Renkli Adımlar Game- and Drama-Based Program for Preventing Peer Bullying in Primary School Children

Effectiveness of the Renkli Adımlar Game- and Drama-Based Program for Preventing Peer Bullying and Promoting Empathy: A Pilot School-Level Cluster Randomized Controlled Trial

This randomized controlled trial evaluated the effectiveness of the Renkli Adımlar (Colorful Steps) game- and drama-based school intervention in promoting empathy and reducing bullying perpetration and victimization among primary school children. Third- and fourth-grade students were allocated to an intervention or control group. The intervention consisted of eight weekly 40-minute sessions including educational games, creative drama, role-playing, storytelling, puppet activities, and collaborative learning. Empathy, bullying perpetration, and victimization were assessed before and immediately after the intervention using standardized instruments.

Peer bullying is a major public health problem that negatively affects children's psychological, social, and educational development. School-based interventions that promote empathy and positive peer relationships may help prevent bullying during the primary school years. This study was designed to evaluate the effectiveness of the Renkli Adımlar (Colorful Steps) program, a game- and drama-based school intervention developed to improve empathy and reduce bullying perpetration and victimization among primary school children.

A randomized controlled pretest-posttest study was conducted in public primary schools in Burdur, Türkiye. Two schools were selected and allocated to intervention and control groups. The intervention group participated in the Renkli Adımlar program, which consisted of eight weekly 40-minute sessions incorporating educational games, creative drama, role-playing, storytelling, puppet activities, collaborative learning, and classroom discussions. The control group continued routine school activities during the study period. Empathy was assessed using the Index of Empathy for Children and Adolescents (IECA), and bullying perpetration and victimization were measured using the Peer Bullying Identification Scale-Child Form (PBIS-CF). Outcomes were evaluated before and immediately after completion of the intervention.

Inclusion Criteria:

• Third- and fourth-grade students enrolled in one of the participating public *primary schools.
• Able to attend regular classroom activities.
• Written informed consent obtained from a parent or legal guardian.
• Child provided verbal assent.

Exclusion Criteria:

• Parent or legal guardian did not provide written informed consent.
• Child did not provide verbal assent.
• Student was unable to participate in the intervention or outcome assessments.