Student-, classroom-, and school-level risk factors for victimization

Saarento, Silja; Kärnä, Antti; Hodges, Ernest V. E.; Salmivalli, Christina

doi:10.1016/j.jsp.2013.02.002

Cited by 117 publications

(124 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An American study (Espelage, Polanin, & Low, 2014) demonstrated that teacher and staff reports of high commitment to preventing bullying and positive teacher-student relations were associated with less peer victimization, as reported by students. In line with this, Saarento et al (2013) found that, in classrooms and schools where students perceived that their teachers had disapproving attitudes toward bullying, peer victimization was less common.…”

Section: School Climate Aspects Associated With Exposure To Bullyingmentioning

confidence: 56%

“…Both demographic and psychosocial factors have been shown to be related to children's risk of being bullied (Saarento et al, 2013). Many studies report that boys bully more than girls do (e.g., Craig et al, 2009;Nansel et al, 2001;Olweus, 1991;Stassen Berger, 2007;Wolke, Woods, Stanford, & Schulz, 2001), whereas the gender pattern in victimization is less definite (e.g., Craig et al, 2009;Due et al, 2005;Nansel et al, 2001).…”

Section: Individual-level Characteristics Associated With Exposure Tomentioning

confidence: 99%

“…In particular, there is a need for studies that examine the effects of school climate on bullying, as this is a factor that can actually be changed by educators and administrators (Ma, 2002). Indeed, previous studies have shown significant variation in bullying across school classes as well as across schools (e.g., Chaux, Molano, & Podlesky, 2009;Ertesvåg & Roland, 2015;Green et al, 2011;Khoury-Kassabri, Benbenishty, Avi Astor, & Zeira, 2004;Roland & Galloway, 2002, with greater variation across classes than across schools (Kärnä et al, 2011;Saarento et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School climate and exposure to bullying: a multilevel study

Låftman

Östberg

Modin

2016

School Effectiveness and School Improvement

View full text Add to dashboard Cite

This study investigates associations between aspects of school climate, measured by students' assessments aggregated to the class level, and exposure to bullying, measured at the individual level. The data were derived from the Stockholm School Survey of 2006-2010 with information from 16,418 ninth-grade students (aged 15-16 years) distributed over 871 classes and 259 schools. Three-level binary logistic regression was applied. Two of the studied school climate aspects in particular were linked with the occurrence of bullying: In classes where a high proportion of students claimed to be aware of the school rules and in classes where a high proportion of students stated that adults intervene against bullying, fewer students reported having been bullied. The findings imply that striving toward a school climate characterized by transparent rules and clear disapproval of harassments may help to reduce bullying. ARTICLE HISTORY

show abstract

Section: School Climate Aspects Associated With Exposure To Bullyingmentioning

confidence: 56%

Section: Individual-level Characteristics Associated With Exposure Tomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

School climate and exposure to bullying: a multilevel study

Låftman

Östberg

Modin

2016

School Effectiveness and School Improvement

View full text Add to dashboard Cite

show abstract

“…However, results from these studies have been inconsistent. For example, while some research has shown that a greater proportion of boys within a school is associated with a greater bullying (e.g., Khoury-Kassabri et al, 2004) other studies have failed to find such an effect (e.g., Saarento et al, 2013).…”

mentioning

confidence: 99%

Child- and school-level predictors of children’s bullying behavior: A multilevel analysis in 648 primary schools.

Fink

Patalay

Sharpe

et al. 2018

Journal of Educational Psychology

View full text Add to dashboard Cite

A great deal of bullying behavior takes place at school, however, existing literature has predominantly focused on individual characteristics of children associated with bullying with less attention on school-level factors. The current study, comprising 23,215 children (51% boys) recruited from Year 4 or Year 5 (M = 9.06 years, SD = .56 years) from 648 primary schools in England, aimed to examine the independent and combined influence of child- and school-level predictors on bullying behavior in primary school. Children provided information on bullying behavior and school climate. Demographic characteristics of children were obtained from the National Pupil Database, and demographic characteristics of schools were drawn from EduBase. Multilevel logistic regression models showed that individual child gender, ethnicity, deprivation and special educational needs status all predicted bullying behavior. Of the school-level predictors, only overall school deprivation and school climate were predictive of bullying behavior once child-level predictors were taken into account. There was a significant interaction between child- and school-level deprivation; high-deprivation schools were a risk factor for bullying only for children that came from nondeprived backgrounds, whereas deprived children reported engaging in bullying behavior irrespective of school-level deprivation. Given the independent and combined role of child- and school-level factors for bullying behavior, the current study has implications for targeted school interventions to tackle bullying behavior, both in terms of identifying high-risk children and identifying high-risk schools.

show abstract

“…In schools where there are no defined norms, structures or relationships, students are more likely to feel unprotected and experience violence or punitive disciplinary action, which negatively impacts their academic performance and promotes the risk of dropping out (ASTOR; VAN ACKER, 2010). Likewise, some studies have pointed out the importance that the adjustment to established social norms has for the prevention of problematic behaviors such as bullying, since the risk of involvement in these behaviors decreases in those contexts in which the educational agents disapprove the undisciplined behaviors that are far from the established norms (HONG;ESPELAGE, 2012;SAARENTO et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Estudio de casos: tensiones y desafíos en la elaboración de la normativa escolar en Chile

et al. 2017

View full text Add to dashboard Cite

School coexistence is a scenario that has been in the reflection and has been transversal in the different educational stages in recent years. In fact, in 2011, the Ministry of Education(Chile) established the School Violence Law as a way of designing and implementing lines of action that tend to strengthen the relationship between members of the educational community, thereby contributing to an enabling environment that allows an harmonious development of all the educational actors that are part of the school. With reference to the above, an interpretative case study was carried out which considered a socio-educational intervention in a public school with the purpose of implementing, in a representative way, a normative framework for harmonious school coexistence with the participation of all educational agents, considering for this the various meanings and behaviors researched and agreed, in order to make a contribution to the school environment, thus contributing to the fulfillment of the objectives proposed by the Chilean Ministry of Education. The stages contemplated in the research allowed exploring and systematizing the contributions of the participants, emphasizing those agreements associated to the behaviors evidenced and that are frequent in the educational center (disruptive, psychological or physical), with the purpose of incorporating them in the regulatory policy of The school behaviors and to conform with it a behavioral framework that contributes to a harmonious coexistence in the educational center.

show abstract

Student-, classroom-, and school-level risk factors for victimization

Cited by 117 publications

References 45 publications

School climate and exposure to bullying: a multilevel study

School climate and exposure to bullying: a multilevel study

Child- and school-level predictors of children’s bullying behavior: A multilevel analysis in 648 primary schools.

Estudio de casos: tensiones y desafíos en la elaboración de la normativa escolar en Chile

Contact Info

Product

Resources

About