Citation

Waasdorp TE, Fu R, Clary LK, Bradshaw CP. J. Appl. Dev. Psychol. 2022; 80: e101412.

Copyright

(Copyright © 2022, Elsevier Publishing)

DOI

10.1016/j.appdev.2022.101412

PMID

35444357

PMCID

PMC9015685

Abstract

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.

Language: en

Keywords

Bullying; Bystanders; High School; Middle School; School Climate