Understanding the relationship between youths’ belonging and bullying behaviour: An SEM Model

Abstract

AimBullying is a significant problem among school children and within the climate and culture of many schools. Research has indicated that environmental and psychosocial factors may play an important role in the culture change needed to minimise bullying behaviours in schools (Goldweber et al., 2013; Mehta et al., 2013; Sapouna & Wolke, 2013). A growing body of literature suggests that belonging, one such type of psychosocial factor may act as a buffer for bullying perpetration. For this reason, the current study aimed to explore the relationship between peer, family, and school belonging and bullying behaviours.Method/RationaleStudents from rural middle schools (ages 11–14; N=912) in the United States completed surveys including questionnaires on bullying and peer, family, and school belonging. Structural equation modeling was used to examine the relationship between belonging and bullying behaviour.FindingsThe results support the hypotheses and suggest there is a link between sense of belonging (peer, family, and school) and bullying behaviour.LimitationsThe most notable limitation is that the data are cross-sectional, examining the variables at one particular time point, which eliminates the possibility of studying longitudinal impact. Further, all measured constructs examined were done through self-report assessments. Thus, observational and behavioural information was not collected or utilised in the current study.ConclusionsThese findings have an important applied component and could lead to stronger intervention efforts. Specifically, interventions that focus on increasing positive peer-level interactions, coupled with a stronger sense of school community or belonging, could result in decreases in bullying behaviours.