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Revisiting the Whole-School Approach to Bullying: Really Looking at the Whole School

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Title: Revisiting the Whole-School Approach to Bullying: Really Looking at the Whole School
Language: English
Authors: Richard, Jacques F., Schneider, Barry H., Mallet, Pascal
Source: School Psychology International. Jun 2012 33(3):263-284.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Middle Schools
Descriptors: Bullying, School Security, Foreign Countries, Prediction, Meta Analysis, Teaching Methods, Problem Solving, Educational Environment, Teacher Student Relationship, Victims of Crime, Internet, Middle Schools, High Schools, Evaluation Methods
Geographic Terms: France
DOI: 10.1177/0143034311415906
ISSN: 0143-0343
Abstract: The whole-school approach to bullying prevention is predicated on the assumption that bullying is a systemic problem, and, by implication, that intervention must be directed at the entire school context rather than just at individual bullies and victims. Unfortunately, recent meta-analyses that have looked at various bullying programs from many countries have revealed that whole-school interventions designed to combat bullying have had limited success in reducing bullying. The purpose of the present study was to establish more clearly the precise aspects of school climate that are linked specifically to the problem of bullying. We used hierarchical linear modeling (HLM) to analyse school-level effects in a data set consisting of 18,222 students from across France. For physical and verbal/relational bullying, the final models respectively explain 6% and 16% of the within-school variance, and 48% and 9% of the between-school variance, significant between-school effects, with the climate variables of school security and the quality of student-teacher relationships emerging as the strongest predictors. (Contains 3 tables.)
Abstractor: As Provided
Number of References: 86
Entry Date: 2012
Accession Number: EJ966385
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. Jun 2012 33(3):263-284.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22School+Security%22">School Security</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Victims+of+Crime%22">Victims of Crime</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
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  Data: 10.1177/0143034311415906
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  Data: The whole-school approach to bullying prevention is predicated on the assumption that bullying is a systemic problem, and, by implication, that intervention must be directed at the entire school context rather than just at individual bullies and victims. Unfortunately, recent meta-analyses that have looked at various bullying programs from many countries have revealed that whole-school interventions designed to combat bullying have had limited success in reducing bullying. The purpose of the present study was to establish more clearly the precise aspects of school climate that are linked specifically to the problem of bullying. We used hierarchical linear modeling (HLM) to analyse school-level effects in a data set consisting of 18,222 students from across France. For physical and verbal/relational bullying, the final models respectively explain 6% and 16% of the within-school variance, and 48% and 9% of the between-school variance, significant between-school effects, with the climate variables of school security and the quality of student-teacher relationships emerging as the strongest predictors. (Contains 3 tables.)
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        Value: 10.1177/0143034311415906
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      – Text: English
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      Pagination:
        PageCount: 22
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    Subjects:
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        Type: general
      – SubjectFull: School Security
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Victims of Crime
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      – SubjectFull: Internet
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      – SubjectFull: France
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      – TitleFull: Revisiting the Whole-School Approach to Bullying: Really Looking at the Whole School
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