The effects of the peer bullying training package presented by preschool teachers in inclusive settings

The purpose of this study is to examine the effectiveness of the training package offered to preschool teachers working in preschool education settings where inclusive practices are carried out in order to provide them with classroom strategies for preventing and intervening in peer bullying. The research, which was designed as an experimental mixed method research, was conducted in three stages. Seventeen preschool teachers and 354 children in their classrooms participated in the needs assessment phase. In the intervention and effectiveness testing phases, eight preschool teachers and 164 five-year-old children participated. The findings of the study showed that teachers need theoretical knowledge about peer bullying, classroom strategies for preventing and intervening in peer bullying, and effective practices to protect children with developmental disabilities (DD) from peer bullying. "The Peer Bullying Training Package", which was prepared in line with this need, had a positive effect on the knowledge levels and classroom practice skills of the teachers in the experimental group. A highly significant difference (p<0.001) was found in the behaviors and peer relationships of the children in the experimental group compared to the children in the control group. The teachers in the experimental group expressed positive opinions about the "Peer Bullying Training Package" and the intervention process. Keywords: Inclusion practices in preschool education, Teacher training, Peer bullying, Mixed methods research.