"My teacher does not care”: impact of teacher non-intervention towards bullying on students’ behavior
(2021)
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- Authors
Devleeschouwer, Charlie 
- et. al.
- Abstract
- Teachers are key actors to prevent and stop bullying between students (Troop-Gordon, 2015). Indeed, their behavior seems to influence students’ behavior (Yoon & Bauman, 2014). Teachers could adopt several reactions in response to bullying between students, from non-reaction (e.g., ignoring) to active reaction (e.g., sanctioning the bully) (Bauman & Del Rio, 2008). Many studies have highlighted the importance of these interventions and the detrimental consequences of non-intervention (Demol, Verschueren, Jame, Lazard, & Colpin, 2021; Campaert, Nocentini & Menesini, 2017). However, most of them assessed the effect of teacher non-intervention without controlling for student individual characteristics. This study tries to answer this question by measuring perception of their teacher reaction towards bullying, self-efficacy to defend, anti-bullying attitude, empathy, victimization, bullying (both self and peer-reported), and defending (peer-reported) from 472 Belgian students in primary schools. Multiple regression analyses showed that a student who perceived that his/her teacher doesn’t do anything to tackle bullying reports a higher level of victimization, bullying and is less considered as a defender by his/her classmates. This relation remains even when we control for student's anti-bullying attitude and self-efficacy to defend. Anti-bullying programs should focus on the role of teachers as well as students.
- Affiliations
Citations
Devleeschouwer, C., & et al. (2021). “My teacher does not care”: impact of teacher non-intervention towards bullying on students’ behavior. https://hdl.handle.net/2078.5/217523