*6.4.4. Post-"MediaMente Bullo" project*

For the questionnaire "My Life in School" [68, 69]: physical bullying: 82.1% never; 13.2% one time; 4.7% more than once; *verbal bullying:* 80% never, 11.8% one time; 8.2% more than once; *indirect bullying*: 80.9% never, 11.3% one time; 7.8% more than once; *prosocial behavior:* 16.3% never, 23.7% one time; 60% more than once.

For the questionnaire "You and the conflict": 16.1% *avoidant*; 4.5% *aggressive, 22.3% compliant;* 14.1% *accommodating*; 43% *shopkeeper.*

The general index of bullying of the sample is calculated by the average of these scales for the three bullying (physical, verbal and indirect) indices. Data analysis shows significant differences between before and after the project in bullying, mediation skills and prosocial behavior. After the evaluation of scores, distribution data did not follow a normal distribution that is, a Gaussian distribution. The main tests for the assessment of normality Kolmogorov– Smirnov (K-S) was used to investigate it. According to the available literature, nonparametric statistical tests were considered. Considering this assumption, we applied the Wilcoxon test. We found significant differences between *Pre* and *Post* "MediaMente Bullo" project in *physical bullying (p < .005); verbal bullying (p < .001); indirect bullying (p < .01); prosocial behavior (p < .05); avoidant (p < .05); aggressive (p < .05); shopkeeper (p < .001).*

Descriptive results of percentages and data analysis indicate significant decrease in bullying scales (*physical bullying; verbal bullying; indirect bullying)* and increase prosocial scores and mediation skills after the path of project "MediaMente Bullo."

These results indicate that this path, in which students have experienced empathy and mediation, can contribute to decrease phenomenon of prejudice, bullying, social exclusion for a system of inclusion.
