Bullying Prevention and School Climate: Correlation between Teacher Bullying Prevention Efforts and their Perceived School Climate

Baraldsnes, Dziuginta

doi:10.3233/dev-200286

Cited by 5 publications

(3 citation statements)

References 37 publications

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“…Overall, this study provides new knowledge on how schools can organize follow-up work and suggests support systems for schools to provide high-quality follow-up work and points out that further research how to best organize follow-up work in schools is urgently needed. Baraldsnes (2020) investigated the association between teachers' efforts to prevent bullying and their perceptions of school climate. Data from 82 teachers running the Olweus Bully Prevention Program (OBPP) in Norwegian schools were collected.…”

Section: Thematic Section Papersmentioning

confidence: 99%

Thematic Section Guest Editorial: 24th Workshop on Aggression: International Perspectives on Bullying, Segregation, and Inclusion

Fandrem

Strohmeier

2021

DEV

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This guest editorial has three aims: First, the highlights of the 24th Workshop on Aggression are summarized; second some theoretical and empirical insights regarding bullying, diversity, and migration are outlined; and third, the four manuscripts accepted for publication in this thematic section of IJDS are shortly introduced. The 24th Workshop on Aggression 2019 was hosted by Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Norway. The conference focused on International Perspectives on Bullying, Segregation, and Inclusion. After 40 years of research on bullying, we know much about motives, risks for, and consequences of bullying behaviour. However, there is still need for research due to influences of (increasing) migration, new forms of aggressive behavior etc. This is especially true for ethnic and/or other types of stigma, identity-based or bias based bullying (Mulway, Hoffman. Gönültas, Hope, & Cooper, 2018), cyberbullying, motives, and con

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Section: Thematic Section Papersmentioning

confidence: 99%

Thematic Section Guest Editorial: 24th Workshop on Aggression: International Perspectives on Bullying, Segregation, and Inclusion

Fandrem

Strohmeier

2021

DEV

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“…Hence, this article explores preservice teachers' and teachers' experiences with biasbased bullying through their experience with unpleasant or provoking episodes that produce discomfort in diverse school settings. Teachers play a significant role in intervening and preventing bullying and victimization (Baraldsnes, 2021); thus, focusing on strategies for teachers and preservice teachers is important.…”

Section: Introductionmentioning

confidence: 99%

Pedagogy of discomfort to prevent and intervene against bias-based bullying

Thomassen,

Moi,

Langvik

et al. 2024

Front. Educ.

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In this article, we will present bias-based bullying episodes shared by Norwegian teachers and preservice teachers when talking about the concept of “discomfort”. We also investigate how “discomfort” and “pedagogy of discomfort” as a tool are reflected in teachers’ and preservice teachers’ prevention and intervention of bias-based bullying episodes. Semi-structured interviews were conducted among seven preservice teachers in their last year of teacher education and seven teachers, with 7–24 years of experience, working in Norwegian schools. Our main findings indicate that the pedagogy of discomfort might be a useful tool to prevent and intervene against bias-based bullying by using the feeling of discomfort that bias-based bullying creates in a constructive way. However, while the preservice teachers are inspired by theories of discomfort and social justice education and are motivated to try those theories out in practice, the teachers are not so familiar with these theories and tend to manage discomfort by avoiding them. By getting more familiar with the pedagogy of discomfort, teachers may improve the classroom atmosphere and make it easier to explore difficult topics in a way that creates room for differences and inclusion, strengthens students’ and teachers’ ability to engage in critical thinking, and thus lowers the risk of bias-based bullying.

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“…A stringent requirement is that classroom management preserves free flow and transparent education and bullying reduction. (Şen, & Doğan, 2021;Baraldsnes, 2020).…”

Section: Introductionmentioning

confidence: 99%

A qualitative case study to Examine Teachers’ Perceptions of bullying within K-12 institutions

Peabody¹

2023

World J. Adv. Res. Rev.

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Teachers’ perceptions are a poignant factor in addressing bullying. Bullying within K-12 institutions has been a major concern for schools and teachers in the United States and around the world. The utmost concern about this topic is to address teachers’ perceptions about bullying and how these perceptions can be used in bullying prevention and reduction initiatives within the K-12 community. The topic for this study is A qualitative case study: To examine teachers’ perceptions of bullying-related situations within K-12 institutions. Moreover, teachers’ perceptions are extremely important, and it has been identified as the legitimate factor in maintaining student good conduct. Bullying behavior continues to baffle teachers because it has resulted in suicidal ideation and death, students' low self-esteem, and rejecting the notion of even being in school. This study intends to help reduce bullying situations in schools.

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Bullying Prevention and School Climate: Correlation between Teacher Bullying Prevention Efforts and their Perceived School Climate

Cited by 5 publications

References 37 publications

Thematic Section Guest Editorial: 24th Workshop on Aggression: International Perspectives on Bullying, Segregation, and Inclusion

Thematic Section Guest Editorial: 24th Workshop on Aggression: International Perspectives on Bullying, Segregation, and Inclusion

Pedagogy of discomfort to prevent and intervene against bias-based bullying

A qualitative case study to Examine Teachers’ Perceptions of bullying within K-12 institutions

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