ArticleFrontiers in psychology2025
Empowering bystanders: a psychological and institutional model for intervention in academic bullying.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
"When you see something, say something"- is a familiar public-service slogan. Yet, in practice, speaking up can be stressful and carries significant individual risk. This paper examines the role of bystanders as critical actors in either perpetuating or disrupting harmful behaviors in the context of academic bullying. While previous research has primarily explored the experiences of targets and perpetrators in academia, this paper advances the discourse by introducing a conceptual model of bystander intervention in academic bullying. Drawing on Latané and Darley's Five-Step Bystander Intervention Process, this model integrates the unique dynamics of power hierarchies, institutional culture, and professional risks that influence intervention choices in academia. This framework explains why bystanders often remain passive or, in some cases, align with the bully or bullies. Factors such as betrayal blindness, fear of reprisal, protection of self-interest, and the desire to maintain professional relationships contribute to bystander inaction or complicity. This paper concludes with recommendations and practical choices for institutional resources designed to strengthen accountability and foster a culture of psychological safety. By addressing the structural and psychological barriers that prevent bystanders from acting, our model provides a new pathway for fostering a safer, more inclusive, and ethically responsible academic environment.
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