Speaker
Description
Theoretical background and objective of the study:
Research on stigma-based bullying has focused on individual variables, such as personal characteristics or beliefs of aggressors, leaving out contextual factors. This study investigates the influence of school climate on student roles as non-aggressors, general bullying aggressors, or stigma-based bullying aggressors, focusing on factors such as teacher-student relationships, peer relationships, social justice, and equitable treatment.
Methodology: 1,241 students participated, with 82% as non-aggressors, 13.4% as general aggressors, and 2.6% as stigma-based aggressors. Multilevel multinomial logistic regression was conducted, clustering by class, with bullying involvement as the dependent variable and stigma-based aggression as the reference category. Independent variables included school climate perceptions, age, and gender.
Results obtained: Results revealed that, at the individual level, lower perceptions of equitable treatment were associated with a higher likelihood of being a stigma-based aggressor compared to the two other groups. Class-level analyses showed similar results, where lower class perceptions of equitable treatment increased the likelihood of stigma-based aggression over other roles. Additionally, lower perceptions of social justice at the class level correlated with a higher probability of being a stigma-based aggressor over general or non-aggression.
Conclusions with implications for practice: These findings highlight that specific aspects of school climate, as equitable treatment and social justice perceptions, play are crucial in differentiating the likelihood of general versus stigma-based bullying aggression. Improving school climate could be essential in reducing both types of aggression, with a targeted focus on reducing stigma-based aggression by enhancing equity and justice in the school environment.
Keywords
School climate, aggressors, teacher-student relationships, peer relationships, social justice
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
