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ERIC Number: EJ848987
Record Type: Journal
Publication Date: 2009-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 69
ISSN: ISSN-0033-3085
Stand by Me: The Effects of Peer and Teacher Support in Mitigating the Impact of Bullying on Quality of Life
Flaspohler, Paul D.; Elfstrom, Jennifer L.; Vanderzee, Karin L.; Sink, Holli E.; Birchmeier, Zachary
Psychology in the Schools, v46 n7 p636-649 Aug 2009
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. (Contains 1 figure, 3 tables, and 3 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A