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: | Waasdorp, Tracy Evian, Fu, Rui, Perepezko, Ann L., Bradshaw, Catherine P. |
| Source: | European Journal of Developmental Psychology. 2021 18(6):880-895. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| 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: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Bullying, School Policy, Responses, School Personnel, Professional Development, Elementary Secondary Education, Educational Environment |
| Geographic Terms: | Maryland |
| DOI: | 10.1080/17405629.2021.1889503 |
| ISSN: | 1740-5629 1740-5610 |
| Abstract: | This study examined school staff reported behavioural 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, counsellors), and referring the students involved to the school counsellor/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 behaviour. Additional training and professional development are necessary across all school staff, especially in upper grades. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1362595 |
| Database: | ERIC |
| Abstract: | This study examined school staff reported behavioural 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, counsellors), and referring the students involved to the school counsellor/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 behaviour. Additional training and professional development are necessary across all school staff, especially in upper grades. |
|---|---|
| ISSN: | 1740-5629 1740-5610 |
| DOI: | 10.1080/17405629.2021.1889503 |
