Citation

Kapari K, Stavrou PD. Int. J. Violence School 2010; 2010(11): 93-113.

Affiliation

University of Ioannina; Université Paris V

Copyright

(Copyright © 2010, United Nations Educational, Scientific, and Cultural Organization)

DOI

unavailable

PMID

unavailable

Abstract

Numerous studies have focused on individual characteristics of bullies and victims, without careful examination of contextual factors that might influence bullying and victimization in school settings. The present pilot study investigates the association of school climate and school’s response to bullying incidents with bullying and victimization in a sample of 114 students drawn from three Greek public middle schools. The participants completed a self-report questionnaire designed to assess their perceptions about: (a) the school climate, (b) the school’s response to bullying, and (c) the extent of bullying and victimization in their school. Data have been analyzed using correlations (Pearson r) and multiple regression analysis. Two variables of the school’s response to violence (Peer Intervention and Teacher Intervention) accounted for 49% of the variance in bullying. Two variables of the school climate (Fear of School Violence and Discipline) accounted for 47% of the variance in victimization. Our findings are consistent with the research literature and suggest that schools with a more positive climate have less victimization. Moreover, schools in which students and teachers intervene to stop the aggressive behaviors have less bullying.