Still, policy makers have been too slow in adopting effective antibullying interventions. Many schools that do adopt these programs do so hesitantly, failing to properly implement these intervention programs and deeming them ineffective, even though the rooting of the program’s failure is due to factors such as lack of support and preparation (Ertesvåg, 2014). There needs to be more open-minded approaches, longitudinal studies, adaptive policies, parental involvement, and a greater availability of school psychologists. Research on early childhood education should have a greater sample size, and fear mongering that is disproportionate to the caliber of the threat of danger should not lead to overtly harsh antibullying polices that are detrimental to children’s
Still, policy makers have been too slow in adopting effective antibullying interventions. Many schools that do adopt these programs do so hesitantly, failing to properly implement these intervention programs and deeming them ineffective, even though the rooting of the program’s failure is due to factors such as lack of support and preparation (Ertesvåg, 2014). There needs to be more open-minded approaches, longitudinal studies, adaptive policies, parental involvement, and a greater availability of school psychologists. Research on early childhood education should have a greater sample size, and fear mongering that is disproportionate to the caliber of the threat of danger should not lead to overtly harsh antibullying polices that are detrimental to children’s