The Critical Role of School Climate in Effective Bullying Prevention

Wang, Cixin; Berry, Brandi; Swearer, Susan M.

doi:10.1080/00405841.2013.829735

Cited by 168 publications

(105 citation statements)

References 23 publications

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“…Positive school climates can create norms of caring, promote help-seeking behaviors, and discourage aggressive behaviors. Extensive literature highlights the relations between positive school climate and children's and adolescents' mental health (Klein, Cornell, & Konold, 2012;Wang & Dishion, 2012;Wang, Berry, & Swearer, 2013), and reductions in school violence (Astor, Benbenishty, Zeira, Vinokur, 2002) and in deviant behaviors (Zaykowski & Gunter, 2012;Klein, Cornell, & Konold, 2012). Consistent with this literature, our findings show that children who held more positive perceptions of school climate reported consistent declines in levels of peer victimization, internalizing and externalizing problems across time.…”

Section: Differential Associations With Peer Victimization and Mentalsupporting

confidence: 87%

“…Positive school climate has been consistently linked to less peer victimization and bullying and also to improvements in mental health over time (Wang, Berry, & Swearer, 2013). Hence, appeals for school reform suggest that improvements in school climate could be effective in reducing bullying and also improving mental health outcomes for children and youth (Brand, Feiner, Shim, Seitsinger, & Dumas, 2003;Mitchell, Bradshaw, & Leaf, 2010;Steffgen, Recchia, & Viechtbauer, 2013).…”

Section: Introductionmentioning

confidence: 98%

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Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

Leadbeater

Sukhawathanakul

Thompson

et al. 2015

School Mental Health

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In this study, we assessed the stability over time of child, parent, and teacher reports of school climate using one widely used assessment that provides forms for child, parents, and teachers: the School Development Program-School Climate Surveys. To assess whether measures of school climate from multiple informants differentially predict child outcomes, we examined concurrent and predictive associations of each of these sources of data with children's peer victimization (child report) and internalizing and externalizing problems (parent and teacher reports). Participants included 1237 elementary school children and their parents (n = 1082), and teachers (n = 964). Data were collected in the fall and spring across two academic years (4 waves of data). Confirmatory factor analyses showed that the sub-dimensions for each informant version of the scales adequately fit a single factor model that was invariant over time and for child sex. Differences in informant source were important in predicting child outcomes. Implications for targets for improving school climate are discussed.

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Section: Differential Associations With Peer Victimization and Mentalsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 98%

Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

Leadbeater

Sukhawathanakul

Thompson

et al. 2015

School Mental Health

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“…Schools have recognised the importance of focusing bullying interventions at the level of the student, the school and the community (Power‐Elliot & Harris , Wang et al . ). Similarly, interventions in senior living communities should be targeted at both the resident level and, more importantly, the organisational level (Bonifas & Frankel ).…”

Section: Discussionmentioning

confidence: 97%

“…, Olweus & Limber , Wang et al . ). Education for residents about the importance of actively supporting for those who are bullied, rather than being a passive bystander, could significantly help reduce bullying in senior communal housing.…”

Section: Discussionmentioning

confidence: 97%

Peer bullying in seniors’ subsidised apartment communities in Saskatoon, Canada: participatory research

Goodridge

Heal-Salahub

PausJenssen³

et al. 2017

Health Soc Care Community

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Given that 'home' is the major physical-spatial environment of many older adults and that home, social and neighbourhood environments are well-recognised to impact both the ability to age in place and quality of life in this population, a better understanding of the nature of social interactions within seniors' communal living environments is critical for health promotion. This paper describes a two-phase participatory research study examining peer bullying by older adults conducted in April and May, 2016. Responding to needs expressed by tenants, the objectives of this study were to identify the nature, prevalence and consequences of peer bullying for tenants of two low-income senior apartment communities. In collaboration with the local Older Adult Abuse Task Force, a screening survey on bullying was distributed to all tenants. Findings (n = 49) indicated that 39% of tenants had witnessed peer bullying and 29% had experienced bullying by peers. An adapted version of a youth bullying survey was administered in follow-up face-to-face interviews with 13 tenants. The most common forms of peer bullying were deliberate social exclusion and hurtful comments. The majority of respondents indicated that bullying was a problem for seniors and that bullies hurt other people. Outcomes of bullying included feelings of dejection and difficulties conducting everyday activities.

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“…Psychosocial characteristics of classes are called the classroom climate, which affects various aspects such as children's academic achievement (Anderson et al, 2004;Liu & Wang, 2008;Patrick et al, 2011) and social behaviors (Benard, 2004;Thomas et al, 2011), among others. Findings related to functional aspects of a class in dealing with problem behaviors such as bullying and school refusal as well as school adjustment have been accumulated (Wang et al, 2013;Young et al, 2012).…”

mentioning

confidence: 99%

Sense of Presence and Anxiety Depending on the Daily Schedules in Junior High Schools

Yoshida¹,

Kida²

2017

PSYCH

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In the present study, a questionnaire for easily assessing class adjustment depending on the daily schedule was developed, and characteristics of each setting were examined. Criteria for detecting such students were also developed depending on the daily schedule settings. All the students enrolled in a public junior high school participated in the survey. The number of participants was 331. The sense of presence and anxiety felt in relationships with others were inquired depending on the eight daily schedules below: school arrival/entering classrooms, morning meetings/morning studies, lessons, breaks, lunch, cleaning, end-of-day meetings, and club activities. Aiming to detect students that needed secondary or tertiary support, criteria were examined, with regard to whether a student belonged to the unsatisfied group or not as an objective variable (1: unsatisfied 0: not unsatisfied), with the scores of the sense of presence and anxiety in eight schedules as explanatory variables. Stepwise discriminant analysis was conducted to select the explanatory variable that was the most effective. The results indicated that the sense of presence in the morning meetings and breaks, as well as anxiety in lessons, were selected and significant discriminant function was obtained (Wilks' λ = .723, p < .01). The discriminant function was below z = −0.18 × presence in morning meetings − 0.32 × presence in breaks + 0.64 × anxiety in lessons + 1.10 and the positive discriminant ratio was 80.4%. Providing student guidance based on daily schedules is considered effective for teachers to understand students and identify students that need secondary support at an early stage.

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The Critical Role of School Climate in Effective Bullying Prevention

Cited by 168 publications

References 23 publications

Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

Peer bullying in seniors’ subsidised apartment communities in Saskatoon, Canada: participatory research

Sense of Presence and Anxiety Depending on the Daily Schedules in Junior High Schools

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