Teachers: A Critical But Overlooked Component of Bullying Prevention and Intervention

Yoon, Jina; Bauman, Sheri

doi:10.1080/00405841.2014.947226

Cited by 129 publications

(133 citation statements)

References 23 publications

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“…However, while awaiting further empirical elucidation, some scholarship can help fill extant gaps and further illustrate the practical significance of study findings. In this vein, Yoon and Bauman () identify teachers as critically important yet occasionally neglected agents in PV prevention and intervention efforts. More specifically, they encourage teachers to increase their role in supporting student mental health, resilience, and healthy coping to help mitigate the negative effects of being victimized or harassed at school.…”

Section: Discussionmentioning

confidence: 99%

“…More specifically, they encourage teachers to increase their role in supporting student mental health, resilience, and healthy coping to help mitigate the negative effects of being victimized or harassed at school. Consistent with a social support theoretical framework, Yoon and Bauman () argue that teachers are socializing agents in the classroom who can foster positive interpersonal relationships among members of the school community that then have positive ripple effects. Moreover, through fostering these relationships, teachers can help transform the school climate and help make all students feel more comfortable, less triggered, and more emotionally supported.…”

Section: Discussionmentioning

confidence: 99%

“…This finding provides further support for the putative role of teacher–student relationships as a buffer against experiencing distress associated with PV as these relationships can increase feelings of social support (Murray & Malmgren, ). However, perceived social support and teacher–student relationships are not the same and research is needed on the impact of the unique role of teacher–student relationships on the former as these relationships might be an important protective factor (Cohen, McCabe, Michelli, & Pickeral, ; Furrer & Skinner, ; Yoon & Bauman, ).…”

Section: Teacher–student Relationshipsmentioning

confidence: 99%

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The protective role of teacher–student relationships against peer victimization and psychosocial distress

Sulkowski

Simmons

2017

Psychology in the Schools

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This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Teacher–student Relationshipsmentioning

confidence: 99%

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The protective role of teacher–student relationships against peer victimization and psychosocial distress

Sulkowski

Simmons

2017

Psychology in the Schools

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“…School may be the context where the socialization of a new type of aggressive behavior starts. This contributes to the explanation for why teachers play a central role in the management and prevention of peer victimization within schools(Hektner & Swenson, 2012;Yoon & Bauman, 2014).4.1 | Limitations, strengths, and practical implicationsFirst, one limitation is the cross-sectional nature of the data. It is theoretically sound to assume that the relation between teachers' behavior and students' behavior is mediated by moral cognitions.However, to draw final conclusions about causality, either a longitudinal or an experimental design is required.…”

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confidence: 99%

The efficacy of teachers’ responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying

Campaert

Nocentini

Menesini

2017

Aggressive Behavior

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Teachers respond differently to bullying and victimization. Socio-cognitive and moral domain theory suggest that students process teachers' behavior cognitively and that teachers' responses to incidents of bullying and victimization could affect students' level of moral disengagement. We examined the mediating effect of students' moral disengagement between types of teachers' responses to situations of bullying and victimization and individual bullying using multilevel mediation modelling. Participants were 609 students (50% boys, age M = 11.47, SD = 1.14) of central Italy, nested in 34 classes. Students rated the frequency of self-reported bullying and of teachers' responses to incidents of bullying and victimization on a 5-point Likert scale. Teachers' responses to bullying included non-intervention, mediation, group discussion, and sanctions. Teachers' responses to victimization included non-intervention, mediation, group discussion, and victim support. Results indicated that in the teachers' responses to incidents of bullying model, a significant indirect effect of non-intervention (β = .03; 95%CI [.01, .05]) and of sanctions (β = -.02; 95%CI [-.04, -.01]) on bullying through moral disengagement was found at the individual level. Similarly, in the model on teachers' responses toward victims there was a significant indirect effect through moral disengagement of non-intervention (β = .03; 95%CI [.02, .04]) and victim support (β = -.01; 95%CI [-.02, -.001]). At the class level there were no significant indirect effects. In sum, results indicated that moral disengagement is an important mediator at the individual level and suggest including teachers in anti-bullying interventions with a specific focus on their role for moral development.

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“…First, most research on bullying, school safety, and SOGI-focused policies and practices in schools has relied on student-level data. Relatively little research has used administrative reports of school policies, or has considered teachers’ perspectives of school bullying (Espelage et al, 2014; Yoon & Bauman, 2014). Because of their position within schools, teachers’ roles extend beyond instruction and exist at the heart of everyday interactions among students.…”

mentioning

confidence: 99%

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives

Russell

Day

Ioverno

et al. 2016

Journal of School Psychology

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Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies have drawn from students’ reports: We examined teachers’ reports of bullying problems in their schools along with their assessments of school safety, combined with principals’ reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3,000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, we used multi-level models to understand bullying problems in schools. Our results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers’ reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers’ assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed.

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Teachers: A Critical But Overlooked Component of Bullying Prevention and Intervention

Cited by 129 publications

References 23 publications

The protective role of teacher–student relationships against peer victimization and psychosocial distress

The protective role of teacher–student relationships against peer victimization and psychosocial distress

The efficacy of teachers’ responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives

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