The Phenomenological Experience of Student‐Advocates Trained as Defenders to Stop School Bullying

Abstract

The authors investigated lived experiences of student‐advocates trained in a brief, bystander bullying intervention program to stop bullying as “defenders.” Personal values, taking perceived risks, implementation of bullying intervention strategies, and positive sense of self were core themes with a textural‐structural description that helped define students' experiences. Implications and future research are discussed.