Khanolainen, Daria ORCID: https://orcid.org/0000-0002-1571-2938, Hall, Andrew ORCID: https://orcid.org/0009-0003-1089-0377, Craig, Wendy ORCID: https://orcid.org/0000-0001-8374-5152, Trach, Jessica ORCID: https://orcid.org/0000-0002-1604-8813, Noetzel, Jared ORCID: https://orcid.org/0000-0001-8748-0374, Starosta, Lindsay, Dhungana-Sainju, Karla ORCID: https://orcid.org/0000-0002-5238-2771, Bjärehed, Jonas ORCID: https://orcid.org/0000-0002-2128-6031, Thornberg, Robert ORCID: https://orcid.org/0000-0001-9233-3862, Bayram-Özdemir, Sevgi ORCID: https://orcid.org/0000-0003-4568-2722, Bjärehed, Marlene ORCID: https://orcid.org/0000-0001-5753-1310, Görzig, Anke ORCID: https://orcid.org/0000-0002-7623-0836, Wright, Michelle ORCID: https://orcid.org/0000-0002-6703-8586, Betts, Lucy ORCID: https://orcid.org/0000-0002-6147-8089, Swearer, Susan and Hymel, Shelley (2025) An international investigation of variability in teacher perceptions of bias-based bullying and their likelihood of intervening. International Journal of Bullying Prevention. ISSN 2523-3653 (Print), 2523-3661 (Online) (doi:10.1007/s42380-025-00285-6)

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Abstract

Bias-based bullying (i.e., bullying due to marginalized identities) is a significant and ongoing challenge within contemporary educational settings. Teachers are crucial in mitigating such harmful behaviors and cultivating positive peer relationships. The present study explores teachers’ perceptions of and intervention intentions in bias-based bullying situations across diverse cultural and educational settings. Using a between-subjects experimental design, primary and secondary teachers from 13 international sites located in Africa, Asia, Australia, Europe, and North America (n = 4990) were randomly assigned to read a hypothetical vignette depicting student victimization based on their ethnicity, learning difficulties, physical appearance, gender expression, or sexual orientation. Multilevel linear models revealed that teachers’ perceptions varied depending on the type of bias-based bullying, such that when teachers were presented with a situation of bullying based on gender expression or sexual orientation, they reported lower levels of perceived responsibility, self-efficacy, and importance of responding when compared to other types of bullying. At the same time, teachers were less likely to blame the victim of bullying and expressed greater empathy towards involved students when being presented with a situation of weight-based bullying. However, there were no significant differences in rated intervention intentions across conditions. Results have important implications for teacher education and development, as well as for existing anti-bullying intervention programs.

Item Type:	Article
Uncontrolled Keywords:	bias-based bullying, identity-based bullying, teachers’ perceptions, teacher beliefs, teachers’ intervention
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General) L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Vulnerable Children and Families Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	23 Jan 2025 15:48
URI:	http://gala.gre.ac.uk/id/eprint/49527

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