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The influence of school climate and achievement on bullying: Comparative evidence from international large-scale assessment data

The influence of school climate and achievement on bullying: Comparative evidence from international large-scale assessment data
The influence of school climate and achievement on bullying: Comparative evidence from international large-scale assessment data
Background: Bullying is widely acknowledged as one of the most harmful events in a child’s life, leading to negative life experiences and outcomes. However, ‘school effects of bullying’ are rarely studied from an international perspective, especially with international large-scale data.

Purpose: In this study, we aim to look at bullying through an international comparative approach, focusing on the contribution of the school, the education system and culture, and pupil level factors such as socio-economic status (SES) and gender. Our key question is whether school factors can affect bullying prevalence.

Methods: We used data from six countries (USA, Finland, England, Romania, Korea and Italy) from the Trends in International Mathematics and Science Study (TIMSS), a large-scale international study. We used multilevel modelling to analyse the dataset.

Findings: We find little evidence of a relation between country policies and levels of bullying, though there are differences in the extent to which school and pupil factors are related to bullying. The most consistent relationship was that between gender and bullying, with prevalence higher among boys, while school factors were not significant.

Conclusion: The findings indicate that ‘one size fits all’ school policies might not be the best course of action, and individual support might be a more fruitful avenue.
0013-1881
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Muijs, Daniel
ab5babe0-696e-4ac2-ada7-3d3e332928ba
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Muijs, Daniel
ab5babe0-696e-4ac2-ada7-3d3e332928ba
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c

Bokhove, Christian, Muijs, Daniel and Downey, Christopher (2022) The influence of school climate and achievement on bullying: Comparative evidence from international large-scale assessment data. Educational Research.

Record type: Article

Abstract

Background: Bullying is widely acknowledged as one of the most harmful events in a child’s life, leading to negative life experiences and outcomes. However, ‘school effects of bullying’ are rarely studied from an international perspective, especially with international large-scale data.

Purpose: In this study, we aim to look at bullying through an international comparative approach, focusing on the contribution of the school, the education system and culture, and pupil level factors such as socio-economic status (SES) and gender. Our key question is whether school factors can affect bullying prevalence.

Methods: We used data from six countries (USA, Finland, England, Romania, Korea and Italy) from the Trends in International Mathematics and Science Study (TIMSS), a large-scale international study. We used multilevel modelling to analyse the dataset.

Findings: We find little evidence of a relation between country policies and levels of bullying, though there are differences in the extent to which school and pupil factors are related to bullying. The most consistent relationship was that between gender and bullying, with prevalence higher among boys, while school factors were not significant.

Conclusion: The findings indicate that ‘one size fits all’ school policies might not be the best course of action, and individual support might be a more fruitful avenue.

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Accepted/In Press date: 8 October 2021
Published date: 5 January 2022

Identifiers

Local EPrints ID: 451902
URI: http://eprints.soton.ac.uk/id/eprint/451902
ISSN: 0013-1881
PURE UUID: f4f4c531-e7f8-497e-9c73-5ea0cb7495b5
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723
ORCID for Christopher Downey: ORCID iD orcid.org/0000-0002-6094-0534

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Date deposited: 03 Nov 2021 17:30
Last modified: 09 Jan 2022 03:41

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Contributors

Author: Daniel Muijs

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