Peer Sympathy for Bullied Youth: Individual and Classroom Considerations

Abstract

Sympathetic bystanders are necessary for helping to create a positive antibullying climate. The purpose of the current study is to better understand both individual and classroom factors that are associated with having sympathy for victimized peers. Data come from 1,051 third through fifth graders, predominantly African American youth from 55 classrooms in 6 urban schools. Hierarchical linear models showed that relational aggression (teacher report) and popularity (peer nomination) were associated with low levels of sympathy (self-report). Low classroom levels of aggression (aggregated peer nominations) and high levels of teacher–student closeness (teacher report) were associated with high levels of sympathy. Cross-level interactions revealed boys in highly aggressive classrooms demonstrate less sympathy than boys in less aggressive classrooms. Further, for relationally aggressive youth, being in a classroom with high levels of teacher–student closeness was associated with greater sympathy for bullied peers as compared with relationally aggressive youth in classrooms with low levels of teacher–student closeness. This study underscores the importance of the broader social context for understanding students' displays of sympathy for victimized youth. This has implications for programming to emphasize positive bystander responses in the context of stronger teacher–student relationships and reduce relational aggression, thereby helping to facilitate safer and more secure classrooms.

A Path to Inclusiveness – Peer Support Groups as a Resource for Change

“…These findings are in line with previous research in which support group members explained how they felt unsure of their role and experienced conflicts ( Kvarme et al, 2016 ). A recent study, ( Waasdorp et al, 2019 ) on the significance of individual and classroom factors in relation to having sympathy for victimized peers, highlighted the importance of knowledge about factors that influence peer sympathy for bullied children, e.g., girls and boys need different support to increase sympathy. According to Waasdorp et al (2019) sympathy is linked with defending behavior ( Waasdorp et al, 2019 ).…”

“…A recent study, ( Waasdorp et al, 2019 ) on the significance of individual and classroom factors in relation to having sympathy for victimized peers, highlighted the importance of knowledge about factors that influence peer sympathy for bullied children, e.g., girls and boys need different support to increase sympathy. According to Waasdorp et al (2019) sympathy is linked with defending behavior ( Waasdorp et al, 2019 ). However, it is important to distinguish the difference between sympathy, empathy and compassion, and how it affects the interpretation of both the literature and the children's statements.…”

“…Thus, it may indicate that this is a method that can be useful for school nurses and teachers working with vulnerable children. A classroom environment with high levels of teacher–student closeness facilitates greater sympathy for bullied peers ( Waasdorp et al, 2019 ). A quantitative study from England, including 1648 children aged from 8 to 12 years, published in March 2021, highlighted the importance of regarding inclusion as the responsibility of the whole school, family, and community rather than as an individual challenge ( Fazel & Newby, 2021 ).…”

“…This perspective forms the basis for this article. Bullying is a complex and systemic issue ( Waasdorp et al, 2019 ) that needs to be addressed at a broad system level ( Fazel & Newby, 2021 ).The Bronfenbrenner bioecological model provides a framework for understanding the impact of a child's environment on the consequences of bullying. The microsystem refers to structures children are in direct contact with, such as family, peers, and the community.…”

A social–ecological model of preschoolers’ aggressive behavior: An exploratory analysis.

“…The cross-sectional design limits our ability to make inferences about the directionality of findings or the long-term effects of classroom-level aggression. Future research should examine the longitudinal relations between classroom-level aggression and individual-level aggression, as well as potential cognitive (e.g., hostile attribution biases; Crick & Dodge, 1994) and emotional (e.g., sympathy for victims; Waasdorp et al, 2019) mechanisms underlying these associations. Additionally, future research should assess functions of aggressive behavior (i.e., why children use aggression; Moore et al, 2018) and include additional temperamental risk factors for aggression (e.g., callous-unemotional traits; Moore et al, 2018).…”