Adolescent Proactive Bystanding Versus Passive Bystanding Responses to School Bullying: the Role of Peer and Moral Predictors

Abstract

Bystanders to bullying perpetration are considered an extremely important group to engage in bullying prevention and intervention. It is important to understand the key differences between students who are proactive bystanders, who try to stop the bullying and those bystanders who observe but take no action to help the student being bullied. Of 1,231 secondary students (aged 11 to 15 years) surveyed in 12 Australian schools, only 26.9% (509) reported they had not witnessed any bullying. The actions taken by student witnesses were grouped into proactive bystanding (786, 41.5%) and passive bystanding (445, 23.5%) responses. Age, gender, victimisation, being connected to school, perceived peer support and moral engagement were examined. The strongest predictor for proactive bystander responses was previous experience of bullying victimisation. Feeling connected to school, having higher levels of peer support and being morally engaged also predicted proactive bystander behaviour. Age and gender were not associated with being a proactive bystander or a passive bystander. Implications for school policy and practices to prevent and reduce peer bullying behaviour are discussed.

Anti-Asian discrimination and antiracist bystander behaviors amid the COVID-19 outbreak.

“…Compared to individuals who did not experience everyday unfair treatment, individuals exposed to more frequent discrimination were more likely to report engaging in antiracist reactive bystander behaviors. This finding is consistent with previous findings in the interpersonal violence literature, indicating that prior victimization correlates with active bystander responses to high-risk situations of interpersonal violence (Campbell et al, 2020; Cascardi et al, 2018). Our finding also is consistent with predictions derived from social identity theories; individuals who have greater lifetime experiences with discrimination likely identify with victims of anti-Asian discrimination, and they may be more empathic toward others who are assaulted or treated unfairly (Neto & Pedersen, 2013).…”

“…indicating that prior victimization correlates with active bystander responses to high-risk situations of interpersonal violence (Campbell et al, 2020;Cascardi et al, 2018). Our finding also is consistent with predictions derived from social identity theories; individuals who have greater lifetime experiences with discrimination likely identify with victims of anti-Asian discrimination, and they may be more empathic toward others who are assaulted or treated unfairly (Neto & Pedersen, 2013).…”

“…Prior experiences with racial discrimination can heighten individuals' emotional involvement with their ethnoracial group and enhance their understanding of how their group membership is evaluated (Cheon & Yip, 2019;Seaton et al, 2009). Consistent with this idea, prior victimization has been found to correlate with secondary school and college students' active bystander responses to high-risk situations of interpersonal violence (Campbell et al, 2020;Cascardi et al, 2018).…”

“…Yet, many witnesses to violent and discriminatory acts appear to be only passive observers (Banyard, 2008; Hyers, 2007). Leveraging the knowledgebase regarding emergency situations and various forms of interpersonal violence, barriers to bystanders’ actions include failure to identify the situations as risky or harmful, diffused responsibility to help, and low levels of disapproval of transgression (Campbell et al, 2020; Yule & Grych, 2020). To enhance the impact in reducing—and ultimately eliminating—discriminatory acts and to mitigate their negative health consequences, it is important to understand factors that facilitate individuals’ engagement in bystander behaviors in response to racism and discrimination.…”

Acoso escolar en estudiantes de secundaria de una institución educativa pública del Callao-Perú, 2023

“…Las investigaciones recientes se centran cada vez más en el papel de los espectadores del acoso, aquellos que presencian la victimización del acoso por las diferentes formas que puedan influir en sus pares (Thornberg et al, 2012). Al respecto Campbell (2023) hace alusión al estudio llevado a cabo con 1.231 estudiantes de secundaria (de 11 a 15 años) encuestados en 12 escuelas australianas, donde se encontró que el predictor más fuerte de las respuestas proactivas de los espectadores fue la experiencia previa de victimización por acoso. Sentirse conectado con la escuela, tener mayores niveles de apoyo de sus compañeros y estar moralmente comprometido.…”