Gage Nicholas A, Prykanowski Debra A, Larson Alvin
School of Special Education, School Psychology, & Early Childhood Studies, College of Education, University of Florida.
Meriden Public Schools.
Sch Psychol Q. 2014 Sep;29(3):256-271. doi: 10.1037/spq0000064. Epub 2014 Jun 16.
Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the social-ecological link between school climate factors and bullying/peer aggression. To address this gap, we examined the association between school climate factors and bullying victimization for 4,742 students in Grades 3-12 across 3 school years in a large, very diverse urban school district using latent class growth modeling. Across 3 different models (elementary, secondary, and transition to middle school), a 3-class model was identified, which included students at high-risk for bullying victimization. Results indicated that, for all students, respect for diversity and student differences (e.g., racial diversity) predicted within-class decreases in reports of bullying. High-risk elementary students reported that adult support in school was a significant predictor of within-class reduction of bullying, and high-risk secondary students report peer support as a significant predictor of within-class reduction of bullying.
研究学校层面预防欺凌方法的研究人员开始将学校氛围作为一个概念进行讨论和关注，因为它（a）可能预测欺凌行为的发生率，（b）是全校干预措施的一个途径（即改善积极的学校氛围）。尽管前景广阔，但研究尚未充分考察和确立学校氛围因素与欺凌/同伴攻击行为之间的社会生态联系。为了填补这一空白，我们使用潜在类别增长模型，对一个大型、高度多样化的城市学区3个学年里4742名三至十二年级学生的学校氛围因素与欺凌受害情况之间的关联进行了研究。在3种不同模型（小学、中学和向初中过渡阶段）中，确定了一个包含欺凌受害高风险学生的3类别模型。结果表明，对所有学生而言，对多样性和学生差异（如种族多样性）的尊重预示着班级内欺凌报告的减少。处于高风险的小学生报告称，学校里成人的支持是班级内欺凌行为减少的一个重要预测因素，而处于高风险的中学生则报告称，同伴支持是班级内欺凌行为减少的一个重要预测因素。
