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Teacher perceptions and practices regarding school bullying prevention
Joseph A Dake1, James H Price, Susan K Telljohann
1Division of Health, Wayne State University, Detroit, MI 48202, USA. jdake@wayne.edu
The Journal of School Health
|December 24, 2003
Summary
Teachers often talk to students involved in bullying but rarely use classroom-based prevention. Effective school bullying prevention requires more teacher training on evidence-based strategies.
Area of Science:
- Educational Psychology
- School Safety
- Child Development
Background:
- School bullying is a pervasive issue impacting student well-being and academic performance.
- Current teacher practices in bullying prevention vary significantly, with a need to understand their perceptions and effectiveness.
Purpose of the Study:
- To examine national teacher perceptions and practices regarding school bullying prevention activities.
- To identify effective strategies for reducing bullying problems from the teachers' perspective.
Main Methods:
- A national random sample of 700 teachers was surveyed.
- Response rate was 52.4% (359 teachers).
- Data collected on teacher practices, perceived effectiveness of activities, and barriers.
Main Results:
- Most teachers (86.3%) spoke with bullies and victims.
- Less than one-third discussed bullying in class (31.7%) or involved students in rule-making (31.2%).
- Teachers viewed post-bullying interventions, supervision, and environmental changes as most effective.
Conclusions:
- Teachers need enhanced preprofessional and continuing education on effective classroom-based bullying prevention.
- Current practices may not fully leverage proactive, in-class strategies for school bullying prevention.