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. 2013;42(3):280-297.

Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings From a National Education Association Study

Catherine P Bradshaw  1 , Tracy E Waasdorp  1 , Lindsey M O'Brennan  1 , Michaela Gulemetova  2
Affiliations

Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings From a National Education Association Study

Catherine P Bradshaw et al. School Psych Rev. 2013.

Abstract

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.

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Figures

Figure 1
Figure 1
ESPs’ and teachers’ average reports of different forms of bullying and bullying among special populations being a problem. Note. Response options ranged from 1 (not a problem) to 4 (major problem). Asterisks indicate significant differences between ESPs and teachers on that item. ESPs [H11549] education support professionals. ***p < .01. The full response scale ranged from 1 to 4.
Figure 2
Figure 2
ESPs’ and teachers’ average reports of comfort intervening with different forms of bullying and bullying among special populations. Note. Response options ranged from 1 (very uncomfortable) to 4 (very comfortable). Asterisks indicate significant differences between ESPs and teachers on that item. ESPs = education support professionals. ***p < .01. The full response scale ranged from 1 to 4.
Figure 3
Figure 3
Percentage of staff who responded “yes” regarding bullying policies and prevention activities. Note. Asterisks indicate significant differences between ESPs and teachers on that item. ESPs = education support professionals. *** p < .01
Figure 4
Figure 4
Percentage of staff who reported a need for additional training in intervening with different forms of bullying. Note. Asterisks indicate significant differences between ESPs and teachers on that item. ESPs = education support professionals. ***p < .01.
Figure 5
Figure 5
Percentage of staff who reported a need for additional training in intervening in bullying situations involving special populations, race, gender, and religion. Note. Asterisks indicate significant differences between ESPs and teachers on that item. ESPs = education support professionals. *** p < .01
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References

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    1. Bradshaw C, Figiel K. Prevention and intervention for workplace bullying in schools. National Education Association; Washington, DC: 2012.
    1. Bradshaw CP, Sawyer A, O'Brennan L. A social disorganization perspective on bullying-related attitudes and behaviors: The influence of school context. American Journal of Community Psychology. 2009;43(3):204–220. doi:10.1007/s10464-009-9240-1. - PubMed
    1. Bradshaw CP, Sawyer AL, O'Brennan LM. Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review. 2007;36(3):361–382.
    1. Bradshaw CP, Waasdorp TE. Measuring and changing a “culture of bullying.”. School Psychology Review. 2009;38(3):356–361.

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