Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours

Muijs, Daniel

doi:10.1111/bjep.12148

Cited by 35 publications

(31 citation statements)

References 38 publications

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“…32 Campus violence is one of the most concerning issues in the area of intentional injury research. 33,34 Children between the ages of 6 and 16 are often physically assaulted. 35 Our study found that children in junior high school and high school experienced more blunt injuries and cuts during violent attacks.…”

Section: Discussionmentioning

confidence: 99%

“…Violence prevention plans should be incorporated into health education and schools' embedded policies. 34 Unintentional injuries usually occur at higher frequencies in the afternoon. 36 Children in primary school experienced the largest number of injuries from 16:00 to 20:00 (violent attacks and unintentional injuries showed the same characteristics).…”

Section: Discussionmentioning

confidence: 99%

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Comparison of Intentional and Unintentional Injuries Among Chinese Children and Adolescents

Yin

Li²,

Zhu³

et al. 2020

Journal of Epidemiology

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Background: The patterns and risk factors of intentional injuries compared to unintentional injuries among Chinese children and adolescents have not been examined in depth. This work comprehensively describes patterns of intentional injuries in China, for which little information has been previously published. Methods: All cases involving individuals 0-17 years old registered at emergency rooms and outpatient clinics were examined using data submitted to the National Injury Surveillance System from 2006 through 2017. A logistic regression model was performed to explore the risk factors related to intentional injuries compared to unintentional injuries. Results: A total of 81,459 (95.1%) unintentional injuries, 4,218 (4.9%) intentional injuries (4,013 violent attacks and 205 self-mutilation=suicide) cases were identified. Blunt injuries accounted for 59.4% of violent attacks, while cuts and poisoning accounted for 37.1% and 23.4% of injuries involving self-mutilation=suicide, respectively. For unintentional injuries, falls (50.4%) ranked first. Additional risk factors for intentional injuries included being male (odds ratio [OR] 1.6), coming from rural areas (OR 1.9), being staff or workers (OR 2.2), and being a student (OR 1.8). As the age of the patients increased, so did the risk of intentional injuries (OR 5.0 in the 15-17 age group). Intentional injuries were more likely to occur at 00:00-03:00 am (OR 2.0). Conclusions: Intentional injuries affected more males, rural and older children, school students, and staff or workers. The mechanisms and occurrence times differed according to age group. Preventive measures should be taken to reduce the dropout of rural students, strengthen the school's violence prevention plan, and reduce self-harm.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Comparison of Intentional and Unintentional Injuries Among Chinese Children and Adolescents

Yin

Li²,

Zhu³

et al. 2020

Journal of Epidemiology

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“…Aspects of schools, which are embedded in communities, likely impact the nature, frequency, and targets of peer victimization. School climate-the overall or shared quality of school life-typically encompasses different aspects of the school environment, including social aspects (e.g., quality of teacherstudent relationships), safety, and/or academic dimensions (e.g., emphasis on academic attainment) (Muijs, 2017). School climate is a key factor in promoting positive emotional, behavioral, and academic outcomes (Hendron and Kearney, 2016) and reducing negative risk factors (Thapa et al, 2013), including bullying (Bradshaw et al, 2009;Cook et al, 2010).…”

Section: School Factors As Predictors Of Victimizationmentioning

confidence: 99%

Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

Goldberg

Garcia

2020

Front. Psychol.

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Little research has examined victimization among school-aged children raised in lesbian/gay (LG) parent households and almost no work has attended to the school and community contexts that may impact their victimization risk. This study examined predictors of parent-reported child victimization and child adjustment, and parent responses to victimization, in 43 two-mother, 37 two-father, and 56 mother-father families, with adopted children (median age = 8.6 years). Predictors included parent (sexual orientation), school (climate, public versus private) and community (urbanicity, percentage voted Democrat) factors, with parent and child demographics included as controls. A total of 47% of parents reported one or more child victimization experiences in the past year; there were no differences by family type. An exploratory interaction between family type and urbanicity indicated that in large urban areas, children with LG parents were predicted to experience less victimization than children with heterosexual parents; in more rural regions, children with LG parents were predicted to experience more victimization than children with heterosexual parents. School climate was related to victimization: Parents who reported more negative school climate reported more child victimization. Children with higher levels of parent-reported victimization had higher levels of parent-reported internalizing and externalizing symptoms. In large urban areas, children with LG parents were predicted to have fewer internalizing symptoms than children with heterosexual parents; in more rural areas, children with LG parents were predicted to have more internalizing symptoms than children with heterosexual parents. Regarding parents' responses to victimization, LG parents were more likely to talk to school administrators, their children, and the bully, compared to heterosexual parents.

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“…The authors interpreted the finding by proposing that a highly qualified school leadership evokes a school climate characterized by disapproval of bullying, but acknowledged that also other aspects of school quality such as school ethos and awareness of bullying behavior may be of importance [ 20 ]. Another recent English study investigated school characteristics derived from Ofsted and from a teacher survey, and links with bullying victimization and perpetration [ 21 ]. The results showed that the quality of the leadership and management was associated with the occurrence of bullying victimization and perpetration, but that school policies, in particular those related to bullying, contributed more to explaining the variation in victimization and perpetration across schools [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

“…Another recent English study investigated school characteristics derived from Ofsted and from a teacher survey, and links with bullying victimization and perpetration [ 21 ]. The results showed that the quality of the leadership and management was associated with the occurrence of bullying victimization and perpetration, but that school policies, in particular those related to bullying, contributed more to explaining the variation in victimization and perpetration across schools [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

School Leadership and Cyberbullying—A Multilevel Analysis

Låftman

Östberg

Modin

2017

IJERPH

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Cyberbullying is a relatively new form of bullying, with both similarities and differences to traditional bullying. While earlier research has examined associations between school-contextual characteristics and traditional bullying, fewer studies have focused on the links to students’ involvement in cyberbullying behavior. The aim of the present study is to assess whether school-contextual conditions in terms of teachers’ ratings of the school leadership are associated with the occurrence of cyberbullying victimization and perpetration among students. The data are derived from two separate data collections performed in 2016: The Stockholm School Survey conducted among students in the second grade of upper secondary school (ages 17–18 years) in Stockholm municipality, and the Stockholm Teacher Survey which was carried out among teachers in the same schools. The data include information from 6067 students distributed across 58 schools, linked with school-contextual information based on reports from 1251 teachers. Cyberbullying victimization and perpetration are measured by students’ self-reports. Teachers’ ratings of the school leadership are captured by an index based on 10 items; the mean value of this index was aggregated to the school level. Results from binary logistic multilevel regression models show that high teacher ratings of the school leadership are associated with less cyberbullying victimization and perpetration. We conclude that a strong school leadership potentially prevents cyberbullying behavior among students.

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Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours

Abstract: The study provides support for the importance of schools' embedded policies and practices in relation to bullying prevalence and provides evidence for policy on the importance of focusing on a broad range of outcomes.

Cited by 35 publications

References 38 publications

Comparison of Intentional and Unintentional Injuries Among Chinese Children and Adolescents

Comparison of Intentional and Unintentional Injuries Among Chinese Children and Adolescents

Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

School Leadership and Cyberbullying—A Multilevel Analysis

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