The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

Abstract

Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators’ capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

The Effectiveness of Policy Interventions for School Bullying: A Systematic Review

“…The implementation of a policy is a complex, dynamic, and ongoing process involving a vast assortment of people, resources, organizational structures, and actions. No study that examined the implementation of school bullying policies found that the policies were being implemented precisely as intended (Hall & Chapman, 2016a, 2016b; Hedwall, 2006; Holmgreen, 2014; Jordan, 2014; LaRocco, Nestler-Rusack, & Freiberg, 2007; MacLeod, 2007; Robbins, 2011; Schlenoff, 2014; Smith-Canty, 2010; Terry, 2010). Indeed, the extent of faithful implementation in these studies varied considerably by location and policy component.…”

Comparison of Features of a Mobile Application to Report School Violence Through Benchmarking

“…Studies show that the frequency of aggression among students increases the need for training and qualification of teachers, other pedagogical coordinators, and school administrators to deal effectively with the problem. Where protection has been tried, including better teacher training, there has been a reduction of perceived maltreatment among students as well as better perceived social coherence at school …”

“…Where protection has been tried, including better teacher training, there has been a reduction of perceived maltreatment among students as well as better perceived social coherence at school. 1,32,33 Regarding help of a school professional, only 2 apps met this feature (Feature 5, Table 2). Research brings primary attention to combating violence in schools by greater involvement and responsiveness of teachers, school psychologists, administrators and other school personnel who are inserted in the school environment.…”

Insider Stories: Tensions, Resistances, and Missed Opportunities in State LGBT-Inclusive Anti-bullying Policy

“…With "systemic omission" of LGBT concerns in educator preparation programs (Gorski et al 2013, p. 230) and no clear policies and guidance in place, personal biases may be foregrounded in an educator's response to a LGBT student. Many educators remain resistant to openly addressing LGBT issues, and research confirms a prevalence of negative attitudes toward LGBT people among both pre-service and licensed teachers (Hall and Chapman 2018;Macgillivray and Jennings 2008). One study found that school sexual harassment policy did little to disrupt the targeting of gay and lesbian students because the policy did not provide specific guidance for responding to LGBT gender-based bullying and, ultimately, educators' individual biases and beliefs about gendered relations shaped how they interpreted gender-based aggression between students (Anagnostopoulos et al 2009).…”