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Teachers’ and Education Support Professionals’ Perspectives on Bullying and Prevention: Findings From a National Education Association Study
  • Published Date:
    2013
  • Source:
    School Psych Rev. 42(3):280-297.
Filetype[PDF - 611.25 KB]


Details:
  • Pubmed ID:
    25414539
  • Pubmed Central ID:
    PMC4235229
  • Description:
    Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers' and education support professionals' perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data were collected from a representative sample of 5,064 National Education Association members (2,163 teachers and 2,901 education support professionals). Analyses indicated that compared to education support professionals, teachers were more likely to witness students being bullied, more likely to view bullying as a significant problem at their school, and were more likely to have students report bullying to them. Teachers were more likely to be involved in bullying policies at their school, yet both groups reported wanting more training related to cyberbullying and bullying related to students' sexual orientation, gender issues, and racial issues. Implications for school psychologists and the development of school-wide bullying prevention efforts are discussed.

  • Document Type:
  • Collection(s):
  • Funding:
    K01 CE001333/CE/NCIPC CDC HHS/United States
    T32 MH019545/MH/NIMH NIH HHS/United States
    U49 CE000728/CE/NCIPC CDC HHS/United States
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