Say Something, Do Something: the impact of participatory theater on preventing and reducing violence and bullying.
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| Title: | Say Something, Do Something: the impact of participatory theater on preventing and reducing violence and bullying. |
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| Authors: | Kisida, Brian1 (AUTHOR) kisidab@missouri.edu, Bowen, Daniel H.2 (AUTHOR), Diemer, Andrew3 (AUTHOR), Frankel, Garion2 (AUTHOR) |
| Source: | Arts Education Policy Review. 2026, Vol. 127 Issue 2, p120-128. 9p. |
| Subject Terms: | *Bullying, *Student attitudes, *Drama in education, Violence prevention, Musical theater, Youth development, Gender differences (Sociology) |
| Abstract: | Using a randomized design, we investigate changes in students' attitudes and behaviors as a result of participating in Say Something, Do Something, an interactive and immersive drama-based violence prevention program for youth in upper elementary and middle school settings. Our outcome measures focus on students' ability to recognize bullying, interpret it as an emergency, accept responsibility for intervening, know strategies to intervene, implement intervention decisions, and see themselves as efficacious upstanders. While we find no overall effects for the full sample, our investigation reveals heterogenous effects for subgroups that differ for male and female students. Female students demonstrated significant gains in knowledge of interventions and upstander efficacy. Male students demonstrated gains in noticing the event, accepting responsibility for intervening, and having knowledge of intervention strategies. These findings can inform future educational policy decisions regarding partnerships with arts organizations that provide programming designed to reduce bullying in school settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Arts Education Policy Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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