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Direct linkChunyan Yang; Quennie Dong; Ella Rho; Zhaojun Teng – School Psychology, 2024
To understand the role of different school-wide practices in school-wide bullying prevention in the global context, this present study was guided by the social-ecological framework to examine cross-country similarities and differences in the association between three forms of school-wide practices (i.e., punitive, positive, and social and…
Descriptors: Bullying, Educational Practices, Prevention, Punishment
Velibor Bobo Kovac; David Lansing Cameron – Child Care in Practice, 2024
The aim of the study was to examine the attitudes and beliefs of preschool workers with respect to the phenomenon of bullying in preschool. Participants comprised 694 employees in private and municipality run preschools who responded to an internet-based survey in Norway. The largest group of participants in the study were qualified preschool…
Descriptors: Surveys, Preschool Teachers, Teacher Attitudes, Bullying
Claudia C. Sutter; Jaimie Stickl Haugen; Laurie O. Campbell; Jessica L. Tinstman Jones – International Journal of Bullying Prevention, 2023
Bullying has become a pervasive threat for education, health, and policy. Inadequate professional development in bullying prevention and intervention has compounded this issue. Since teachers' professional development is a critical aspect in shaping supportive, healthy, and safe learning environments as well as creating and maintaining…
Descriptors: Bullying, Teacher Attitudes, Intention, Faculty Development
van Gils, Fleur Elisabeth; Verschueren, Karine; Demol, Karlien; ten Bokkel, Isabel Maria; Colpin, Hilde – British Journal of Educational Psychology, 2023
Background: Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying-related cognitions as predictors of their responses to bullying. Aims: This study investigated whether six teachers' bullying-related cognitions…
Descriptors: Bullying, Teacher Attitudes, Predictor Variables, Teacher Response
Bowen, Lisa Joann Watson – ProQuest LLC, 2023
Bullying is a form of aggressive behavior that has become increasingly pervasive in school settings. The consequences of bullying manifest as poor physical health, anxiety, depression, poor school performance, school avoidance, and increased risk for students. While no student is immune to bullying, research suggests that students with autism are…
Descriptors: Bullying, Autism Spectrum Disorders, Students with Disabilities, Well Being
Drescher, Anne; Milarsky, Tracey Kenyon; Clements, Graceson; El Sheikh, America J.; Hannebutt, Rachel; Robinson, Luz E.; Graves, Katherine A.; Valido, Alberto; Espelage, Dorothy L.; Rose, Chad – Grantee Submission, 2023
This article presents an analysis of qualitative data collected from general and special education teachers (n = 36) participating in a four-module professional development training focused on preventing bullying among students with disabilities. Analysis was driven by Braun and Clarke (Qualitative Research in Psychology 3:77-101, 2006) six step…
Descriptors: Bullying, Prevention, Faculty Development, Special Education Teachers
Robinson, Luz E.; Clements, Graceson; Drescher, Anne; El Sheikh, America; Milarsky, Tracey Kenyon; Hanebutt, Rachel; Graves, Katherine; Delgado, Alberto Valido; Espelage, Dorothy L.; Rose, Chad A. – Grantee Submission, 2023
Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and…
Descriptors: Students with Disabilities, Bullying, At Risk Students, Prevention
Robinson, Luz E.; Clements, Graceson; Drescher, Anne; El Sheikh, America; Milarsky, Tracey Kenyon; Hanebutt, Rachel; Graves, Katherine; Delgado, Alberto Valido; Espelage, Dorothy L.; Rose, Chad A. – School Mental Health, 2023
Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and…
Descriptors: Students with Disabilities, Bullying, At Risk Students, Prevention
Espelage, Dorothy L.; Rose, Chad; Nickodem, Kyle; Robinson, Luz E.; El Sheikh, America; Hanebutt, Rachel A.; Forber-Pratt, Anjali; Graves, Katie; Valido, Alberto; Ingram, Katherine; Milarsky, Tracey K.; Drescher, Anne; Ousley, Cannon; Mirielli, Lindsey; Gomez, Angelica M.; Clements, Graceson; Salama, Christine; Chalfant, Pam; Poekert, Phil – Grantee Submission, 2023
Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores out- come data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly…
Descriptors: Bullying, Students with Disabilities, Self Efficacy, Teacher Effectiveness
Hart, Tania; O'Reilly, Michelle – Pastoral Care in Education, 2022
Despite evidence identifying bullying as leading to severe distress, few studies have focused on bullied adolescents with existing mental health conditions. With increasing prevalence rates, it is necessary to understand how these adolescents can be better safeguarded. To address the issue, this study reports the rarely conveyed viewpoints of…
Descriptors: Bullying, Adolescents, Mental Disorders, Parent Attitudes
Lisa Baumgartner; Jill Zarestky; Vincente Lechuga – Adult Learning, 2024
Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics' learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment…
Descriptors: Women Faculty, Work Environment, Bullying, Self Concept
Sohni Siddiqui; Anja Schultze-Krumbholz; Preeta Hinduja – Cogent Education, 2023
The presence of bullying and cyberbullying in Pakistani primary, secondary, and tertiary institutions has been widely studied. The detrimental effects of these forms of aggression on students' physical, mental, and emotional well-being have been extensively documented. However, there is little literature describing how teachers in their…
Descriptors: Foreign Countries, Bullying, Teacher Attitudes, Elementary Secondary Education
Morton, Hannah E.; Bottini, Summer B.; Pugliesi, Dominique; Romanczyk, Raymond G.; Gillis, Jennifer M. – Contemporary School Psychology, 2021
Bullying is problematic for school-age children and especially for children with autism spectrum disorder (ASD). It is commonly defined in research using three themes: intent to harm, repetition, and a power imbalance. Despite encompassing a wide range of behaviors, these themes may not fully align with day-to-day layperson experiences. They also…
Descriptors: Bullying, Student Behavior, Autism, Pervasive Developmental Disorders
van Verseveld, Marloes D. A.; Fekkes, Minne; Fukkink, Ruben G.; Oostdam, Ron J. – Journal of Early Adolescence, 2021
Although anti-bullying programs often include a component that focuses on strengthening teachers' abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult…
Descriptors: Bullying, Student Behavior, Elementary School Students, Elementary School Teachers
Download full textSamara, Muthanna; Nascimento, Bruna Da Silva; Asam, Aiman El; Smith, Peter; Hammuda, Sara; Morsi, Hisham; Al-Muhannadi, Hamda – International Journal of Emotional Education, 2020
Practitioners' perceptions and understanding of bullying in schools is vital and can help to tackle bullying. The aim of this study is to investigate perceptions, attitudes, and challenges towards bullying amongst 135 practitioners (psychologists, social-workers, and medical professionals) (56.9% women; mostly aged 26-50 years) in Qatar. The…
Descriptors: Bullying, Computer Mediated Communication, Work Environment, Counselor Attitudes
