Citation

Dake JA, Price JH, Telljohann SK, Funk JB. J. Sch. Health 2003; 73(9): 347-355.

Affiliation

Division of Health, Wayne State University, Detroit, MI 48202, USA. jdake@wayne.edu

Copyright

(Copyright © 2003, American School Health Association, Publisher John Wiley and Sons)

DOI

unavailable

PMID

14689771

Abstract

This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities.

Language: en