ERIC Number: EJ1178828
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students
Hall, William J.; Chapman, Mimi V.
Educational Policy, v32 n4 p507-539 Jun 2018
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.
Descriptors: School Policy, Bullying, Barriers, Program Implementation, Educational Environment, Context Effect, Teacher Attitudes, Administrator Attitudes, Fidelity, Teacher Role, Elementary Schools, High Schools, School Size, Suspension, Incidence, Correlation, Hypothesis Testing, Surveys, Middle Schools, Coding, Scores, Racial Differences, Gender Differences, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: T32MH019117