School climate and bystander responses to bullying

Konishi, Chiaki; Hymel, Shelley; Wong, Tak‐Ming; Waterhouse, Terry

doi:10.1002/pits.22512

Cited by 10 publications

(10 citation statements)

References 69 publications

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“…In this way, study participants who held strong fairness perceptions may be more likely to report BBB because they believe that their actions will lead to appropriate outcomes. Similar studies also indicate that individuals who hold more positive school climate and fairness perceptions are more willing to intervene in bullying and aggression situations 53,54 . Thus, it is also possible that participants who maintained strong perceptions of fairness see themselves as preserving the school's climate by reporting behaviors that contradict with characteristics of the school environment.…”

Section: Discussionmentioning

confidence: 82%

“…Similar studies also indicate that individuals who hold more positive school climate and fairness perceptions are more willing to intervene in bullying and aggression situations. 53,54 Thus, it is also possible that participants who maintained strong perceptions of fairness see themselves as preserving the school's climate by reporting behaviors that contradict with characteristics of the school environment. Taken together, it appears that fairness may offset perceived social risks for reporting BBB.…”

Section: Predicting Likelihood Of Reportingmentioning

confidence: 99%

See 1 more Smart Citation

Perceived School Fairness and Willingness to Report Bias‐Based Bullying Among Youth During COVID‐19 Pandemic

Kim

Burgess

Chatters

2022

Journal of School Health

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BACKGROUND As COVID‐19 has let many students into remote learning environments and exacerbated inequality among marginalized individuals, there is a growing concern about Bias‐Based Bullying (BBB) in online spaces among school‐aged youths. Learning modality and perceived school fairness may affect youth's likelihood of reporting BBB. METHODS Data were collected as part of “No Place For Hate” (NPFH) project, which was conducted by an equity office of a school district. A sample of middle and high school students (N = 1117) in the school district was used as an analytic sample. We conducted a series of independent samples t tests and calculated a hierarchical stepwise multivariate regression model to examine the proposition. RESULTS Results demonstrated that students in fully remote modality reported slightly higher levels of witnessing BBB (t = 2.29, p < .05), lower perceived school fairness (t = −2.94, p < .01), and higher levels of likelihood of reporting BBB (t = 2.31, p < .05). Results of the regression model showed that perceived school fairness was positively associated with likelihood of reporting BBB, even when considering the influences of sociodemographic characteristics, learning modality, and experience of witnessing BBB. CONCLUSIONS Findings of this study suggest that learning modality and perceived school fairness can meaningfully explain witnesses' likelihood of reporting BBB. Additional research should continue investigating how schools can encourage students to increase their likelihood of reporting and adopt the bystander response of reporting against BBB at school to ensure school health and safety.

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Section: Discussionmentioning

confidence: 82%

Section: Predicting Likelihood Of Reportingmentioning

confidence: 99%

Perceived School Fairness and Willingness to Report Bias‐Based Bullying Among Youth During COVID‐19 Pandemic

Kim

Burgess

Chatters

2022

Journal of School Health

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“…Bullying, which is not immediately addressed, will certainly affect all activities carried out. As educators, teachers can address bullying by imposing a light, moderate, and severe punishment system for students with bullying behavior (Konishi et al, 2021;Samsudi & Muhid, 2020).…”

Section: Discussionmentioning

confidence: 99%

Reading Problems in Grade II Elementary School Students

Putri

Rati²

2022

j. ilm. sekol. Dasar

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The low reading ability of low grade students, especially in grade II elementary school students, will lead students to face several obstacles during the learning process. In fact, reading ability is regarded as the key to the success of the learning process. Moreover, all activities at school also require reading abilities. This study was intended to explore the problematic phenomenon of reading in grade II elementary school students. To achieve this goal, this study was conducted by using a qualitative descriptive study design, with the type of descriptive study. This study involved grade II elementary school students with low reading skills as study subjects. The samples of this study were determined by means of a purposive sampling technique. The students selected as the sample were 5 grade II students from each elementary school. Consequently, the total number of test subjects in this study was amounted to 40 students. Moreover, the data of this study were collected by utilizing the triangulation method, including observation, interviews, and document studies. The data collection instruments used in this study were observation sheets, interview guidelines, and documentation study sheets. Furthermore, the data in the study were further analyzed by using thematic analysis techniques. Based on the results of the study, six obstacles were found as the cause of reading problems in grade II elementary school students. Thus, it can be concluded that reading problems in grade II elementary school students are caused by various obstacles.

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“…Additionally, other research demonstrated that youth's acceptance of diversity was positively associated with their active defending in bullying and negatively related to seeking support from adults, and there was no significant relationship between acceptance of diversity and avoidant bystander responses (Konishi et al, 2021). More recently, a study on hate speech showed that openness to diversity was negatively correlated with hate speech perpetration in schools (Kansok-Dusche et al, 2023).…”

Section: Intrapersonal Levelmentioning

confidence: 99%

“…More specifically, this research found that a positive teacher-student relationship, characterized by the degree of warmth, closeness, and open communication between the teacher and student, increased the likelihood of a student adopting the role of a prosocial bystander, showing support in favor of the victims. In contrast, a distant or conflictual teacherstudent relationship may inadvertently perpetuate a climate of fear or indifference, increasing passive or aggressive bystander behavior (Konishi et al, 2021;Mulvey et al, 2019;. Given these findings, it can be assumed that students who experience a positive teacherstudent relationship might be less likely to respond passively to hate speech or join in but more likely to support the target and act against hate speech.…”

Section: Interpersonal Levelmentioning

confidence: 99%

Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach

Wachs,

Wettstein,

Bilz

et al. 2024

J. Youth Adolescence

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Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.

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School climate and bystander responses to bullying

Cited by 10 publications

References 69 publications

Perceived School Fairness and Willingness to Report Bias‐Based Bullying Among Youth During COVID‐19 Pandemic

Perceived School Fairness and Willingness to Report Bias‐Based Bullying Among Youth During COVID‐19 Pandemic

Reading Problems in Grade II Elementary School Students

Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach

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