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The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying.

A review of relevant literature, in particular systematic reviews and meta-analyses.

The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim.

There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support.

The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.

This paper seeks to describe a cost‐benefit analysis of early childhood education programmes.

The analysis utilises the best evidence available for early education programmes, combined with data from Washington State and economic literature to determine the monetary implications of these programmes.

The results indicate that early childhood education can yield benefits that substantially outweigh the costs of the programmes. In addition, these benefits were found to apply in many different public sector areas.

The paper offers an analytic model to determine the long‐term benefits of early intervention programmes.