ERIC Number: EJ1362707
Record Type: Journal
Publication Date: 2021
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740-5629
EISSN: EISSN-1740-5610
Speak up or Stay Silent: Can Teacher Responses towards Bullying Predict Victimized Students' Disclosure of Victimization?
ten Bokkel, Isabel M.; Stoltz, Sabine E. M. J.; van den Berg, Yvonne H. M.; de Castro, Bram Orobio; Colpin, Hilde
European Journal of Developmental Psychology, v18 n6 p831-847 2021
Many children who are victimized by their peers do not tell their teachers. Subsequently, teacher intervention and support are not likely to take place. To investigate the role teachers can play to promote disclosure by victimized students, we examined (1) the prevalence of disclosure to teachers, and (2) the extent to which teachers' responses towards bullying longitudinally predict victimized students' disclosure to their teacher. Participants were 874 Dutch primary school students (Grades 4-6) who reported being victimized, and their teachers. Of the victimized students, 76.8% reported that they disclosed to someone and 58.3% of them told their teacher. Multilevel binary logistic regression among all victimized students and a subsample of persistently victimized students (n = 316) revealed that neither teacher-reported active intervention nor passive intervention at T1 predicted victimized students' likelihood to disclose to their teacher at T2. Implications for future research and for practice are discussed.
Descriptors: Bullying, Victims, Teacher Role, Self Disclosure (Individuals), Incidence, Prediction, Elementary School Students, Elementary School Teachers, Grade 4, Grade 5, Grade 6, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A