Increased group-based learning activities in school (i.e., cooperative learning) reduces middle school bullying

This study hypothesized that these positive peer interactions would result in reductions in bullying, victimization, perceived stress, and emotional problems, as well as increases in peer relatedness, among more marginalized students.

Using a cluster randomized trial with 15 rural middle schools in the Pacific Northwest (N = 1,460 7th-grade students), the authors found that cooperative learning significantly reduced bullying, victimization, and perceived stress for marginalized students (i.e., moderated effects) and reduced emotional problems and enhanced relatedness for all students (i.e., main effects).

Given that cooperative learning has already been shown to enhance student engagement and achievement in prior research, these esults demonstrate that cooperative learning should be a permanent, sustainable component of teacher training and school culture.