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How Teachers Deal with Cases of Bullying at School: What Victims Say

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  • Ken Rigby

    (Department of Education, University of South Australia, Adelaide 5001, Australia)

Abstract

Student victims of peer bullying ( n = 223) in 25 coeducational Australian schools answered a questionnaire to provide accounts of how their school responded to their requests for help. In addition, respondents indicated how severely they were emotionally impacted by the bullying and whether the bullying was perpetrated by an individual or by a group. The reported outcomes from the intervention indicated that in 67% of cases the bullying stopped or was reduced. In cases where the emotional impact was reported as relatively severe, the school interventions were less successful. In addition, reportedly being bullied relatively often by groups, as distinct from individuals, was independently predictive of a less positive outcome. Among girls, but not boys, younger students reported more satisfactory outcomes. Implications are suggested for more effective interventions in cases of bullying.

Suggested Citation

  • Ken Rigby, 2020. "How Teachers Deal with Cases of Bullying at School: What Victims Say," IJERPH, MDPI, vol. 17(7), pages 1-11, March.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:7:p:2338-:d:338994
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    References listed on IDEAS

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    1. Yaling Deng & Lei Chang & Meng Yang & Meng Huo & Renlai Zhou, 2016. "Gender Differences in Emotional Response: Inconsistency between Experience and Expressivity," PLOS ONE, Public Library of Science, vol. 11(6), pages 1-12, June.
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    Cited by:

    1. Annalisa Guarini & Laura Menabò & Damiano Menin & Consuelo Mameli & Grace Skrzypiec & Phillip Slee & Antonella Brighi, 2020. "The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying," IJERPH, MDPI, vol. 17(14), pages 1-14, July.

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