Identifying factors that help or hinder the implementation of school environment interventions such as the Olweus Bullying Prevention Program (OBPP) is needed to inform strategies that bolster implementation quality in low-income urban middle school settings. We used qualitative methods to identify supports and barriers for OBPP implementation from the perspective of administrators, Bullying Prevention Coordinating Committee members, and teaching staff at two urban middle schools in low-income attendance zones that primarily served African-American adolescents. Interviews and focus groups with 42 participants (Mage = 46; 74% female; 79% African-American) yielded seven themes that impeded OBPP implementation: (1) lack of time, (2) unanticipated changes and events, (3) varying staff commitment and implementation consistency, (4) school context, climate, and structural changes, (5) difficulty identifying bullying incidents, (6) social media influences that exacerbated bullying behaviors, and (7) limited fiscal and staff resources. Participants also identified four themes that supported implementation: (1) endorsing the OBPP as seen by administrator prioritization of the program and staff presence, involvement, and commitment, (2) staffs’ clear communication about OBPP roles and responsibilities, and teamwork and collaboration within and across levels of organizational leadership, (3) intervention dynamics (e.g., flexibility in class meeting delivery), and (4) logistics such as having support materials for class meetings and staffing resources. These findings inform OBPP efforts, especially those focused on enhancing program implementation in urban middle school settings located in low-income areas.

需要确定有助于或阻碍学校环境干预措施实施的因素，例如Olweus欺凌预防计划（OBPP），以为提高低收入城市初中环境实施质量的策略提供信息。我们使用定性方法从管理员，欺凌预防协调委员会成员以及主要服务于非裔美国青少年的低收入出勤区两所城市中学的教职人员的角度确定实施OBPP的支持和障碍。42名参与者的访谈和焦点小组（M年龄= 46; 74％女性；79％的非洲裔美国人）产生了七个阻碍OBPP实施的主题：（1）时间紧缺，（2）意外的变化和事件，（3）员工投入和实施一致性的变化，（4）学校环境，气候和结构变化，（5）难以识别欺凌事件，（6）社交媒体影响加剧了欺凌行为，以及（7）财政和员工资源有限。参与者还确定了支持实施的四个主题：（1）批准OBPP，如管理员对计划的优先级以及员工的在职，参与和承诺表示的优先考虑；（2）员工就OBPP的角色和职责以及团队内部的团队合作进行清晰的沟通以及跨组织领导层，（3）干预动态（例如，课堂会议交付的灵活性），（4）后勤服务，例如具有上课会议的支持材料和人员配备。这些发现为OBPP所做的努力提供了信息，尤其是那些致力于在低收入地区的城市中学环境中加强计划实施的努力。