Predictors of Bullying among 10 to 11 Year Old School Students in Australia

Cross-sectional data collected at baseline from the Grade 6 cohort of the Friendly Schools, Friendly Families Project (n = 1,257) were analysed to investigate differences in self-reported attitudes and behaviours of students who reported bullying regularly and occasionally compared with those who reported never bullying others. This study found some similarities and some differences between students who reported bullying regularly and those who reported bullying occasionally, supporting the need to consider both groups when developing school-based bullying interventions. Attitudes to bullying, social and emotional health, peer support and being bullied were predictors of both regular and occasional bullying. The findings of this study support the need for universal bullying prevention interventions targeting the whole school community, including specific selective and indicated strategies, to effect a change in bullying behaviours.     

The effects of an anti-bullying intervention programme on peers' attitudes and behaviour

This study aimed to evaluate the effect of an anti-bullying intervention programme on peers' attitudes towards bullying and their attempts to solve bully/victim conflicts. An experimental pre-test/post-test design with a control group was used. For secondary school students, positive outcomes were observed at post-test 1 on attitudes and on actual rates of intervention. However, the effects had disappeared at post-test 2. For primary school students, significant differences were found at post-test 2, showing a smaller decline in seeking teacher's help and in heightening students' support for victims. Students' competence to solve bully/victim problems in relation to their general pro-social development is discussed.     

Brief report: Associations between in-person and electronic bullying victimization and missing school because of safety concerns among U.S. high school students

Although associations between bullying and health risk behaviors are well-documented, research on bullying and education-related outcomes, including school attendance, is limited. This study examines associations between bullying victimization (in-person and electronic) and missing school because of safety concerns among a nationally representative sample of U.S. high school students. We used logistic regression analyses to analyze data from the 2013 national Youth Risk Behavior Survey of students in grades 9–12. In-person and electronic victimization were each associated with increased odds of missing school due to safety concerns compared to no bullying victimization. Having been bullied both in-person and electronically was associated with greater odds of missing school compared to electronic bullying only for female students and in-person bullying only for male students. Collaborations between health professionals and educators to prevent bullying may improve school attendance.     

The Functionality of Four Bullying Involvement Classification Schemas: Prevalence Rates and Associations with Mental Health and School Outcomes

The present study used the 2009–2010 sample of the Health Behavior in School-Aged Children Survey (N = 12,642) to investigate the incremental validity of four competing bullying involvement classification schemas, which differ as a function of relative rates of endorsing victimization and perpetration behaviors at school: the standard four-group model, an alternative four-group model, a nine-group model, and a sixteen-group model. The prevalence rates and associations with concurrent mental health and school functioning outcomes were explored for each of the four bullying involvement classification schemas, which were derived using a categorical analytic approach that relied on the same two self-report items—one targeting victimization and one targeting perpetration—in the HBSC self-report survey. Results indicated substantially different prevalence rates among the four schemas and that schemas which differentiated between higher frequencies of perpetration and victimization involvement were associated with greater odds of being at risk of psychological distress, psychological well-being, academic performance, and attitudes toward school. Findings also suggested that a continuous approach to deriving bullying involvement classifications may be useful, yet preliminary post hoc analyses indicated that this approach would yield redundant results given the parameters of the present study. Implications for school mental health practice and future research are discussed.     

Situational and interpersonal correlates of anxiety associated with peer victimisation

InStudy One the nature of peer bullying among 353 Australian primary school children from years three to seven was studied with a view to understanding the anxiety generated by victimisation. Over one-third of the sample reported feeling unsafe from bullying at school and over half of the sample believed that the reason children did not ask for help from bullying was that they were too afraid. InStudy Two 114 primary school students from a second school were assessed for social-evaluative anxiety associated with peer victimisation at school. The findings indicated that victimisation was associated with fear of negative evaluation amongst males and females and social avoidance amongst females.     

Increasing knowledge and self-efficacy through a pre-service course on promoting positive school climate: the crucial role of reducing moral disengagement

Abstract

Teachers play an important role in promoting a positive school climate, which in turns supports academic achievement and positive mental health among students. This study evaluated the impact of a pre-service teacher education course addressing a range of contributors to school climate. Participants included a cohort of 212 pre-service teachers (75.2% female) who were surveyed during the first week of their teacher preparation program. A second cohort of pre-service students (n?=?199, 60.8% female) was used as a comparison group. Pre- and post-tests demonstrated positive gains in the knowledge about bullying and self-efficacy in responding and reporting to incidents of students’ exposure to violence. Changes in moral disengagement were associated with improvements in knowledge, whereas personal experience with violence predicted changes in self-efficacy. Findings underscore the need for specific instruction in the area of promoting school climate.     

Children and Youth Perceptions of Family Food Insecurity and Bullying

Children at high risk for going to school or bed hungry are also at risk to develop psychosocial problems at school. These psychosocial problems are associated with bullying. To date, no empirical studies examine the association between going to school or bed hungry (i.e., food insecurity) and bullying. Perceptions of food insecurity are aligned with perceived social standing, and this study is guided by the conceptual framework that youth subjective appraisal of their social standing is associated with psychosocial problems. This study uses a representative US sample of 12,642 students from the “Health Behaviour in School-aged Children” survey. Omnibus Kruskal–Wallis and pairwise test statistically analyze the data. Findings indicate food-insecure students bully others and are victims of bullying more frequently than food-secure students. These results suggest food not only impacts health, but perceptions of lack of food are related to psychosocial problems in the form of school bullying. Schools can implement treatment models that address individual-level psychosocial perceptions to advance positive youth developmental trajectories and prevent food insecurity and bullying.     

Relations between harsh discipline from teachers,perceived teacher support,and bullying victimization among high school students

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying.     

Teachers’ Perspectives on Preventing Suicide in Children and Adolescents in Schools: A Qualitative Study

Given the important role teachers play as gatekeepers in school suicide prevention, this study explored teachers' perspectives on what should be done to improve current suicide prevention efforts. The study, in Queensland, Australia, was part of a large-scale survey examining teachers' knowledge, attitudes and experience of suicidality. One hundred and fifteen teachers responded to an online survey question regarding their views on the requirements for school suicide prevention. Qualitative analysis identified five themes from teachers' responses: awareness and stigma reduction, support services for students, education and training, bullying and the role of social media. The results of this study provide some profound insights into teachers' perspectives on suicide and highlight the critical need for improved suicide prevention efforts in schools.     

Countering bullying at an australian secondary school with students as helpers.

To counter bullying at an Australian coeducational secondary school, staff and students co-operated in developing and implementing appropriate policies and procedures. Questionnaires assessing the incidence of bullying and related attitudes were completed by students in Years 7, 9, 10 and 11 in 1995 and again in 1997. Significant reductions in levels of victimization were recorded for Year 7 students only. Significantly increased support for anti-bullying initiatives was found among senior students (Years 10 and 11). Anti-bullying activities directed and undertaken by students themselves received most approval from peers.     

School bullying,cyberbullying, or both: Correlates of teen suicidality in the 2011 CDC youth risk behavior survey

While school bullying has been shown to be associated with depression and suicidality among teens, the relationship between these outcomes and cyberbullying has not been studied in nationally representative samples. Data came from the 2011 CDC Youth Risk Behavior Survey (YRBS), a nationally representative sample of high-school students (N = 15,425). We calculated weighted estimates representative of all students in grades 9–12 attending school in the US. Logistic regression was used to calculate adjusted odds ratios. Overall, girls are more likely to be report being bullied (31.3% vs. 22.9%), in particularly to be cyberbullied (22.0% vs. 10.8%), while boys are only more likely to report exclusive school bullying (12.2% vs. 9.2%). Reports of 2-week sadness and all suicidality items were highest among teens reporting both forms of bullying, followed by those reporting cyberbullying only, followed by those reporting school bullying only. For example, among those reporting not being bullied 4.6% reported having made a suicide attempt, compared to 9.5% of those reporting school bullying only (adjusted odd ratio (AOR) 2.3, 95% C.I. 1.8-2.9), 14.7% of those reporting cyberbullying only (AOR 3.5 (2.6-4.7)), and 21.1% of those reporting victimization of both types of bullying (AOR 5.6 (4.4-7)). Bullying victimization, in school, cyber, or both, is associated with higher risk of sadness and suicidality among teens. Interventions to prevent school bullying as well as cyberbullying are needed. When caring for teens reporting being bullied, either at school or in cyberbullying, it’s important to screen for depression and suicidality.     

Measurement of the bystander intervention model for bullying and sexual harassment

Although peer bystanders can exacerbate or prevent bullying and sexual harassment, research has been hindered by the absence of a validated assessment tool to measure the process and sequential steps of the bystander intervention model. A measure was developed based on the five steps of Latané and Darley’s (1970) bystander intervention model applied to bullying and sexual harassment. Confirmatory factor analysis with a sample of 562 secondary school students confirmed the five-factor structure of the measure. Structural equation modeling revealed that all the steps were influenced by the previous step in the model, as the theory proposed. In addition, the bystander intervention measure was positively correlated with empathy, attitudes toward bullying and sexual harassment, and awareness of bullying and sexual harassment facts. This measure can be used for future research and to inform intervention efforts related to the process of bystander intervention for bullying and sexual harassment.     

Social comparison,competition and teacher–student relationships in junior high school classrooms predicts bullying and victimization

This cross-sectional research examines how social comparison, competition and teacher–student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher–student relationships were related to bullying and victimization. An interaction for teacher–student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys.     

Understanding the relationship between resiliency and bullying in adolescence: an assessment of youth resiliency from five urban junior high schools

Much of the debate on youth bullying and violence focuses upon interventions with instigators of the violence or on broad-based general prevention strategies that may or may not be geared toward individual school conditions. These strategies frequently take a problem-focused approach that can pathologize behavior and create divisions within schools rather than providing solutions. One of the reasons why this occurs is because it is difficult for educators to gather specific information related to bullying and aggressive behaviors in their school or district. This article provides an overview of a comprehensive assessment tool, the Youth Resiliency: Assessing Developmental Strengths questionnaire, developed by Resiliency Canada, that is being used by educators and other concerned stakeholders to understand the dynamics of resiliency to bullying and other aggressive behavior patterns. The article also provides information for understanding the resiliency factors and strengths related to a range of connected behaviors and attitudes of young people who engage in bullying. It also suggests a strength-based approach that can be used by educators, parents, students, and members of the community to promote the development of resiliency through collaborative strategies that address the needs of youth in their school.     

A Psychometric Comparison of Two Self-Report Measures of Bullying and Victimization: Differences by Sex and Grade

Numerous rating scales have been designed to assess bullying and victimization; however, the psychometric properties of these measures have been understudied. As a result, the accuracy of evaluations that determine the effectiveness of bullying policies or prevention programs is uncertain. The current study was designed to (a) compare the psychometric properties of two commonly-used student self-report measures of bullying and victimization in 3rd through 5th graders, (b) examine the psychometric properties of these two measures by sex and grade, and (c) examine sex and grade differences in levels of bullying and victimization. Participants were 532 elementary school students in Grades 3 through 5. Students completed the Revised Olweus Bully/Victim Questionnaire (OBVQ) and the Reynolds Bully-Victimization Scales (BVS). Measures were completed during guidance classes. In general, students admitted to more victimization than bullying. Further, internal consistency analyses indicated that the BVS had better reliability than the OBVQ which is likely a result of more items on BVS subscales than on OBVQ subscales. A number of interesting sex and grade differences were also identified. Implications for the assessment of school bullying and victimization are discussed.     

The positive impact of including students with intellectual disabilities in schools: Children’s attitudes towards peers with disabilities in Saudi Arabia

BackgroundThe purpose of this study is to examine the attitudes of Saudi students towards peers with disabilities. It examines how these attitudes are related to age, attending a school that includes students with intellectual disabilities, and having a relative with a disability.Methods and procedureParticipants included 357 elementary school male students (grades 3–6) who completed the Arabic version of the CATCH scale.Outcomes and resultsThe students presented positive attitudes towards peers with disabilities. Students in schools that included students with intellectual disabilities had more positive attitudes than other students. Older students were more likely to hold positive attitudes than younger students. Having a relative with a disability had no effect.Conclusion and implications The findings suggest that students generally hold positive attitudes towards children with disabilities. Moreover, including students with intellectual disabilities in schools associated with other students’ awareness about students with differing levels of abilities. Expanding schools to include children with disabilities in society in general will probably help increase the likelihood that they will be accepted and diminish the stereotypes that follow them.     

The Effect of an Education Program on Attitudes and Beliefs about Bullying and Bullying Behaviour in Junior Secondary School Students

This study assessed an intervention targeting bullying. Six schools were recruited, with 444 children aged between 12 and 15 years. Schools were randomly allocated to an intervention comprising education to students, parents and teachers about bullying and strategies believed to prevent bullying, or wait-list condition. Students reported bullying experiences on the Peer Relations Questionnaire and attitudes using the Attitude to Victim and Bully Scales, prior to the intervention and one year later. There was little difference between conditions on most measures. Short-term educational approaches appear to have little impact on bullying behaviour, and schools may need to develop alternative approaches.     

Isolation and the stress of being bullied

Approximately one-third of children report being victims of bullying, and this victimization has been linked to a number of negative psychological outcomes. In the present study, we examined the effects of perceived isolation on the link between victimization before and during high school and stress symptoms during college. Consistent with our predictions, victimization appears to do the most damage to those who felt isolated during high school. These results suggest that schools should reframe their approach to the bullying problem, and devote more resources to helping students feel less isolated.     

Evaluating the Effectiveness of an Intervention Program to Influence Attitudes of Students Towards Peers with Disabilities

In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasi-experimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n _experimental = 22, n _control = 31) and elementary school students without disabilities (n _experimental = 91, n _control = 127) (age range 4–12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students’ attitudes.     

Traditional Victims and Cybervictims: Prevalence,Overlap, and Association with Mental Health Among Adolescents in Singapore

Traditional bullying typically occurs in schools and has been associated with a myriad of mental health problems. Recent evidence has indicated that cyberbullying may just be traditional bullying that is extended to the online world, but this possibility has received only limited study in Asian countries. This study explored the co-occurrence of traditional and cybervictimization and its association with mental health among 3319 adolescents aged 12 to 17 years in Singapore. Victims of bullying were categorized into mutually exclusive groups: traditional-only victims, cyber-only victims, or combined traditional and cybervictims. Results indicated that there were substantial overlaps between victimization in traditional bullying and cyberbullying and that traditional victimization was more prevalent than cybervictimization. Being a victim of either form of bullying (i.e., traditional-only or cyber-only victims) was associated with higher reports of internalizing and externalizing problems, and combined traditional and cybervictims reported the most internalizing problems. However, there were no significant differences in problem scores between traditional-only victims and cyber-only victims. The findings highlight the need to consider the extensive overlap between traditional and cybervictimization when investigating their differential association with adolescents’ mental health. Prevention and intervention efforts by school staff and mental health practitioners need to target both traditional bullying and cyberbullying in an integrated manner, and extra attention should be provided to adolescents who are victims of both forms of bullying.