An International Investigation of Variability in Teacher Perceptions of Bias-Based Bullying and Their Likelihood of Intervening
(2025) In International Journal of Bullying Prevention- Abstract
- Bias-based bullying (i.e., bullying due to marginalized identities) is a significant and ongoing challenge within contemporary educational settings. Teachers are crucial in mitigating such harmful behaviors and cultivating positive peer relationships. The present study explores teachers’ perceptions of and intervention intentions in bias-based bullying situations across diverse cultural and educational settings. Using a between-subjects experimental design, primary and secondary teachers from 13 international sites located in Africa, Asia, Australia, Europe, and North America (n = 4990) were randomly assigned to read a hypothetical vignette depicting student victimization based on their ethnicity, learning difficulties, physical... (More)
- Bias-based bullying (i.e., bullying due to marginalized identities) is a significant and ongoing challenge within contemporary educational settings. Teachers are crucial in mitigating such harmful behaviors and cultivating positive peer relationships. The present study explores teachers’ perceptions of and intervention intentions in bias-based bullying situations across diverse cultural and educational settings. Using a between-subjects experimental design, primary and secondary teachers from 13 international sites located in Africa, Asia, Australia, Europe, and North America (n = 4990) were randomly assigned to read a hypothetical vignette depicting student victimization based on their ethnicity, learning difficulties, physical appearance, gender expression, or sexual orientation. Multilevel linear models revealed that teachers’ perceptions varied depending on the type of bias-based bullying, such that when teachers were presented with a situation of bullying based on gender expression or sexual orientation, they reported lower levels of perceived responsibility, self-efficacy, and importance of responding when compared to other types of bullying. At the same time, teachers were less likely to blame the victim of bullying and expressed greater empathy towards involved students when being presented with a situation of weight-based bullying. However, there were no significant differences in rated intervention intentions across conditions. Results have important implications for teacher education and development, as well as for existing anti-bullying intervention programs. (Less)
- Abstract (Swedish)
- Bias-based bullying (i.e., bullying due to marginalized identities) is a significant and ongoing challenge within contemporary
educational settings. Teachers are crucial in mitigating such harmful behaviors and cultivating positive peer relationships. The
present study explores teachers’ perceptions of and intervention intentions in bias-based bullying situations across diverse
cultural and educational settings. Using a between-subjects experimental design, primary and secondary teachers from 13
international sites located in Africa, Asia, Australia, Europe, and North America (n = 4990) were randomly assigned to read
a hypothetical vignette depicting student victimization based on their ethnicity, learning difficulties,... (More) - Bias-based bullying (i.e., bullying due to marginalized identities) is a significant and ongoing challenge within contemporary
educational settings. Teachers are crucial in mitigating such harmful behaviors and cultivating positive peer relationships. The
present study explores teachers’ perceptions of and intervention intentions in bias-based bullying situations across diverse
cultural and educational settings. Using a between-subjects experimental design, primary and secondary teachers from 13
international sites located in Africa, Asia, Australia, Europe, and North America (n = 4990) were randomly assigned to read
a hypothetical vignette depicting student victimization based on their ethnicity, learning difficulties, physical appearance,
gender expression, or sexual orientation. Multilevel linear models revealed that teachers’ perceptions varied depending on the
type of bias-based bullying, such that when teachers were presented with a situation of bullying based on gender expression
or sexual orientation, they reported lower levels of perceived responsibility, self-efficacy, and importance of responding when
compared to other types of bullying. At the same time, teachers were less likely to blame the victim of bullying and expressed
greater empathy towards involved students when being presented with a situation of weight-based bullying. However, there
were no significant differences in rated intervention intentions across conditions. Results have important implications for
teacher education and development, as well as for existing anti-bullying intervention programs. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/7ef2e981-dae2-445c-9529-3dc0033ebae4
- author
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- 2025-01-22
- type
- Contribution to journal
- publication status
- epub
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- in
- International Journal of Bullying Prevention
- publisher
- Springer International Publishing
- external identifiers
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- scopus:85217211691
- ISSN
- 2523-3653
- DOI
- 10.1007/s42380-025-00285-6
- language
- English
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- yes
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- 7ef2e981-dae2-445c-9529-3dc0033ebae4
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- 2025-06-02 09:55:48
@article{7ef2e981-dae2-445c-9529-3dc0033ebae4,
abstract = {{Bias-based bullying (i.e., bullying due to marginalized identities) is a significant and ongoing challenge within contemporary educational settings. Teachers are crucial in mitigating such harmful behaviors and cultivating positive peer relationships. The present study explores teachers’ perceptions of and intervention intentions in bias-based bullying situations across diverse cultural and educational settings. Using a between-subjects experimental design, primary and secondary teachers from 13 international sites located in Africa, Asia, Australia, Europe, and North America (n = 4990) were randomly assigned to read a hypothetical vignette depicting student victimization based on their ethnicity, learning difficulties, physical appearance, gender expression, or sexual orientation. Multilevel linear models revealed that teachers’ perceptions varied depending on the type of bias-based bullying, such that when teachers were presented with a situation of bullying based on gender expression or sexual orientation, they reported lower levels of perceived responsibility, self-efficacy, and importance of responding when compared to other types of bullying. At the same time, teachers were less likely to blame the victim of bullying and expressed greater empathy towards involved students when being presented with a situation of weight-based bullying. However, there were no significant differences in rated intervention intentions across conditions. Results have important implications for teacher education and development, as well as for existing anti-bullying intervention programs.}},
author = {{Khanolainen, Daria and Hall, Andrew and Craig, Wendy and Trach, Jessica and Noetzel, Jared and Starosta, Lindsay and Dhungana-Sainju, Karla and Bjärehed, Jonas and Thornberg, Robert and Bayram-Özdemir, Sevgi and Bjärehed, Marlene and Görzig, Anke and Wright, Michelle and Betts, Lucy and Swearer, Susan and Hymel, Shelley}},
issn = {{2523-3653}},
language = {{eng}},
month = {{01}},
publisher = {{Springer International Publishing}},
series = {{International Journal of Bullying Prevention}},
title = {{An International Investigation of Variability in Teacher Perceptions of Bias-Based Bullying and Their Likelihood of Intervening}},
url = {{http://dx.doi.org/10.1007/s42380-025-00285-6}},
doi = {{10.1007/s42380-025-00285-6}},
year = {{2025}},
}