ABSTRACT
This chapter provides recommendations for researchers, administrators, and educators for best practices to prevent and respond to identity-based bullying. It reviews research about specific programs currently utilized in schools within the U.S. and U.K. It also provides a list of general recommendations, along with three case studies to demonstrate how to put these suggestions into action. The author's recommendation for scholars and educators to be knowledgeable about the existing research evidence regarding the causes of effective ways to intervene in identity-based bullying. The anti-bullying programs integrate social identity into their framework, so schools should consider combining information that is available about anti-bullying programs with the literature about prejudice reduction among children. Intergroup contact theory suggests that having contact with members of a group different from one's own can decrease prejudice against that group. Focusing on prevention and proactive approaches will increase the likelihood that all members of the community feel safe.
