2025 年 29 巻 1 号 p. 1-15
This study examined the efficacy of a bullying prevention program to improve students’ bullying sensitivity and related factors and identify future bullying prevention education methods. The study focused on bullying sensitivity, i.e., the degree to which people are aware of bullying in their surroundings. In Study 1, a bullying sensitivity questionnaire was administered to 573 elementary and 369 junior high school students. Then, exploratory factor analysis using the maximum likelihood method and Promax rotation developed a bullying sensitivity scale consisting of eight items with two factors: a keen sense of bullying and bullying coping orientation. Confirmatory factor analysis indicated a good model fit and adequate reliability and validity of the scale. In Study 2, a classroom intervention was conducted to change bullying sensitivity. Fifth-grade elementary school students (N=92) participated in the study. The results indicated that the participants’ post- compared to pre-intervention bullying sensitivity increased significantly. Based on these results, we have discussed future practices and research on bullying prevention education.