IOSR Journal of Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 9, Issue 2 Ser. II (Mar - Apr. 2020), PP 01-11 www.iosrjournals.org DOI: 10.9790/1959-0902020111 www.iosrjournals.org 1 | Page Application of Anti-bullying Education Package among Preparatory Schools Students at El-Mokatam District, Egypt. Manal Mohamed Moselhy Community health Nursing Department, Faculty of nursing, Modern University for Technology and Information (MTI University). EGYPT Corresponding author:Manal Mohamed Moselhy Abstract:Egyptian school children are no exception to their peers worldwide in facing bullying and victimization that has serious short- and long-term effects on children’s physical and mental health. Therefore, theaim of this study was assess the effect of the developed anti-bullying educational package among preparatory schools students. The research hypothesis: was expected to improve student's knowledge and anti- bullying strategies hence to reduce reported incidents of peer bullying victimization. Research design: Quasi- experimental. Subject and Setting: A stratified simple random sample consisted of 465 students recruited from three preparatory schools affiliated to El-Mokatam District.Data were collected using three tools: (1) Structured Interviewing Questionnaire regarding demographic characteristics and students' knowledge and behaviour related to bullying. (2) Bully Attitude Scale for measurement of school students’ attitudes toward bullying. (3) Multidimensional Peer Victimization Scale used to reflect prevalence in types of bullying. The results: A statistical significant differences was found between mean scores in students' knowledge, anti- bullying strategies and bully attitude before and after the intervention (P= 0.000). As well as, the mean score of peer victimization of bullying was significantly reduced in both sex after the intervention (p= 0.001) for male and (p= 0.000) for female students. Conclusion: the developed anti bullying educational package has a significant positive impact on students' bullying knowledge, behavior and attitude that lead to decrease the rate of reported incidents of bullying victimization. The study recommended anti-bullying intervention programs should be applied continuously in schools to improve students' knowledge and behavior, thus help to reduce prevalence of bullying. --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 25-02-2020 Date of Acceptance: 12-03-2020 --------------------------------------------------------------------------------------------------------------------------------------- I. Introduction: Bullying behaviors among school children represent a problem worldwide not only due to their increased prevalence but also because of their negative short- and long-term consequences experienced by those directly involved (1) . Bullying or peer victimizationis defined as a special form of aggressive with an imbalance of power, whereby a more powerful student repeatedly and intentionally causes harm to a weaker student (2) . Today, an estimated 200 million children and youth around the world are being victimized by their peers. More than one out of every three/five students (20-29%) are involved in bullying at least once per year. 23 % of public schools reported that bullying occurred among students on a daily or weekly basis. In Egypt, according to National Center for Social and Criminal Research, 69% of students reported being bullied or experiencing aggression from other students (3) . Also in a more recent Egyptian statistics 70 % of children with ages ranging between 13-15 years old are being bullied. This high percentage does not mean that children in Egypt are hostile. However, they are just not aware of the dangers of bullying that may lead a bullied person to commit suicide (4) . Bullying tends to increase throughout the elementary years, peak during early adolescent middle school years, and decline somewhat during later adolescent high school years, indicating that middle school is the setting with the highest prevalence (5) &(6) . Bullying can take the form of direct bullying, which includes physical and verbal acts of aggression such as hitting, stealing or name calling, or indirect bullying, which is characterized by social exclusion (such as excluding a child from a group to hurt him/her, or any other gestures or actions that occur in a less visible manner, etc) and rumors spreading. Recently there has been much interest in cyber-bullying, which can be broadly defined as any bullying which is performed via electronic means, such as mobile phones or the internet. The four main aspects of school bullying are the bully (perpetrator); the victim (recipient); the bully/victim (victim and perpetrator); and the bystander (witness) (2) & (7) . Researchers increasingly find that bullying is a problem that can be detrimental to students’ well -being (8) . Students who are bullied have increased school avoidance, and difficulties with learning. It was estimated that over 160,000 kids refuse to go to school each day for fear of being bullied. Over 10% of students who drop