Adolescent proactive bystanding versus passive bystanding responses to school bullying: The role of peer and moral predictors
Abstract
Bystanders to bullying perpetration are considered an extremely important group to engage in bullying prevention and intervention. It is important to understand the key differences between students who are proactive bystanders, who try to stop the bullying and those bystanders who observe but take no action to help the student being bullied. Of 1,231 secondary students (aged 11 to 15 years) surveyed in 12 Australian schools, only 26.9% (509) reported they had not witnessed any bullying. The actions taken by student witnesses were grouped into proactive bystanding (786, 41.5%) and passive bystanding (445, 23.5%) responses. Age, gender, victimisation, being connected to school, perceived peer support and moral engagement were examined. The strongest predictor for proactive bystander responses was previous experience of bullying victimisation. Feeling connected to school, having higher levels of peer support and being morally engaged also predicted proactive bystander behaviour. Age and gender were not associated with being a proactive bystander or a passive bystander. Implications for school policy and practices to prevent and reduce peer bullying behaviour are discussed.
Document Type
Journal Article
Date of Publication
12-1-2023
Volume
5
Issue
4
Publication Title
International Journal of Bullying Prevention
Publisher
Springer
School
School of Medical and Health Sciences
RAS ID
64537
Funders
National Health and Medical Research Council
Grant Number
NHMRC Numbers : 1046086, GNT1119339
Grant Link
http://purl.org/au-research/grants/nhmrc/1046086 http://purl.org/au-research/grants/nhmrc/GNT1119339
Copyright
subscription content
First Page
296
Last Page
305
Comments
Campbell, M., Hand, K., Shaw, T., Runions, K., Burns, S., Lester, L., & Cross, D. (2023). Adolescent proactive bystanding versus passive bystanding responses to school bullying: The role of peer and moral predictors. International Journal of Bullying Prevention, 5(4), 296-305. https://doi.org/10.1007/s42380-020-00075-2