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A Meta-Analytical Review of Gender-Based School Bullying in Spain

Author

Listed:
  • Sandra Feijóo

    (Department of Social Psychology, Basic Psychology, and Methodology, Universidade de Santiago de Compostela (USC), 15782 Santiago de Compostela, Spain)

  • Raquel Rodríguez-Fernández

    (Department of Methodology of Behavioral Sciences, Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain)

Abstract

School bullying continues to be one of the main challenges for the education community. Current research indicates that Lesbian, Gay, Bisexual, Transgender, Transsexual, and other LGBT+ people suffer the highest rates of bullying, while other studies suggest that this bullying does not occur based on the victim’s actual sexual orientation or gender identity, but because they do not fit into the traditional gender roles. The aim of the present study was to carry out a meta-analytical study on the prevalence of gender-based bullying against LGBT+ schoolchildren and adolescents in Spain. Methods: The review was carried out following the recommendations of the PRISMA group and allowing us to identify a total of 24 studies. All of these studies were published since 2008, and most of them conducted cross-sectional survey-type research. It was also found that the instrument used to assess bullying varied greatly among studies, resulting in an enormous heterogeneity of research on this topic. Different meta-analyses were carried out according to the profile of involvement in bullying: victimisation, perpetration, and observation. In addition, three target populations were detected in the victimisation research: the general population, pre-identified bullying victims reporting the reasons behind the victimisation, and LGBT+ people. Results: The meta-analyses conducted with R have estimated the prevalence of observation of gender-based school bullying in Spain at 77.3%, perpetration at 13.3%, and victimisation at 8.6% among the general population. When the research focuses on previously identified victims, the rate was 3.6%, while if LGBT+ people are approached directly, the percentage increases to 51%. Conclusions: These rates reveal the need to develop specific preventive strategies in schools. Greater awareness of affective-sexual diversity and respect for those who do not conform to traditional gender roles should be promoted.

Suggested Citation

  • Sandra Feijóo & Raquel Rodríguez-Fernández, 2021. "A Meta-Analytical Review of Gender-Based School Bullying in Spain," IJERPH, MDPI, vol. 18(23), pages 1-13, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:23:p:12687-:d:693058
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    References listed on IDEAS

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    1. Marta Evelia Aparicio-García & Eva María Díaz-Ramiro & Susana Rubio-Valdehita & María Inmaculada López-Núñez & Isidro García-Nieto, 2018. "Health and Well-Being of Cisgender, Transgender and Non-Binary Young People," IJERPH, MDPI, vol. 15(10), pages 1-11, September.
    2. Viechtbauer, Wolfgang, 2010. "Conducting Meta-Analyses in R with the metafor Package," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 36(i03).
    3. Jeffrey C. Valentine & Therese D. Pigott & Hannah R. Rothstein, 2010. "How Many Studies Do You Need?," Journal of Educational and Behavioral Statistics, , vol. 35(2), pages 215-247, April.
    4. Antonio J. Rodríguez-Hidalgo & Almudena Hurtado-Mellado, 2019. "Prevalence and Psychosocial Predictors of Homophobic Victimization among Adolescents," IJERPH, MDPI, vol. 16(7), pages 1-14, April.
    5. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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