This study examines strategies and methods that aim to reduce the ongoing problem of bullying in a Brisbane primary school. The present research followed Dick's (1991) participatory action research model, which roughly corresponds to the stages of goal setting, situation analysis, action planning and evaluation implemented within ongoing cycles. Participatory methods of data collection, interpretation, action and evaluation were employed, as well as the application of cyclic and self-evaluative processes, in an attempt to make the resulting anti-bullying program on-going and self renewing. Thus the present research aimed to evaluate not only the intervention strategies employed by the school, but the participatory action research processes themselves.
The conclusions presented in this study can be placed into two main categories, strategic and methodological conclusions. It was concluded that the most effective intervention policy to deal with bullying is multidimensional, incorporating both preventative and responsive intervention strategies implemented within a whole-school approach to planning, implementation and evaluation. Methodological conclusions supported the use of a participatory action research approach to managing bullying in a primary school, although problematic issues regarding parental participation and ongoing implementation by the school community were highlighted. Implications for further action research within the school highlighted the need to ensure full participation and commitment by the school community to the change practices adopted.