Enhancing bullying prevention among indonesian adolescents through Digital Social–Emotional Skills Training (D-SEST): A quasi-experimental study

Abstract

Background: Bullying among adolescents in schools has both short- and long-term negative consequences for victims as well as perpetrators. Documented impacts include anxiety, feelings of insecurity, reduced concentration, declining academic performance, and depression. Social–emotional approaches to bullying prevention have not been widely implemented among adolescents, despite the need for comprehensive intervention strategies. Purpose: This study aims to examine the effect of Digital Social–Emotional Skills Training (D-SEST) on preventing bullying among adolescents in school settings. Methods: This experimental study involved 106 adolescents identified as being at high risk of bullying perpetration. Participants were assigned to two equal groups: intervention and control (n = 53 each). Adolescents in the intervention group received information and training through the D-SEST program. Outcomes were measured by assessing bullying risk and helping behavior toward victims. The Wilcoxon signed-rank test and Mann–Whitney U test were used to analyze within-group and between-group differences. Results: Adolescents who participated in D-SEST showed significant improvements in their ability to help bullying victims (M_pre = 1.30 vs. M_post = 2.32) and in bullying prevention skills (M_pre = 1.64 vs. M_post = 2.91), with p < 0.001. Conclusions: Thus, this study contributes to the understanding of how digital-based social–emotional training influences adolescents’ responses as helpers to bullying victims by enhancing empathy, sense of belonging, and social skills. These improvements may play an important role in preventing bullying behavior in school settings.