@article{ref1,
title="School climate and bullying bystander responses in middle and high school",
journal="Journal of applied developmental psychology",
year="2022",
author="Waasdorp, Tracy Evian and Fu, Rui and Clary, Laura K. and Bradshaw, Catherine P.",
volume="80",
number="",
pages="e101412-e101412",
abstract="Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point.<p /> <p>Language: en</p>",
language="en",
issn="0193-3973",
doi="10.1016/j.appdev.2022.101412",
url="http://dx.doi.org/10.1016/j.appdev.2022.101412"
}