices in Pakistan often contribute to the perpetuation and normalization of bullying and displays of power dominance, resulting in the behavior being disregarded or not recognized as socially unacceptable. In the educational environments in Pakistan, taunting and insults are widespread. However, in Pakistan, the bullies often go unpunished and take pleasure in their actions, moving from one target to another while displaying a sense of pride. To address this issue more effectively, a culturally contextualized professional development program known as the Sohanjana Antibullying Intervention was specifically designed and implemented for the first time in Pakistan's educational institutions. This study aims to assess the overall impact of the intervention on reducing bullying and victimization among students. The study collected pre‐ and postintervention data from 219 students in upper primary and secondary students in three schools that implemented the intervention program. Results showed a significant decrease in victimization after the intervention, particularly among fifth graders. The intervention successfully increased bystanders' empathy and willingness to intervene when they witnessed bullying. No significant differences in bullying and victimization were found between boys and girls or between urban and rural school settings. The discussion section of the research paper offers suggestions for further improving the results of the intervention.