TY - JOUR
T1 - School climate and bullying bystander responses in middle and high school
AU - Waasdorp, Tracy Evian
AU - Fu, Rui
AU - Clary, Laura K.
AU - Bradshaw, Catherine P.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H150027 (PI: C. Bradshaw) and the National Institute of Justice (2014-CK-BX-0005) to the University of Virginia. The writing of the manuscript was supported by the National Institute of Child Health and Human Development (NICHD; 1R01HD102491-01A1; MPI: Waasdorp). The opinions expressed are those of the authors and do not represent views of either the Institute, the U.S. Department of Education or NICHD. The data that support the findings of this study are available from C.P. Bradshaw, upon reasonable request.
Funding Information:
The research reported here was supported by the Institute of Education Sciences , U.S. Department of Education , through Grant R305H150027 (PI: C. Bradshaw) and the National Institute of Justice (2014-CK-BX-0005) to the University of Virginia. The writing of the manuscript was supported by the National Institute of Child Health and Human Development (NICHD; 1R01HD102491-01A1 ; MPI: Waasdorp). The opinions expressed are those of the authors and do not represent views of either the Institute, the U.S. Department of Education or NICHD. The data that support the findings of this study are available from C.P. Bradshaw, upon reasonable request.
Publisher Copyright:
© 2022
PY - 2022/5/1
Y1 - 2022/5/1
N2 - Bullying bystanders’ reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs’ focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point.
AB - Bullying bystanders’ reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs’ focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point.
KW - Bullying
KW - Bystanders
KW - High School
KW - Middle School
KW - School Climate
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U2 - 10.1016/j.appdev.2022.101412
DO - 10.1016/j.appdev.2022.101412
M3 - Article
C2 - 35444357
AN - SCOPUS:85127070816
SN - 0193-3973
VL - 80
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
M1 - 101412
ER -