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1.
Background: Evidence suggests that the KiVa anti-bullying programme may contribute to a reduction in bullying and victimisation, especially in primary school level. What is more, the level of implementation moderates the programme effects: the more the programme was implemented, the more bullying was reduced.Purpose: Consequently, it is of interest to investigate the factors affecting the implementation of the KiVa anti-bullying programme. We analysed whether teachers’ perceptions of support from the head teacher predicted the implementation adherence of the programme.Sample: We used a randomised sample of 93 Grade 1–3 (students’ age 7–9 years) teachers in 27 Finnish primary schools.Design and methods: Online surveys on perceptions of two types of head teacher support: (1) general support as a superior and (2) programme support for the KiVa anti-bullying programme were administered to the teachers; written observational reports on implementation adherence (frequency, contents and duration) were also utilised. Data was collected during the academic year 2008–2009. Effects of head teacher support on implementation adherence were modelled both at the teacher level and at the school level.Results: On average, implementation adherence of the student lessons was good. Teacher’s experience of programme support from the head teacher was positively related to implementation adherence, whereas, surprisingly, teacher’s experience of general support did not enhance implementation and was even negatively related to it.Conclusions: The school-based prevention and intervention programmes are delivered through social systems and individuals, and they inevitably trigger multilevel dynamics. Implementation is not only the responsibility of individual teachers but it happens in the context of the school community, the head teacher and the local-level resources and policies.  相似文献   

2.
Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by students about bullying incidents was the strongest predictor of teacher involvement. However, the relation between being told about bullying, or observing it, and coaching students on how to manage bullying was most evident when teachers felt highly prepared to handle bullying situations. Results from this study point to the pivotal role that both teacher preparedness and student reporting play in teacher responsiveness to bullying. Implications for training school professionals and bully prevention programmes are discussed.  相似文献   

3.
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.  相似文献   

4.
The current study investigated whether the quality of school anti-bullying policies allows the drawing of any conclusions about the extent of bullying problems in schools. That is, do schools with a more detailed anti-bullying policy have lower rates of bullying? A total of 2377 children in primary schools (six year olds/year two: 1072; eight year olds/year four: 1305) were individually interviewed using a standard interview about bullying experiences. A detailed content analysis scheme that closely followed the core whole-school intervention approach was carried out on a total of 34 schools: 24.5% of the children reported being directly victimised very frequently and 45.9% reported being relationally victimised frequently or very frequently. No correlation between the content and quality of anti-bullying policies and the prevalence of direct bullying behaviour was found. Conversely, an inverse relationship was found for relational bullying behaviour: schools with the most detailed and comprehensive anti-bullying policies had a higher incidence of relational bullying and victimisation behaviour. Inspection of school anti-bullying policies per se provides little guide to the actual amount of direct bullying behaviour in schools.  相似文献   

5.
As part of an international study that examined students' bystander behaviour when witnessing bullying in the school environment, we asked 216 junior high and 190 elementary Israeli school students to respond to a questionnaire addressing various issues related to bystander behaviours, following viewing a video showing various bullying incidents. Results showed that more than half of the students observed verbal and physical bullying and more than third of the students observed sexual coercion type of bullying on a weekly basis. Overall, most of the students reported that they would not support the bully when witnessing bullying and would support the victims and/or call a teacher. In other words, verbally they possess the right attitude towards bullying. Further analysis of students' responses, based on their status in relation to bullying, that is, reported being a victim, bully, bully/victim or neither, revealed that victims tend to report calling teachers more than students who reported being bullies and also bully/victims. Notably, bullies as bystanders were more likely to support bullies and not to get a teacher. Implications of these results for teachers who attempt to combat bullying in their schools are discussed.  相似文献   

6.
Accumulating evidence suggests that the prevalence of bullying is significantly higher for students with Autism Spectrum Disorder (ASD) than for typically developing students. Additionally, the prominence and growth of social networking and resultant focus on cyberbullying in the last 10 years has added a new dimension to the traditional definitions, environments and experiences of bullying. This paper describes current anti-bullying strategies and the legal climate in regard to bullying in Australia. It then reports on interviews with 10 students with ASD and their parents, and discusses recommendations based on their perceptions for dealing with bullying in schools. Data analysis indicated that both students and parents made a range of recommendations to increase awareness of bullying; improve policies and procedures that can be more clearly communicated to students, teachers and parents; and support programmes that develop communication and relationship building within families and in schools to both prevent bullying and provide coping strategies to deal with bullying if it occurs. Parents also called for schools to give harsher penalties for offenders, particularly repeat offenders. These student and parent recommendations may contribute to the development of school and government policy and practice to help reduce the incidence of all forms of bullying in schools.  相似文献   

7.
Abstract

The phenomenon that around ten percent of schoolchildren are bullied regularly in Hong Kong has attracted much scholarly attention in anti-bullying research. Current literature suggests taking into consideration the contextual features and socioeconomic factors in anti-bullying research, instead of applying identical intervention/prevention measures across cultures. Therefore, this article examines the role of school-family linkage as a mirror of the wide social-culture context, and analyzes the functions of such linkage in anti-bullying practice in Hong Kong. This study was conducted following a film approach in 2015. That is, a group of middle school teachers in Hong Kong were invited to watch small films showing typical bullying and anti-bullying episodes, followed by semi-structured interviews. The article demonstrates a list of good practices representing the functioning of a positive family-school linkage in bullying addressing. However, parental involvement does not always facilitate and can hinder bullying addressing on campuses. This study implies that efficient bullying addressing aligns with parental involvement in the intervention process, suggesting more parental involvement and more collaboration between family and school in anti-bullying. It also raises an urgent question in regards to balancing the various opinions between parents and teachers in child-raising and bullying addressing. This article suggests further and more investigations examining anti-bullying from a socioeconomic perspective.  相似文献   

8.
Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment. Across the sample of 14 primary school classes, containing 338 children aged 8–11 years, changes over time in peer-assessed and self-reported bullying and victimisation were found to be associated with changes in pupils’ sense of school belonging and perceptions of their classroom climate. Using a newly-developed theory of planned behaviour measure, changes in bullying were found to be associated with pupils’ intentions and perceived control with regard to engagement in bullying behaviour. No differences were found between intervention and comparison classes on any of the pupil outcome measures. However teachers of intervention classes reported a relative increase in perceived control over undertaking anti-bullying work with their class. The role of the class as a meaningful unit of analysis in the investigation of ecological-systemic bullying interventions in primary schools is highlighted.  相似文献   

9.
Bullying is a public health priority but to date, there is a lack of evidence-based anti-bullying programmes or interventions designed for use in special schools. KiVa is a successful anti-bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co-development and adaptation of two KiVa lessons into KiVa-SEND lessons and their implementation in two special schools in the UK. One school supports pupils with a primary need of Autism, the other supports pupils with severe and complex learning disabilities. Engagement with the lessons was high from both pupils and staff; the content was perceived as acceptable by staff, complementing the curriculum and perceived as suitable for their pupils. Minor adjustments need to be made to ensure all pupils can comprehend and access the concepts. Further development of the KiVa-SEND programme and testing its potential effectiveness to reduce bullying and associated negative outcomes in special schools is now warranted.

Key Points

  • There is a lack of evidence-based anti-bullying programmes for use in special schools. This paper details the piloting of an adaptation of KiVa (a successful, evidence-based anti-bullying programme for mainstream schools) for use in special schools.
  • The adaption (KiVa-SEND) was a co-design between a couple of special school teachers, and educational and psychological researchers to ensure the materials and approach were in line with school requirements and teaching practices.
  • The KiVa-SEND lesson engagement was excellent from the 12 staff and 62 learners involved and the materials were deemed acceptable via direct feedback and researcher observations. Suggestions were provided on how to make the materials even more suitable for diverse learning needs.
  • KiVa-SEND has the potential to be embedded within the special school curriculum and then be tested for its effectiveness at reducing bullying and associated negative outcomes of bullying amongst the special school population.
  相似文献   

10.
This paper analyzes the performance of China’s anti-bullying efforts with the data on school bullying in the Program for International Student Assessment (PISA) 2015 and PISA 2018. It is found that China has fully demonstrated its high performance in anti-bullying actions with all three key performance indicators dropping dramatically, namely the prevalence of bullying, the index of exposure to bullying, and the percentage of frequently bullied students. Further, from the perspectives of personal characteristics and school features, two rounds of PISA data are adopted to make the longitudinal diachronic comparison and the cross-national horizontal comparison, followed by the analysis of the occurrence and development patterns of school bullying. Five suggestions are put forward for the deployment of China’s anti-bullying action plan.  相似文献   

11.
近年来校园欺凌与暴力问题逐渐引起我国最高决策层的重视。校园欺凌和暴力的概念认知正逐步深入和明晰,健全完善治理校园欺凌和暴力的多元社会化防控体系已经迫在眉睫。检察机关在校园欺凌与暴力社会化防控体系中,肩负着重要角色和使命。在诉讼环节,检察机关应秉承双向保护理念,适度加大惩治力度,建立未成年人专门检察机构(组织)和办案模式;在非诉讼环节,检察机关应促进反欺凌与暴力的法律法规完善,指导教育行政部门及学校做好反欺凌法治教育及技术防范,强化学校、教师及监护人责任追究制度,大力加强普法宣传。  相似文献   

12.

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

  相似文献   

13.
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc.  相似文献   

14.
ABSTRACT

Background Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.

Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.

Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.

Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.

Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements.  相似文献   

15.
This paper reports on qualitative findings from the larger Safe Schools Longitudinal Study and explores what trainee teachers understand by the term ‘bullying’, its prevalence, and the barriers to responding to it. Twenty-four teacher trainees at an Initial Teacher Education programme in Scotland took part in two waves of qualitative interviews three years apart. Findings show trainee teachers use the term ‘bullying’ to cover a range of behaviours - with uncertainty around whether verbal insults are bullying. Key factors that impact teacher responses are discussed - with the attitude of the head teacher being pivotal to school climate.  相似文献   

16.
Even though teachers are key figures of a program's effectiveness, most intervention studies have not focused explicitly on the effects of antibullying programs at teacher level. We conducted a meta‐analysis into the effects of school‐based antibullying programs on determinants of teacher intervention, including teachers’ attitudes towards bullying, their self‐efficacy and knowledge regarding intervention strategies, and the effects on teachers’ bullying intervention itself. Following the PRISMA guidelines, 13 peer‐reviewed papers were retrieved that reported outcomes on teachers, staff, and students (N = 948, 2,471, and 138,311, respectively). Antibullying programs had a significant moderate effect on determinants of teacher intervention (g = 0.531) and a significant small to moderate effect on teacher intervention in bullying situations (g = 0.390). Results of the meta‐analysis indicate that the effectiveness of antibullying programs may increase when components are included to reinforce teachers’ attitudes, subjective norms, self‐efficacy, knowledge, and skills towards reducing bullying in the school.  相似文献   

17.
The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers’ support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR.  相似文献   

18.
In this article, we present results from an international research study on biodiversity education in pre‐service education of primary school teachers. The study was carried out between 2004–2006 in four teacher education institutions in Cyprus, England, Switzerland and Germany. We used document analyses and in‐depth interviews with 27 teacher educators and 22 student teachers to examine the integration of biodiversity into the pre‐service teacher education programmes, and the student teachers’ satisfaction with their respective education. In all teacher education institutions, aspects of biodiversity education were integrated mostly in the natural science modules which provided students at least with some information on the scientific aspects of biodiversity. Few modules included aspects of the controversial nature of biodiversity conservation in relation to economics, ethics, social and political concerns, and methodological approaches on how to deal with this. In the institutions in Cyprus, England and Germany the teaching focus was content‐oriented, whereas in Switzerland a situated method‐oriented approach was used. The student teachers in Switzerland felt more confident to teach about biodiversity in school. All interviewees thought it necessary to prepare primary school student teachers on how to address biodiversity in schools, and strategies on how best to achieve this are critically discussed.  相似文献   

19.
Advice to schools on countering bullying has emphasised the need for a whole school approach. This implies close collaboration between students and teachers. Little attention, however, has been paid to how students view the prospects of such collaboration. Two student surveys (n=7091 and n=632) were conducted among Australian adolescent schoolchildren, average age 14 years. The results suggest that approximately 40% of the students believed that teachers were not usually interested in taking action to stop bullying and a similar proportion were either opposed or unsure whether they should collaborate. Multiple regression analysis indicated that students who were more involved in bully/victim encounters as either as bullies or as victims were more likely than others to disparage the conflict resolution skills of teachers. In addition, bullies were particularly inclined to judge teachers as unfair in their behaviour toward students. The implications of these findings for the implementation of whole school approaches to conflict and bullying and for teacher education are discussed.  相似文献   

20.
This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a 36-item scoring scheme. Overall schools had 52% of the items in their policies. Most schools included reference to physical, verbal, relational, material and cyberbullying but a minority mentioned racist, homophobic, sexual, adult/teacher–pupil bullying or bullying related to disability or religion. There was considerable variation in the source and quality of the definitions of bullying. Overall the policy scores compared favourably with earlier studies carried out in England, however a low percentage of Northern Ireland policies gave detailed information about how incidents of bullying would be recorded, who would coordinate this, and how the data would be used to evaluate the effectiveness of the policy. Findings are discussed in relation to the proposed new anti-bullying legislation currently being brought before the Northern Ireland Assembly.  相似文献   

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