scholarly journals Bullying Prevention and School Climate: Correlation between Teacher Bullying Prevention Efforts and their Perceived School Climate

2020 ◽  
pp. 1-11
Author(s):  
Dziuginta Baraldsnes
Keyword(s):  
School Climate ◽  
Descriptive Analysis ◽  
Bullying Prevention ◽  
School Bullying ◽  
Bully Prevention ◽  
Whole School ◽  
Study Results ◽  
School Classroom ◽  
General School ◽  
Perceptions Of School

This study investigates the correlation between teachers’ efforts to prevent bullying and their perceptions of school climate. The quantitative data were collected from 82 teachers (76.8%females, respondents’ mean age = 44.91 years [SD = 9.91]) from 13 Norwegian schools running the Olweus Bully Prevention Program (OBPP). Descriptive analysis of the teachers’ efforts within OBPP at the school, classroom, and individual levels, and simple linear as well as multiple regression analyses were applied. The current study revealed that teachers acted differently within OBPP at the school, classroom, and individual levels, and that their perceptions of school climate differed. A significant positive correlation was found between the teachers’ efforts within OBPP at the all-level variable and the general school climate variable. Implications for the teachers’ efforts to prevent school bullying through OBPP and the significance of the study results for the whole school community are discussed, and limitations of the current study are pointed out.

scholarly journals Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Ana Carolina Reyes-Rodríguez ◽  
Angel Alberto Valdés-Cuervo ◽  
José Angel Vera-Noriega ◽  
Lizeth Guadalupe Parra-Pérez
Keyword(s):  
School Climate ◽  
Collective Efficacy ◽  
Latent Variable ◽  
Critical Role ◽  
Teaching Experience ◽  
Bullying Prevention ◽  
Self Report ◽  
Equation Modeling ◽  
Teachers Perceptions ◽  
Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

A meta-analytic perspective on school climate studies in Turkey: The impact of some demographic variables

2017 ◽  
Vol 7 (3) ◽  
pp. 453-482
Author(s):  
Emre Sönmez ◽  
Ferudun Sezgin
Keyword(s):  
School Climate ◽  
Significant Influence ◽  
Meta Analysis ◽  
Demographic Variables ◽  
Teachers Perceptions ◽  
Study Results ◽  
Doctoral Dissertations ◽  
The Impact ◽  
Climate Studies ◽  
Perceptions Of School

The purpose of this study is to analyze teachers' perceptions of school climate by gender and branch and have an overall idea on this issue. Meta-analysis method was employed in this study. Master's theses and doctoral dissertations as well as academic articles published in peer-reviewed journals dwelling on teachers' views on school climate in Turkey were analysed through various databases. A total of 30 studies meeting the criteria for inclusion in the study were included. In the analysis of research data, a random effects model was used. Results indicate that gender has no significant influence on the dimensions of disengagement, directiveness, and supportiveness of school climate, but has a significant influence on the dimensions of restrictiveness and intimacy. Gender was seen to have a significant but low influence on restrictiveness in favour of male teachers and on intimacy on behalf of female teachers. According to the study results, branch does not have a significant influence on the dimensions of school climate except for disengagement. Branch was seen to have a significant but low impact on disengagement in favour of subject teachers. In this sense, it was concluded that superficial variables like gender and branch do not have any determining influence on teachers' perceptions of school climate. Therefore, it may be recommended for researchers to study more primary factors concerning school climate.

scholarly journals The Role of Bystander Perceptions and School Climate in Influencing Victims' Responses to Bullying: To Retaliate or Seek Support?

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Katrina Debnam ◽  
Catherine P. Bradshaw
Keyword(s):  
School Climate ◽  
Hierarchical Linear Modeling ◽  
School Safety ◽  
Bullying Prevention ◽  
Linear Modeling ◽  
Gender Influence ◽  
Bullying Prevention Programs ◽  
Being Bullied ◽  
Perceptions Of School

In order to reduce aggressive responses to bullying, schools nationwide have begun to implement bullying prevention programs that advise students to tell an adult, walk away, or ask the bully to stop. While previous work has demonstrated that individual differences (e.g., gender) influence the likelihood of students choosing assertive responses in lieu of aggressive responses, there has been less research on understanding how aspects of the school climate affect students’ responses to bullying. This study explores how perceptions of teacher and student intervention as well as perceptions of school safety and connectedness influence students’ likelihood of responding aggressively (i.e., retaliating) or seeking support from an adult. These data come from an online school climate survey administered to 25,308 students in 58 high schools. Three-level hierarchical linear modeling was conducted on a subset of 6,493 students who reported being bullied in the past year. Results suggest that bystander perceptions and school climate play a role in influencing students’ responses to bullying, both by decreasing the likelihood of victims using an aggressive response and increasing their likelihood of seeking support from school staff. Interventions that focus more holistically on changing school climate may better interrupt the cycle of violence.

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

2011 ◽  
Vol 21 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Natasha Pearce ◽  
Donna Cross ◽  
Helen Monks ◽  
Stacey Waters ◽  
Sarah Falconer
Keyword(s):  
Best Practice ◽  
Bullying Prevention ◽  
School Bullying ◽  
Research Centre ◽  
Current Evidence ◽  
Whole School ◽  
School Based ◽  
Whole School Approach ◽  
Bullying Interventions ◽  
Meta Analyses

AbstractIn 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

An Action Research Project to Determine the Utility of Bully Prevention in Positive Behavior Support for Elementary School Bullying Prevention

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X1301700 ◽  
Author(s):  
Emily Goodman-Scott ◽  
Beth Doyle ◽  
Pamelia Brott
Keyword(s):  
Action Research ◽  
Positive Behavior Support ◽  
Research Process ◽  
Bullying Prevention ◽  
School Bullying ◽  
Positive Behavior ◽  
Behavior Support ◽  
Action Research Project ◽  
Research Project ◽  
Bully Prevention

A trio of researchers presents a case study from a practical, participatory action research project to demonstrate how one school district implemented a school-wide bullying prevention initiative for all elementary schools based on Bully Prevention in Positive Behavior Support (BP-PBS). The purpose of this manuscript is to discuss the process of creating a district-wide bullying initiative, including the initial years of implementation, to assist other school counselors and districts in their bullying prevention efforts. The researchers briefly describe the initiative, the action research process, and reflect on results from the project.

Collaborating With Parents to Increase Proactive Bystander Messages

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2091274
Author(s):  
Courtney S. Banks ◽  
Jamilia J. Blake ◽  
Katherine Lewis
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Bullying Prevention ◽  
School Bullying ◽  
Future Directions ◽  
The Social ◽  
The Impact ◽  
Home And School ◽  
Perceptions Of School

School antibullying initiatives are increasingly focused on educating students about the impact of proactive bystanders to reduce victimization. However, according to the social-ecological perspective, children can also choose to adopt bystander responses based on what their parents teach them at home. School counselors are equipped to disseminate best practices of bullying prevention to parents and increase school and home communication on effective bystander responses, but how much this influences what parents teach their children as bystanders is not clear. The current study examined whether parental perceptions of school climate and awareness of antibullying interventions affected what parents teach their children to do as bystanders to school bullying. Results indicated a significant and positive relationship between parent and school counselor agreement on the presence of antibullying interventions and parents teaching their children to stand up for the victim if they witness bullying at school. We discuss strategies to promote home and school collaboration on antibullying initiatives, extending the role of school counselors in antibullying efforts, and future directions.

Student Perceptions of School Climate and Safety

2008 ◽  
Author(s):  
Aisha Thompson ◽  
Talisha Lee ◽  
Dewey G. Cornell
Keyword(s):  
School Climate ◽  
Student Perceptions ◽  
Perceptions Of School
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