NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883243
Record Type: Journal
Publication Date: 2010-May
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0144-3410
Telling Is Compelling: The Impact of Student Reports of Bullying on Teacher Intervention
Novick, Rona Milch; Isaacs, Jenny
Educational Psychology, v30 n3 p283-296 May 2010
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. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A