Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims

Author:

Dawes Molly1ORCID,Starrett Angela2ORCID,Norwalk Kate3,Hamm Jill4,Farmer Thomas5

Affiliation:

1. College of Education University of South Carolina Columbia South Carolina USA

2. Child Development Research Center University of South Carolina Columbia South Carolina USA

3. Department of Psychology North Carolina State University Raleigh North Carolina USA

4. School of Education University of North Carolina at Chapel Hill Chapel Hill North Carolina USA

5. School of Education University of Pittsburg Pittsburg Pennsylvania USA

Abstract

AbstractTeachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need to identify relevant factors related to the degree to which teachers are attuned to bullies and victims. The major objective of the current investigation was to examine student‐ (gender, popularity status), classroom‐ (average bullying, norm salience of bullying, popularity hierarchy, class size), and teacher‐level (gender, teaching experience) factors associated with teachers’ attunement to bullies and victims. Using a sample of students in 5th‐grade classrooms, we analyzed the likelihood of teachers being attuned to 267 bullies (76.8% boys) nested in 112 classrooms and 343 victims (55.1% boys) nested in 120 classrooms using multilevel mixed‐effects generalized linear models. Results indicated that teachers were more likely to be attuned to boy bullies and victims but less likely to be attuned to bullies and victims with higher popularity status. No classroom or teacher level factors related significantly to the likelihood of teachers’ attunement. Implications for social dynamics management and bullying intervention efforts are discussed.

Funder

Institute of Education Sciences

Publisher

Wiley

Subject

Social Sciences (miscellaneous),Sociology and Political Science,Developmental and Educational Psychology

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