Citation

Modin B, Låftman SB, Ostberg V. Int. J. Environ. Res. Public Health 2017; 14(12): e14121565.

Affiliation

Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-10691 Stockholm, Sweden. viveca.ostberg@chess.su.se.

Copyright

(Copyright © 2017, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph14121565

PMID

29236039

Abstract

School ethos refers to the school leadership's purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school.

RESULTS are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students' attitudes in a way that prevents the emergence of bullying behavior among students.

Language: en

Keywords

Sweden; bullying; contextual; cyberbullying; effective schools; school ethos; student; teacher