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School climate and bullying bystander responses in middle and high school

NCJ Number
307647
Journal
Journal of Applied Developmental Psychology Volume: 80 Dated: May 2022
Date Published
May 2022
Length
61 pages
Annotation

This examination of school climate and bullying bystander responses in middle and high school showed schools with better engagement and safety had higher odds of defender behaviors, and a better environment was associated with lower odds of passive and assisting behaviors.

Abstract

This study, using data from 64,670 adolescents, examined 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. 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. (Published Abstract Provided)

Date Published: May 1, 2022