Intention to intervene in weight-related bullying in elementary school: A qualitative study of the perspectives of teachers and school counselors

Gagnon, Cynthia; Leblanc, Line; Robert-Mazaye, Christelle; Maïano, Christophe; Aimé, Annie

doi:10.1016/j.tate.2022.103805

Cited by 6 publications

(3 citation statements)

References 43 publications

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“…For example, health programs should focus on healthy habits rather than attaining a specific body size or weight. Importantly, teachers report that a major limitation to intervening on WB is their lack of awareness of when it is occurring (Gagnon et al, 2022). Therefore, encouraging victims to report bullying to a trusted adult is an important coping strategy to increase the likelihood of successful intervention (U.S. Department of Health and Human Services, 2023).…”

Section: Discussionmentioning

confidence: 99%

School absenteeism and impairment associated with weight bullying

Lydecker

Winschel

Gilbert

et al. 2023

Journal of Adolescence

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IntroductionMany children experience weight‐based bullying (WB), when individuals are treated poorly or demeaned because of weight. WB has negative mental and physical health consequences. The current study examined how children's experiences of different forms of WB (verbal, social, physical, cyber) were associated with impaired functioning in school, social life, and family life.MethodsData were collected in Spring 2021. Participants (N = 224) were parents of a school‐aged child and lived in the United States. Sixty percent of parents were mothers and 72% of parents self‐identified as White. They completed surveys regarding weight, eating, and bullying.ResultsSocial and cyber WB were associated with clinically significant impairment for both children and parents. Children who experienced social and physical WB were more likely to skip school, whereas physical and cyber WB were associated with skipping a particular class. All forms of bullying were associated with skipping gym class. Social and cyber WB were associated with isolating. Cyber WB was associated with all disordered eating behaviors. In addition, physical WB was associated with binge eating, social WB was associated with purging, and verbal WB was associated with secretive eating.DiscussionVictims of WB experience impairment in school, social life, and family life, absenteeism, and disordered eating. It is essential to develop approaches to address WB in its various forms to identify strategies for reducing and preventing WB across various levels of influence, including peer groups, schools, and families.

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Section: Discussionmentioning

confidence: 99%

School absenteeism and impairment associated with weight bullying

Lydecker

Winschel

Gilbert

et al. 2023

Journal of Adolescence

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“…Since previous studies have found that there were differences in defining (social pedagogues focus more on prevention and intervention of bullying, e.g., Kõiv & Aia-Utsal, 2019) bullying and dealing (teachers' motivation to intervene in school bullying focused more on the group and school counsellors on the individual, e.g. Gagnon et al, 2022) with school bullying among teachers and school staff members', it was hypothesized that social pedagogues would work more with the bullies and victims compared with teachers. This hypothesis was partially confirmed.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers and school counsellors' intention to intervene in bullying situations was motivated by beliefs about the consequences of school bullying (Gagnon et al, 2022) and teachers who have a more negative attitude toward aggression tend to react more actively, measured with the HBQ (Grumm & Hein, 2013). It has been found that teachers and school counsellors' motives to intervene in bullying may differ: teachers' focus was more on preventing students' negative impacts on academic success and learning; alternatively, school counsellors focused more on positive psychosocial and interpersonal impacts like norms about behaving adequately with peers and developing appropriate interpersonal skills (Gagnon et al, 2022).…”

Section: Problem Statementmentioning

confidence: 99%

Comparison of Teachers’ and Social Pedagogues’ Ways of Handling School Bullying Incidents

Aia-Utsal,

Kõiv

2023

European Proceedings of International Conference on Education and Educational Psychology

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The aim of the study was to compare the differences between teachers' and social pedagogues' ways of handling school bullying incidents. Quantitative descriptive research design was used and Estonian teachers (purposive sample, N=424) and social pedagogues (representative sample, N=177) completed the Handling Bullying Questionnaire (HBQ). The HBQ was used to measure how likely teachers and social pedagogues use five strategies (working with the bully, working with the victim, ignoring bullying, enlisting other adults, disciplining the bully) to handle school bullying incidents. Factor analysis and independent samples comparison revealed that teachers' and social pedagogues' strategies on responding to school bullying incidents differed on three of the five HBQ scale factor scores: (1) social pedagogues more often worked with the bully; (2) teachers more often ignored the bullying and (3) disciplined the bully. Teachers and social pedagogues used different strategies, whereas teachers tend to more ignore the bullying. This knowledge helps us to develop better bullying prevention and intervention to put emphasize on supporting teachers for using more effective strategies to collaboratively with non-teaching staff members deal with bullying in schools.

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