Citation

Capel CM. J. Asian Afr. Stud. 2013; 48(4): 484-505.

Copyright

(Copyright © 2013, SAGE Publishing)

DOI

10.1177/0021909613493606

PMID

unavailable

Abstract

This paper develops a conceptual framework for increasing understanding of how teachers can contribute to a sustainable bullying-free learning environment in schools. Based on a review and analysis of extant literature, the paper argues for the facilitating roles of mindful social emotional learning implementation and teacher-student relationship quality in building and sustaining a bullying-free learning environment, which can impact the victim of a bullying act, the bully and their peers. The analysis leads to the research and practical implications that conclude the paper.

Language: en