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Some researchers posit that there are characteristics that are the foundation for effective interventions (Pitner, Astor, & Benbenishty, 2015 ). Pitner et al. ( 2015 ) examined evidence-based mostly violence prevention/intervention programs and observe that profitable faculty-vast interventions share core traits: (1) they are complete interventions enacted in all ecological layers of a college neighborhood; (2) they raise awareness, investment, and accountability from college students, teachers, and oldsters regarding the kinds of violence in schools (e.g., fighting, sexual harassment, weapons); (3) they set up clear expectations and guidelines for the whole college; (four) they increase supervision and monitoring exterior of school rooms; (5) they use faculty, workers, and oldsters to plan, implement and sustain the intervention; (6) they often fit naturally into the stream and routines of the varsity; (7) they create clear expectations and procedures earlier than, throughout, and after incidences of violence, and (8) they include steady monitoring to ensure that schools to tailor interventions to their unique environments and thus improve the potential for success (Pitner et al., 2015 ). The complexity of these characteristics and the number of proof-based school violence interventions obtainable for faculties to make use of raise important questions. Students, normally youth, typically become involved in role enjoying or making a theatre piece for presentation to different college students; nonetheless, additionally it is important to provide students with opportunities to play a more active function in growing approaches to address bullying in faculties (Pepler & Craig, 2000; Shannon & McCall, n.d.)

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