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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
FullText Links:
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  Data: The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations
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  Data: <searchLink fieldCode="AR" term="%22Waasdorp%2C+Tracy+Evian%22">Waasdorp, Tracy Evian</searchLink><br /><searchLink fieldCode="AR" term="%22Fu%2C+Rui%22">Fu, Rui</searchLink><br /><searchLink fieldCode="AR" term="%22Perepezko%2C+Ann+L%2E%22">Perepezko, Ann L.</searchLink><br /><searchLink fieldCode="AR" term="%22Bradshaw%2C+Catherine+P%2E%22">Bradshaw, Catherine P.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Developmental+Psychology%22"><i>European Journal of Developmental Psychology</i></searchLink>. 2021 18(6):880-895.
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  Data: 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
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  Data: Y
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  Data: 16
– Name: DatePubCY
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  Data: 2021
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  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)
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  Data: R305H150027<br />2014CKBX0005<br />1R01HD09483301A1
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  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>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink>
– Name: DOI
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  Data: 10.1080/17405629.2021.1889503
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1740-5629<br />1740-5610
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – Text: English
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    Subjects:
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: School Policy
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      – SubjectFull: Responses
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      – SubjectFull: School Personnel
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      – SubjectFull: Elementary Secondary Education
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