Work

The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

Year: 2016

Type: article

Abstract: Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators' capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.

Source: Educational Policy

DOI: 10.1177/0895904816637689

Authors: William J. Hall, Mimi V. Chapman

Institution: University of North Carolina at Chapel Hill

Language: English

Topic: Bullying, Victimization, and Aggression

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Peace, justice, and strong institutions

Open Access status: green

Funders: National Institutes of Health, National Institute of Mental Health, Cecil G. Sheps Center for Health Services Research, University of North Carolina, Chapel Hill