Current research on school-based bullying: A social-ecological perspective

Espelage, Dorothy L.; Rao, Mrinalini A.; Rue, Lisa De La

doi:10.1179/1053078913z.0000000002

Cited by 53 publications

(34 citation statements)

References 54 publications

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“…This may explain why victimization served as a partial but not full mediator of this association. Such factors documented in the literature include peer characteristics; discrepancies between how teachers and staff perceive bullying in comparison to their students; classroom environment; and school structure and climate (Espelage, Rao, & De La Rue, 2013;Hong & Espelage, 2012;Polanin, Espelage, & Pigott, 2012).…”

Section: Discussionmentioning

confidence: 97%

“…This suggests that one way to ameliorate the current inequities between LGBTQ and non-LGBTQ youth on indices of academic performance and development is to address social contextual factors such as victimization. Supportive school environments, free from homophobic victimization, consistently emerge as key for the development of a secure identity and positive sense of self for LGBTQ youth (Chesir-Teran & Hughes, 2009;Espelage et al, 2008;Espelage et al 2013;Hong & Espelage, 2012;Kosciw et al, 2010). Therefore, school personnel must work collaboratively to promote supportive school climates that offer opportunity for the academic and social development of sexual minority youth.…”

Section: How Should Schools Respond?mentioning

confidence: 95%

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The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

Aragon

Poteat

Espelage

et al. 2014

Journal of LGBT Youth

Self Cite

108

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A total of 11,447 high school students were surveyed to test the relation between victimization and the educational outcomes of truancy, post-high school intentions, and grades for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) and non-LGBTQ students.LGBTQ students reported statistically higher truancy, lower grades, greater expectations not to finish high school, and lower expectations to attend a four-year college. Victimization partially mediated these differences between LGBTQ and non-LGBTQ youth. These results highlight the role of victimization in partially accounting for academic disparities between LGBTQ and non-LGBTQ youth.It is well documented that schools, particularly secondary schools, are frequently heterosexist and homophobic institutions (

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Section: Discussionmentioning

confidence: 97%

Section: How Should Schools Respond?mentioning

confidence: 95%

The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

Aragon

Poteat

Espelage

et al. 2014

Journal of LGBT Youth

Self Cite

108

View full text Add to dashboard Cite

show abstract

“…Providing a broad overview of potential links between bullying, revenge, bystanders, and positive reciprocity, we have neglected discussion of contextual influences that operate at levels between the cultural macro system (Espelage et al, 2013) and dyadic interaction. To enhance comprehension, we have described victim-bystander processes as one victim and one friend, whereas shared emotional processes and responses to threat may be negotiated within a circle of friends.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…In mobile multicultural societies, culture is defined at multiple points; including regional, ethnic community, family and school (Espelage, Mrinalini, & de la Rue, 2013). Community or family norms may interact with youth cultures (Chen, 2012) operating at the levels of school, classroom, and clique (peer in-groups).…”

Section: Practical Implications Of Cultural Normsmentioning

confidence: 99%

Revenge is seductive, if not sweet: Why friends matter for prevention efforts

Frey

Pearson

Cohen

2015

Journal of Applied Developmental Psychology

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“…Current research into efforts to understand and prevent bullying has adapted a social-ecological perspective (Espelage et al 2013;Swearer and Hymel 2015). Within this construction, bullying is viewed as the product of complex interactions among students and their associated social systems of peers, school adults, parents, and community members (Rose et al 2015).…”

mentioning

confidence: 99%

Use and Impact of the Wisconsin Bullying Prevention Program Assessment Tool in Addressing Middle School Bullying

Bowser

Bellmore

Larson

2019

Int Journal of Bullying Prevention

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The Wisconsin School Violence and Bullying Prevention Study, funded by the National Institutes of Justice (NIJ), was a two-year case-control study in 24 Wisconsin middle schools (11 experimental; 13 control) seeking to understand the impact of a comprehensive bullying prevention program on bullying victimization rates. Participating schools' bullying prevention programs were assessed at baseline and project-end using the Wisconsin Bullying Prevention Program Assessment Tool (BPPAT). This selfassessment tool, developed prior to the start of the research project, was developed by the Wisconsin Department of Public Instruction (DPI) and partners throughout Wisconsin. The BPPAT is an open-source 42-item assessment tool across 9 topic areas focused on policies and procedures with minimal financial and logistical burdens towards implementation. By design, it acknowledges wide variance across schools and districts for current practices and provides guidance, going forward, for program improvement. In the accompanying study, experimental schools were instructed to, with technical assistance, enhance their program by filling gaps identified through their completion of the BPPAT over two school years. A significant enhancement resulted among all schools, experimental and control, between 2015 and 2017 with a spill-over effect due to data collection requirements reducing programmatic differences between groups. Experimental schools reported significant declines in verified incidents of bullying with a non-significant decline among control schools. From this project, researchers determined that (1) schools are able to make program improvements in a short time period and (2) this concerted, and largely non-prescriptive, effort can have a positive and measurable impact on bullying victimization at this age group. Broader implications for the BPPAT and its use are preliminary and next steps are discussed and recommendations made. . The opinions, findings, and conclusions or recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect those of the Department of Justice.Int Journal of Bullying Prevention 2. Data are analyzed by the School Safety Team at least quarterly to identify "hot spots" for incidents, involving time and place, and sub-populations disproportionately affected PIP if analysis occurs less often that quarterly but at least once during the year.3. Results of analysis is shared with staff at least twice per school year PIP if results are shared with staff only once 4. Data informed decisions are made on CQI procedures PIP if CQI procedures do not consult data in all instances, but in some of them.

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Current research on school-based bullying: A social-ecological perspective

Cited by 53 publications

References 54 publications

The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

Revenge is seductive, if not sweet: Why friends matter for prevention efforts

Use and Impact of the Wisconsin Bullying Prevention Program Assessment Tool in Addressing Middle School Bullying

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