This article explores the decision-making processes by which early adolescents choose a strategy to upstand, bystand, or join the perpetrators when they witness situations of physical and relational bullying in their schools. Authors Silvia Diazgranados Ferráns, Robert L. Selman, and Luba Falk Feigenberg analyze data from twenty-three interviews conducted with eighth graders in four middle schools using a grounded theory approach and propose an emerging theoretical framework to guide future research on bullying. Their framework includes a multilevel model that identifies nested sources of influence on students' responses to bullying and a decision-making tree that hypothesizes different choice paths that student witnesses’ decision-making processes might follow in situations of bullying as predicted by the students’ positions along a set of “key social-relational indices.” Finally, the authors connect their findings with current debates in the field of moral decision making and discuss the implications for researchers, practitioners, and policy makers.

The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents’ decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory approach, they revisit interview data from twenty-three eighth graders in four middle schools, with the aim of building on previous research and refining their theoretical framework to guide future research on bullying. The authors identify four school-level indicators that are salient in students’ perceptions of their school climate—safety, order, care, and empowerment—and examine how these indicators combine to configure three types of perceived school climates—negligent, authoritarian, and cohesive. They explore how these perceived school climates influence adolescents’ choice of strategy when they witness bullying in school and document a set of student recommendations about what schools can do to prevent bullying.

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Palavras chaveClima da escola, violência, competências de cidadania. Palabras ClaveClima escolar, violencia, competencias ciudadanas. ResumenEn el presente estudio se explora si los estudiantes que atienden instituciones con ambientes escolares de cuidado, en orden y abiertos a la participación estudiantil, demuestran tener menos actitudes de apoyo a la violencia que los estudiantes que atienden instituciones educativas con ambientes que exhiben poco orden, poco cuidado y poca apertura a la participación, después de controlar por variables demográficas e institucionales. Se usan los datos piloto de la prueba Saber 2012 en competencias ciudadanas y modelos de regresiones multinivel con interceptos aleatorios para predecir las actitudes de apoyo a la violencia de 253 estudiantes a partir de los ambientes escolares en que estudian, tal y como fueron descritos por un grupo independiente de 274 pares en 39 instituciones educativas. Los resultados indican que las actitudes de apoyo a la violencia tienen una relación negativa, moderada y estadísticamente significativa con los ambientes de cuidado (p<.001), positiva, moderada y estadísticamente significativa con los ambiente en orden (p=.01) y ninguna relación aparente con los ambientes escolares abiertos a la participación estudiantil. Después de construir una tipología de cuatro ambientes prototípicos cruzando las características de cuidado y orden, se observa que los estudiantes en ambientes autoritarios exhiben las actitudes más altas de apoyo a la violencia del grupo, seguidos por los estudiantes en ambientes negligentes, autoritativos, y por último, con el puntaje más bajo, los estudiantes en ambientes permisivos. Se discuten las implicaciones de estudio para la práctica, así como limitaciones e investigaciones futuras. AbstractThis study explores whether students who attend institutions with school environments that are caring, ordered and open to student participation exhibit less supportive attitudes towards violence than students in schools that are less caring, less ordered and less open to student participation, after controlling demographic and institutional variables. Pilot data from the 2012 SABER test of citizenship competences in Colombia is used, and multi-level regression models with random intercepts to estimate the attitudes towards violence of 253 students from 39 institutions, according to the quality of their school environments as described by an independent group of 274 peers from the same schools, are employed. Results show that students' supporting attitudes towards violence are negatively, moderately and significantly related with caring school environments (p<.001), positively, moderately and significantly related to ordered school envi- Asociación entre los ambientes escolares y las actitudes de apoyo hacia la violencia en estudiantes colombianos //Relação entre os ambientes escolares e as atitudes de apoio à violência em estudantes colombianos //The association between school climate and Colombian students´ supportive attitudes toward vio...