Adolescence is a crucial period during which individuals undergo significant physical, mental, and social changes, and the process of identity development begins. The transition to middle school during this period leads to increased interaction with peer groups and an increased likelihood of encountering behaviors such as bullying. Bullying, a form of aggression characterized by intent to harm, repetition, and a power imbalance, is a common occurrence in schools. According to a 2023 report by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), one in three students worldwide is bullied, while in Turkey, rates range from 15.9% to 34.9%. Bullying negatively impacts children's physical, mental, and social development, and these effects can extend into adulthood. During bullying, students may assume various roles, including bully, victim, bully-victim, and bystander. Bystander intervention is particularly critical for preventing bullying. However, research shows that a large portion of bystanders remain passive. However, intervening bystanders have the potential to quickly stop bullying. One effective strategy for preventing bullying is school-based, multifaceted intervention programs. The school nurse plays a crucial role in this process, providing guidance both in identifying bullying and in providing intervention. Empathy is a key determinant in bystander intervention. Individuals with high empathy are more likely to take on an advocacy role. In this context, creative drama can increase students' sensitivity to bullying by fostering empathy. Through creative drama, students can experience the effects of bullying and discuss solutions. Drama helps students express their feelings and develop problem-solving and communication skills. The Bystander Intervention Model defines five stages individuals must go through to help a situation: recognizing the incident, interpreting it as urgent, assuming responsibility, knowing how to help, and intervening. Individual attitudes and environmental factors play important roles in this process. In this context, this study aims to evaluate the effectiveness of creative drama workshops based on the bystander intervention model in increasing middle school students' bystander intervention levels and empathy skills in bullying. The study will be conducted with 6th and 7th grade students and will utilize a randomized controlled experimental design. The sample will consist of 42 students, who will be randomly assigned to an intervention group of 21 and a control group of 21. The experimental group will participate in creative drama workshops based on an audience intervention model, while the control group will not receive any intervention.
