ArticleJournal of youth and adolescence2022
Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time.
Article in Journal of youth and adolescence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
14 citing papers in PubMed, 62 citations in OpenAlex.
- Why Students Higher in Callous-Unemotional Traits Are More Resistant to Targeted Anti-Bullying Interventions by Teachers: The Role of Biased Perceptions.Research on child and adolescent psychopathology · 2026Trial
- An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective.The British journal of educational psychology · 2026Article
- Multifactorial Causal Analysis of Workplace Musculoskeletal Disorders (WMSDs) and Psychological Stress Among Teaching Professionals for Adult Learners: A Narrative Review.Healthcare (Basel, Switzerland) · 2025Review
- Introduction to the special section on predictors and outcomes of peer victimization.International journal of behavioral development · 2025Article
- Does the classroom context moderate the effects of internalizing problems and peer status on peer victimization? Testing a vulnerability-by-context model.International journal of behavioral development · 2025Article
- No Safe Space at School: Exploring Power Dynamics, Bullying Locations, and Maladaptive Behaviors Among US Adolescents.Journal of youth and adolescence · 2025Article
- Do Targeted Interventions Diminish Victimization? Testing the Short- and Longer-term Effectiveness of Condemning, Empathy-Raising, and Combined Approaches.Journal of youth and adolescence · 2025Article
- Bullying in Students with Attention Deficit/Hyperactivity Disorder (ADHD): Analyzing Students' Social Status and Student-Teacher Relationship Quality.International journal of environmental research and public health · 2025Article
- Breaking the Cycle: Perceived Control and Teacher-Student Relationships Shield Adolescents from Bullying Victimization over Time.Behavioral sciences (Basel, Switzerland) · 2024Article
- Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach.Journal of youth and adolescence · 2024Article
- Article
- Perception of Bullying in Early Childhood Education in Spain: Pre-School Teachers vs. Psychologists.European journal of investigation in health, psychology and education · 2023Article
- School Bullying Is Not a Conflict: The Interplay between Conflict Management Styles, Bullying Victimization and Psychological School Adjustment.International journal of environmental research and public health · 2022Article
- Humor Styles, Bullying Victimization and Psychological School Adjustment: Mediation, Moderation and Person-Oriented Analyses.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
3 authors at 3 institutions in 3 countries.
Funding
Abstract
School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD): bully, victim, bully-victim, defender, and non-participant. Student ratings of teachers were used to obtain class-level measures of teacher interventions: non-intervention, disciplinary sanctions, group discussion, and mediation/victim support. Controlling for student- and class-level background variables, two multilevel multinomial logistic regression analyses were computed to predict students' bullying-related roles at wave 2. In the static model, predictors were teacher interventions at wave 1, and in the dynamic model, predictors were teacher intervention changes across time. The static model showed that disciplinary sanctions reduced the likelihood of being a bully or victim, and group discussion raised the likelihood of being a defender. Mediation/victim support raised the likelihood of being a bully. The dynamic model complemented these results by indicating that increases in group discussion across time raised the likelihood of being a defender, whereas increases in non-intervention across time raised the likelihood of being a victim and reduced the likelihood of being a defender. These results show that teacher interventions have distinct effects on students' adoption of bullying-related roles and could help to better target intervention strategies. The findings carry practical implications for the professional training of prospective and current teachers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.