The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations
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| Title: | The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations |
|---|---|
| Language: | English |
| Authors: | Tracy Evian Waasdorp, Rui Fu, Ann L. Perepezko, Catherine P. Bradshaw |
| Source: | Grantee Submission. 2021. |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2021 |
| 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 1R01HD09483301A1 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Bullying, School Policy, Responses, School Personnel, Professional Development, Elementary Secondary Education, Educational Environment, Self Efficacy, Intervention, Role |
| Geographic Terms: | Maryland |
| DOI: | 10.1080/17405629.2021.1889503 |
| Abstract: | This study examined school staff reported behavioral responses to bullying, general likelihood of intervening and perceived self-efficacy for intervening with student bullying. We explored if the existence of school bullying-related policies and/or policy trainings was associated with the ways in which school staff responded to bullying. Data came from 8,668 school staff from 156 elementary, middle and high schools in the U.S. Results suggested that while the existence of anti-bullying policies was an important contributor to increased staff self-efficacy for intervening with bullying, it was not associated with self-reports of increased responses to bullying. However, being trained on their schools' anti-bullying policy was associated with higher odds of intervening with the involved students, discussing the incident with other school staff (e.g., administrators, counselors), and referring the students involved to the school counselor/psychologist. Moreover, there were clear role and grade level differences in staff responses, such as being less likely to respond to bullying in high school, as compared to middle and elementary school. The results suggested that the existence of a school policy is not likely sufficient to shift behavior. Additional training and professional development are necessary across all school staff, especially in upper grades. [This paper was published in "European Journal of Developmental Psychology" v18 n6 p880-895 2021.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED650570 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tracy+Evian+Waasdorp%22">Tracy Evian Waasdorp</searchLink><br /><searchLink fieldCode="AR" term="%22Rui+Fu%22">Rui Fu</searchLink><br /><searchLink fieldCode="AR" term="%22Ann+L%2E+Perepezko%22">Ann L. Perepezko</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+P%2E+Bradshaw%22">Catherine P. Bradshaw</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Institute of Education Sciences (ED)<br />National Institute of Justice (NIJ) (DOJ)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R305H150027<br />2014CKBX0005<br />1R01HD09483301A1 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Responses%22">Responses</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/17405629.2021.1889503 – Name: Abstract Label: Abstract Group: Ab Data: This study examined school staff reported behavioral responses to bullying, general likelihood of intervening and perceived self-efficacy for intervening with student bullying. We explored if the existence of school bullying-related policies and/or policy trainings was associated with the ways in which school staff responded to bullying. Data came from 8,668 school staff from 156 elementary, middle and high schools in the U.S. Results suggested that while the existence of anti-bullying policies was an important contributor to increased staff self-efficacy for intervening with bullying, it was not associated with self-reports of increased responses to bullying. However, being trained on their schools' anti-bullying policy was associated with higher odds of intervening with the involved students, discussing the incident with other school staff (e.g., administrators, counselors), and referring the students involved to the school counselor/psychologist. Moreover, there were clear role and grade level differences in staff responses, such as being less likely to respond to bullying in high school, as compared to middle and elementary school. The results suggested that the existence of a school policy is not likely sufficient to shift behavior. Additional training and professional development are necessary across all school staff, especially in upper grades. [This paper was published in "European Journal of Developmental Psychology" v18 n6 p880-895 2021.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: ED650570 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17405629.2021.1889503 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 Subjects: – SubjectFull: Bullying Type: general – SubjectFull: School Policy Type: general – SubjectFull: Responses Type: general – SubjectFull: School Personnel Type: general – SubjectFull: Professional Development Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Educational Environment Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Intervention Type: general – SubjectFull: Role Type: general – SubjectFull: Maryland Type: general Titles: – TitleFull: The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tracy Evian Waasdorp – PersonEntity: Name: NameFull: Rui Fu – PersonEntity: Name: NameFull: Ann L. Perepezko – PersonEntity: Name: NameFull: Catherine P. Bradshaw IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Titles: – TitleFull: Grantee Submission Type: main |
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