Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling

Author:

Konishi Chiaki1,Miyazaki Yasuo2,Hymel Shelley3,Waterhouse Terry4

Affiliation:

1. McGill University, Montreal, Canada

2. Virginia Tech, Virginia, USA

3. University of British Columbia, Vancouver, Canada

4. Public Safety Strategies, City of Surrey, Canada

Abstract

This study examined how student reports of bullying were related to different dimensions of school climate, at both the school and the student levels, using a contextual effects model in a two-level multilevel modeling framework. Participants included 48,874 secondary students (grades 8 to 12; 24,244 girls) from 76 schools in Western Canada. Results revealed significant associations for student perceptions of all school-climate dimensions at the student level and for a majority of the aggregated school-climate dimensions (except adult-related variables) at the school level in relation to bullying, when each school-climate dimension was included as the sole predictor in the contextual effects model. When examining the roles of all school-climate dimensions together, results showed that, at the school level, the effects of three school-climate variables – peer support, discipline/fairness/clarity of rules, and school safety – remained significant predictors of being bullied and bullying others, controlling for the effects of other school-climate dimensions at both the school and the student levels. The implications of these findings for building a safe and caring school environment are discussed.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Developmental and Educational Psychology,Education

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