Speaker
Description
Teachers play a crucial role in addressing stigma-based bullying (SBB), yet few studies compare their responses across different SBB types and how these relate to individual and contextual factors. This study examined the association between individual and contextual factors and diverse teachers' hypothetical and actual responses to bullying based on disability, ethnicity, and sexual orientation, using a sample of 465 Italian teachers (76% female; M = 49.6; SD = 10.25).
Regarding actual responses, 21.1% reported witnessing disability-based bullying, 11.8% ethnic bullying, and 9.2% homophobic bullying. Hypothetical responses were analyzed for the remaining teachers. Three multiple-group models explored individual (age, gender, teaching experience, and self-efficacy in managing SBB) and contextual factors (school grade, prevalence of SBB, and school policy) influencing teachers’ responses to the different forms of SBB.
Findings suggest that individual and contextual factors similarly affect teachers’ responses to all SBB types, regardless of whether they are hypothetical or actual.
Older teachers tended toward non-intervention in ethnic and homophobic bullying cases, while women were more likely than men to respond actively against all form of SBB. Self-efficacy in managing SBB was a key factor influencing teachers' active responses across all SBB types. Secondary school teachers were generally less proactive than primary and middle school teachers. Higher SBB prevalence at school was associated with increased non-intervention and fewer active responses. Commonly, school policy encouraged group discussions and, specifically, supported all active strategies in cases of homophobic bullying. The study highlights important implications for developing effective interventions targeting different forms of SBB.
Keywords
Teachers’ responses; disability-based bullying; ethnic bullying; homophobic bullying; individual and contextual factors
| Please also indicate what kind of contribution it is: | Scientific |
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| Please indicate what type of scientific contribution it is | Quantitative method study |
