Telling is compelling: the impact of student reports of bullying on teacher intervention

Student voices on social exclusion in general primary schools

“…As a consequence, the students applied externalising or distancing approaches, such as physical aggression or ignoring bullies. Other studies have also found that victims do not share their experiences with their teachers (Novick and Isaacs 2010). However, the reasons given by students in those studies differed from the current study.…”

“…This in turn often results in a vicious circle and a poor teacher-student relationship (Zee, de Jong, and Koomen 2017). Another possibility regarding teacher-student trust issues could be that the teacher does not see the student as a victim but rather as a bully (Novick and Isaacs 2010;Oldenburg, Bosman, and Veenstra 2016). What exactly leads to the lack of trust on the part of the students remains unanswered in the current study and could be a focus for future research.…”

To tell or not to tell: What influences children’s decisions to report bullying to their teachers?

“…Indeed, reporting bullying may be the first, and in some cases only, step toward stopping victimization. For example, although teachers' interventions can prevent subsequent bullying (Nicolaides, Toda, & Smith, 2002;Yoon & Kerber, 2003), researchers (Crothers, Kolbert, & Barker, 2006;Novick & Isaacs, 2010) have found that, without significant awareness-raising efforts and specific training in the identification of bullying, teachers often do not recognize some interactions as bullying (e.g., see it as teasing) or are otherwise unaware of the bullying that takes place. Moreover, even when teachers witness clear cases of bullying, they are often reluctant to intervene either because they feel unprepared to respond effectively or because they are not sure if the victimized students would welcome their help (Novick & Isaacs, 2010).…”

“…For example, although teachers' interventions can prevent subsequent bullying (Nicolaides, Toda, & Smith, 2002;Yoon & Kerber, 2003), researchers (Crothers, Kolbert, & Barker, 2006;Novick & Isaacs, 2010) have found that, without significant awareness-raising efforts and specific training in the identification of bullying, teachers often do not recognize some interactions as bullying (e.g., see it as teasing) or are otherwise unaware of the bullying that takes place. Moreover, even when teachers witness clear cases of bullying, they are often reluctant to intervene either because they feel unprepared to respond effectively or because they are not sure if the victimized students would welcome their help (Novick & Isaacs, 2010). Thus, although teachers are likely to intervene when they feel the bullying is serious (e.g., physical, bodily harm; Craig et al 2000, Yoon & Kerber, 2003, in many cases, they are not likely to intervene unless students approach them directly for help (Novick & Isaacs, 2010).…”

“…Moreover, even when teachers witness clear cases of bullying, they are often reluctant to intervene either because they feel unprepared to respond effectively or because they are not sure if the victimized students would welcome their help (Novick & Isaacs, 2010). Thus, although teachers are likely to intervene when they feel the bullying is serious (e.g., physical, bodily harm; Craig et al 2000, Yoon & Kerber, 2003, in many cases, they are not likely to intervene unless students approach them directly for help (Novick & Isaacs, 2010). Thus, it becomes critical that teachers have created a climate in which children feel comfortable and safe to approach them about bullying.…”