Do Top Dogs Rule in Middle School? Evidence on Bullying, Safety, and Belonging

Abstract

Recent research finds that grade span affects academic achievement but only speculates about the mechanisms. In this study, we examine one commonly cited mechanism, the top dog/bottom dog phenomenon, which states that students at the top of a grade span (“top dogs”) have better experiences than those at the bottom (“bottom dogs”). Using an instrumental variables strategy introduced in Rockoff and Lockwood (2010) and a longitudinal data set containing student survey data for New York City public middle school students, we estimate the impact of top dog and bottom dog status on bullying, safety, belonging, and academic achievement. This article provides the first credibly causal evidence that top dog status improves the learning environment and academic achievement. We further find that the top dog effect is strongest in sixth grade and in schools with longer grade spans and that the top dog effect is not explained by new students to a school or student height.

Male autistic youth experiences of belonging in integrated physical education

“…Name calling and teasing, the throwing of objects at our participants, usually balls or other PE equipment, and punching and (unwanted) “wrestling” were the main ways that bullying behaviors manifested in PE. This is especially problematic given that research suggests that peer harassment has been associated with depression, and lower self-esteem, grade point average, and school attendance among youth (Crouch et al, 2014; Schwartz et al, 2016). In this respect, it is important to note that one of our participants self-harmed because of experiencing bullying behaviors.…”

Changes in behavioral correlates of social status during early adolescence: Does school context matter?

“…Another perspective that might provide insight on the role of school context in changes in social status profiles is the top dogbottom dog (TDBD) phenomenon (A. E. Schwartz et al, 2016). When students move from elementary to middle school, they transition from being "top dogs" to "bottom dogs" and can experience negative changes in their school experience due to their relative social position.…”

“…It is speculated that top dogs have the advantage of being seen as role models and are given more opportunities for leadership in a familiar setting whereas bottom dogs are more likely to feel intimidated and insecure as the youngest in a new school (Blyth et al, 1983). Several studies provide support for the TDBD phenomenon as students who are at the top of a grade span report feeling less anonymous, experience less bullying, and have greater feelings of school safety and school belonging than those at the bottom (Blyth et al, 1983;Byrnes & Ruby, 2007;A. E. Schwartz et al, 2016;Simmons et al, 1979).…”

“…Notably, sixth graders in a K-8 setting are not truly bottom dogs, but they still experience changes in their social position as they move from sixth to eighth grade in their school. The positive effects of being a top dog have been found to be larger in schools with larger "heap sizes," or the number of grades below top dog students (A. E. Schwartz et al, 2016). Therefore, although K-8 students are not experiencing dramatic shifts in their relative roles like ESMS students, they will likely experience a gradual build-up of social benefits as they approach top dog status (trends displayed in Figure 1).…”

Penerapan Acceptance and Commitment Therapy (ACT) pada Siswi Perempuan di Masa COVID-19

“…Pada masa transisi jenjang pendidikan tersebut terdapat fenomena top dogs and old dogs, yaitu perubahan dari kelas paling tinggi di jenjang pendidikan sebelumnya menjadi kelas terendah di jenjang pendidikan yang baru (Blyth et al, 1978). Perubahan ini mempengaruhi kepercayaan diri serta kecemasan anak-anak yang masuk ke jenjang yang baru (Schwartz et al, 2016). Siswa menghadapi kelompok pertemanan yang baru, jadwal belajar yang baru, dan mendapatkan tugas sekolah yang lebih sulit.…”