School Climate and Bullying Bystander Responses in Middle and High School
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| Title: | School Climate and Bullying Bystander Responses in Middle and High School |
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| Language: | English |
| Authors: | Waasdorp, Tracy Evian (ORCID |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 62 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Institute of Justice (NIJ) (DOJ) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R305H150027 2014CKBX0005 1R01HD10249101A1 |
| Document Type: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Educational Environment, Bullying, Middle School Students, High School Students, Audience Response, Student Reaction, Intervention, School Safety, Student Behavior, Aggression, Parent Teacher Cooperation, Teacher Student Relationship, Gender Differences, Adolescents, Age Differences, Racial Differences, Social Status, Predictor Variables, Student School Relationship |
| Geographic Terms: | Maryland |
| DOI: | 10.1016/j.appdev.2022.101412 |
| Abstract: | Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point. [This paper was published in "Journal of Applied Developmental Psychology" v80 Article 101412 2022.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED628570 |
| Database: | ERIC |
| Abstract: | Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point. [This paper was published in "Journal of Applied Developmental Psychology" v80 Article 101412 2022.] |
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| DOI: | 10.1016/j.appdev.2022.101412 |
