Parents’ perceptions of the KiVa anti-bullying program
Bibliographic record
Abstract
The KiVa anti-bullying program is an evidence based whole-school intervention and prevention program that has been implemented in a small number of New Zealand schools to help address high rates of bullying behaviors. Parents are a key component of the whole-school program as without parental support the ongoing sustainability of the program within individual schools could be compromised. Parents of children in schools that had implemented the program for at least one year were invited to complete an online anonymous survey about their knowledge, perceptions and experiences of KiVa. The initial screening question was answered by 409 participants and showed that over a quarter of participants had no knowledge of KiVa prior to being invited to complete the study. The experiences of the 223 participants who completed the main section of the survey (including demographic information) varied considerably in terms of the information received and their overall perceptions of the program. There were 57 parents who provided information about their direct experiences with the KiVa program, half of whom had a positive experience of KiVa and were likely to recommend it. Most of the issues for those who had negative experiences were around the lack of information and poor communication from the school. Unsurprisingly, those who had a negative experience were less likely to indicate that they would recommend the program to others. The findings from this preliminary investigation highlight the importance of effective home-school communication to ensure the sustainability of the KiVa program.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".