Citation

Hall WJ, Chapman MV. Educ. Policy 2018; 32(4): 507-539.

Affiliation

University of North Carolina at Chapel Hill, USA.

Copyright

(Copyright © 2018, SAGE Publishing)

DOI

10.1177/0895904816637689

PMID

29930440

PMCID

PMC6007981

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.

Language: en

Keywords

bullying; implementation; law; policy; school