The Impact of Teasing and Bullying on Schoolwide Academic Performance

Lacey, Anna; Cornell, Dewey G.

doi:10.1080/15377903.2013.806883

Cited by 59 publications

(52 citation statements)

References 33 publications

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“…It is notable that PTB was consistently associated with schoolwide performance across six exams. These findings extend results from a previous study (Lacey & Cornell, 2013) which found that ninth grade student and teacher reports of PTB were predictive of passing rates for the Virginia SOL exams.…”

Section: Discussionsupporting

confidence: 87%

“…A substantial body of literature has indicated that school climate conditions are critically important to school performance and that efforts to improve school climate will enhance student achievement (e.g. Ripski and Gregory, 2009;Lacey & Cornell, 2013). This study contributes to this literature by showing that the amount of bullying in a school as reported by school administrators is related to schoolwide academic performance.…”

Section: Discussionmentioning

confidence: 72%

“…Ripski and Gregory, 2009;Lacey & Cornell, 2013). More generally, teacher reports of a negative school climate have been linked with poorer performance on standardized tests ) and lower mean student achievement (Johnson & Stevens, 2006).…”

Section: School Climatementioning

confidence: 99%

“…This relationship was significant after controlling for other correlates of dropout rates such as school size, student body poverty and minority composition, and school performance on standardized testing . Lacey and Cornell (2013) examined the association between PTB and schoolwide academic performance on standardized testing. To build on previous research, this study examined both student and teacher reports of PTB.…”

Section: Perceptions Of Teasing and Bullyingmentioning

confidence: 99%

“…In a sample of 284 high schools, Lacey and Cornell (2013a) found that, at the school level, both teacher and student reports of PTB predicted school passing rates on state-mandated achievement testing. These results suggested that a school climate of pervasive teasing and bullying might have a general effect on student performance on standardized testing.…”

Section: The Prevalence Of Teasing and Bullyingmentioning

confidence: 99%

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The Relation Between the Prevalence of Teasing and Bullying and Schoolwide Academic Achievement.

Lacey

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This dissertation is comprised of three manuscripts demonstrating that greater prevalence of teasing and bullying (PTB) in a school is consistently related to lower school passing rates on the Virginia's mandatory achievement tests, the Standards of Learning (SOL) exams.The first manuscript investigated the relations between PTB, as reported by students and teachers, and the percentage of students who passed SOL exams. Measures of PTB were obtained from a statewide survey of 7,304 ninth grade students and 2,918 teachers aggregated into school level scores for 284 Virginia high schools. Hierarchical regression analyses conducted at the school level found that PTB scores predicted schoolwide achievement on the SOL exams. These findings could not be attributed to the proportion of minority students in the school, student poverty, school size, or personal victimization, which were statistically controlled.The second manuscript examined the relations between PTB as reported by high school administrators and school performance on SOL exams. In addition, this study aimed to show that the use of evidence-based bullying prevention efforts is positively associated with test performance. School administrators from 301 high schools in Virginia were surveyed on PTB as well as the types of bullying prevention efforts currently used in their schools. School administrator assessments of PTB were negatively associated with schoolwide achievement and evidence-based efforts to prevent bullying were positively associated with schoolwide achievement.The third manuscript examined the relations between PTB and schoolwide achievement on SOL exams as well. However, this research adds to the literature by BULLYING AND ACHIEVEMENT extending the findings to middle schools and by investigating the mechanism behind this relation. Specifically, this research examined how student engagement in school mediates the relations between PTB and academic achievement. Measures of PTB and student engagement were obtained from a statewide survey of 29,203 seventh and eighth grade students and 6,298 teachers from 271 Virginia middle schools. Hierarchical regression analyses conducted at the school level found that the PTB as perceived by students as well as teachers was predictive of schoolwide achievement on the SOL exams.Engagement was found to be a partial mediator in the association between PTB and test passing rates. These findings were not accounted for by the proportion of minority students in the school, student poverty, school size, or personal victimization, which were statistically controlled. These results support notion that PTB is related to student performance, in part, because PTB decreases student engagement in the academic process which, in turn, decreases student achievement on high stakes testing.In total, these three studies have demonstrated the association between PTB and academic achievement in both middle and high schools. Further, this relation has been shown using student, staff, and administrator reports of PTB. Althou...

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 72%

Section: School Climatementioning

confidence: 99%

Section: Perceptions Of Teasing and Bullyingmentioning

confidence: 99%

Section: The Prevalence Of Teasing and Bullyingmentioning

confidence: 99%

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The Relation Between the Prevalence of Teasing and Bullying and Schoolwide Academic Achievement.

Lacey

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School Bullying and Peer Victimization

Ladd¹,

Thibault²

2021

The Wiley Blackwell Handbook of Bullying

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Associations of weight‐ or shape‐related bullying with diverse disordered eating behaviors in adolescents

Day

Bussey

Trompeter

et al. 2021

Intl J Eating Disorders

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Objective Little research has investigated variables affecting the relationship between weight‐ or shape‐related bullying (WSB) and specific forms of disordered eating in adolescence. This study aimed to examine the relationship between WSB and eating disorder behaviors in Australian adolescents, and whether this relationship was moderated by body image attitudes. Method Data were used from the first wave of the EveryBODY study, a survey of body image concerns and eating disorders in a large representative sample of Australian adolescents (N = 573), aged 11–19 years. Participants completed an online survey with measures of WSB frequency, body image attitudes (drives for thinness, leanness, and muscularity), and disordered eating behaviors. Results Results indicated that frequency of WSB was positively associated with purging and muscularity‐oriented behavior (MOB), but not dietary restriction, binge eating, or compulsive exercise. The relationship between WSB and MOB was moderated by drive for muscularity, such that victimization frequency was positively associated with MOB for those with high, but not low, desire to attain a muscular physique. Discussion Findings indicate that WSB is positively associated with purging and MOB but not other eating disorder behaviors, and that drive for muscularity moderates its effect on some behaviors. Understanding these relationships will be important in implementing tailored interventions for adolescents based on screening for victimization experiences and specific body image attitudes.

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The Impact of Teasing and Bullying on Schoolwide Academic Performance

Cited by 59 publications

References 33 publications

The Relation Between the Prevalence of Teasing and Bullying and Schoolwide Academic Achievement.

The Relation Between the Prevalence of Teasing and Bullying and Schoolwide Academic Achievement.

School Bullying and Peer Victimization

Associations of weight‐ or shape‐related bullying with diverse disordered eating behaviors in adolescents

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