Fresh international research is casting significant doubt on a widely promoted strategy for tackling school bullying, suggesting that actively encouraging pupils to become 'upstanders' may do more harm than good.
The Rise of the 'Upstander' Approach
The concept of training student bystanders to defend victims gained prominence in the late 1990s, championed by leading Finnish psychologist Christina Salmivalli. Her theory posited that since bullying often occurs within group dynamics, interventions must target the whole peer group, not just the individuals directly involved. This led to the integration of peer bystander support as a core strategy in many evidence-based, whole-school anti-bullying programmes across Australia and globally.
In Australia, the approach received a recent endorsement. Last month, a federal government rapid review into bullying recommended schools mobilise students to be 'upstanders'. Education Minister Jason Clare defined them as “people who are prepared to stand up, not walk past the problem.” However, this well-intentioned advice now faces robust scientific scrutiny.
What the Latest Evidence Reveals
For years, the assumption that bystander defence must be beneficial went largely untested. Early studies often deemed programmes 'effective' simply for increasing bystander actions, without measuring the actual impact on bullying reduction or victim wellbeing. This gap has now been addressed by several high-quality, longitudinal studies.
A 2023 Dutch study tracking over 5,000 students found that victims who were defended by peers at the start of the school year showed no improvement in self-esteem, depression, or bullying severity by year's end compared to non-defended victims.
A 2025 Chinese study involving more than 1,000 participants indicated that bystander defence did not reduce the likelihood of a victim being bullied again six months later.
Similarly, a 2025 Finnish study of over 6,000 students found no difference in subsequent bullying or psychological problems between victims who had been defended and those who had not.
Meta-analyses examining the components of successful anti-bullying programmes further bolster these findings. A 2021 analysis found that while informal peer strategies (like general class discussions) were helpful, actively encouraging bystanders to intervene as 'upstanders' was associated with less effectiveness in reducing victimisation.
Why Could 'Upstanding' Backfire?
Experts propose several reasons why highlighting bystander intervention might be counterproductive. One key risk is that drawing more peer attention to a bullying incident can inadvertently stigmatise the victim, making them more conspicuous and potentially leading to social shunning. It can also transform a private incident into a public spectacle, which might embolden some perpetrators who crave an audience.
Furthermore, the social dynamics are complex; the success of an intervention likely depends heavily on the status of the defender, their relationship to those involved, and the manner of intervention—factors that standardised 'upstander' training cannot easily control.
Effective Strategies for Schools
The research does not advocate for inaction. Instead, it points schools towards strategies with stronger evidentiary support. These include implementing a consistent whole-school anti-bullying policy, maintaining good discipline procedures, providing direct support for victims, and engaging parents with clear information.
Evidence suggests that informal education of bystanders—such as low-key classroom discussions about supporting friends and the importance of seeking help from a trusted teacher—can be beneficial without the risks of formalised upstander campaigns.
Karyn Healy, an Honorary Principal Research Fellow in Psychology at The University of Queensland and author of the analysis, concludes that schools should be wary of programmes that overtly spotlight the roles of victims and perpetrators within the peer group. As the evidence evolves, a more nuanced, research-led approach to student welfare is essential.
