Antibullying attitudes are positively related to disciplining bullies, victim support, parental involvement, and involving peer bystanders¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Teachers with stronger antibullying attitudes reported more frequently disciplining/punishing bullies (r = 0.16), supporting victims (r = 0.16), involving parents (r = 0.10), and involving peer bystanders (r = 0.20). → Dawes 2024

Evidence¶

Dawes 2024¶

Dawes, M., Malamut, S. T., Guess, H., & Lohrbach, E. (2024). Teachers' Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09951-5

q3 · i1 · quant-synthesis · r3

Separate three-level meta-analyses of retrospective reports for each response type with at least two studies. All four positive associations were statistically significant, with magnitudes the review describes as "small to medium" (see Fig. 3).

"Teachers' antibullying attitudes were significantly and positively related to disciplining/punishing bullies (r = 0.16, p = 0.001), victim support (r = 0.16, p = 0.027), parental involvement (r = 0.10, p < 0.001), and involving peer bystanders (r = 0.20, p = 0.003)"

Discussion¶

Related Claims¶

• Teachers' antibullying attitudes are positively associated with intervention likelihood in hypothetical bullying scenarios (r = 0.48) — a broader claim this one bears on
• Antibullying attitudes are negatively related to advocating avoidance and encouraging independent coping — related
• Work with peers in anti-bullying programs is associated with an increase in victimization — related
• Antibullying attitudes are unrelated to advocating assertion, enlisting other adults, and separating students — related
• In studies excluded from meta-analysis, antibullying attitudes relate negatively to ignoring the situation and positively to working with the bully — related
• When all retrospective response types are combined, antibullying attitudes show no significant association with teachers' reported intervention use (r = 0.05) — related
• The Pro-Bully Paradox: victimization relates to weaker anti-bullying attitudes, an effect largely specific to physical victimization — related
• Teachers' empathy for victims of bullying is associated with a greater self-reported likelihood of intervening in bullying — related