Boulton, Michael J.Macaulay, Peter J. R.2023-03-222023-03-222023-03-13Boulton, M. J., & Macaulay, P. J. R. (2024). Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students. Research Papers in Education, 39(4), 629-649. https://doi.org/10.1080/02671522.2023.21892890267-152210.1080/02671522.2023.2189289http://hdl.handle.net/10034/627681© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.Bullying is a considerable problem among school students, and school-wide positive behaviour support interventions are regarded as helpful in addressing it. One approach is the CATZ Cross-age Teaching Zone anti-bullying intervention. The present study assessed the social validity of the CATZ anti-bullying intervention among a sample of 9–15-year-olds in a pre-post experimental design (N = 817, of which 546 experienced CATZ). Overall, participants expressed moderately positive views of the CATZ anti-bullying intervention, and these became significantly stronger following direct experience of it. Among participants who experienced the CATZ anti-bullying intervention, social validity ratings predicted a greater willingness to engage in it in the future. Alongside the extant data for its effectiveness, our findings support the wider use of the CATZ anti-bullying intervention in schools, and suggestions for how this might be brought about are discussed.https://creativecommons.org/licenses/by-nc-nd/4.0/EducationArticle1470-1146Research Papers in Education2023-03-2239