The effectiveness of anti-bullying intervention programs in schoolsCyria ReyesCED/60017 October 2014Alejandro PadillaAbstract. Bullying has developed serious problems in several schools ranging from students attending kindergarten through high school. Regardless of age differences, students are bullied every day, leading them to become depressed, have low self-esteem, isolate themselves, not want to attend school, and commit suicide. Therefore, school administrators need to find the proper procedure that will help eliminate the problem. The purpose of this article is to combine two different articles that explain determining the effectiveness of anti-bullying intervention programs in schools. Purpose School administrators constantly advertise and state that they will do their best to ensure that students are provided with a welcoming, safe and healthy environment in which all students can learn and grow. To this day, it seems hard to believe why so many students are constantly bullied every day. Although anti-bullying intervention programs have been implemented, many parents forget to ask the following questions: What types of anti-bullying intervention programs are in place and how effective are they? Two different articles are used to provide information based on studies to determine whether or not school-based anti-bullying intervention programs are effective, and if so, which ones and how. Method According to the first article of School Psychology Review (2004), "the standard used in this review was the study of an ingenious evaluation of a school anti-bullying intervention. The report provided measurable data on victimization and/or outcomes. ..... half of paper ...... having such an impact on students, it is the school administrator's job to provide services that help eliminate the problem. Although these two articles clearly demonstrate that some anti-bullying intervention programs have had effective impact on students, this does not mean that all anti-bullying prevention programs are effective. More importantly, these two articles show that what may work for some schools may not work for others. Anti-bullying intervention programs that work should be left alone and continued to be used. As they say: “Why change something that already works?” As for intervention programs that don't work, some changes can be considered that may lead to improvements. The only thing schools can do to determine the effectiveness of their anti-bullying programs is to conduct monthly or annual surveys.