Citation

Martínez Sánchez I, Goig Martínez R, González González D, Álvarez Rodríguez J. Int. J. Environ. Res. Public Health 2019; 16(5): e16050750.

Affiliation

Department of Pedagogy, Faculty of Education, Universidad de Granada, 18071 Granada, Spain. alvarez@ugr.es.

Copyright

(Copyright © 2019, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph16050750

PMID

30832277

Abstract

Background: School bullying is a problem that has been considered from various different perspectives in the academic literature. The present work seeks to increase knowledge on the influence of the climate established at the school in order to determine if contextual factors can be used as a reference from which to plan interventions directed towards prevention. Methods: An ad hoc validated questionnaire was administered to 554 pupils in secondary education (compulsory and A Level) who were aged between 12 and 18 years. Results: Descriptive bivariate analysis showed the quality of the relationship established by the individual with their environment to be a key indicator of their susceptibility to school bullying. In the same way, acceptance in school is a protective factor against victimization. Conclusions: The most effective interventions are those which focus on the center of education and involve all of the educational community, taking a transversal approach that transforms the cultural system within which students develop.

Language: en

Keywords

coexistence; intervention; peer relations; prevention; school bullying; school climate