Hatzenbuehler Mark L, Schwab-Reese Laura, Ranapurwala Shabbar I, Hertz Marci F, Ramirez Marizen R
Department of Sociomedical Sciences, Mailman School of Public Health, Columbia University, New York, New York.
Department of Community and Behavioral Health, College of Public Health, University of Iowa, Iowa City.
JAMA Pediatr. 2015 Oct;169(10):e152411. doi: 10.1001/jamapediatrics.2015.2411. Epub 2015 Oct 5.
Bullying is the most widespread form of peer aggression in schools. In an effort to address school bullying, 49 states have passed antibullying statutes. Despite the ubiquity of these policies, there has been limited empirical examination of their effectiveness in reducing students' risk of being bullied.
To evaluate the effectiveness of antibullying legislation in reducing students' risk of being bullied and cyberbullied, using data from 25 states in the United States.
DESIGN, SETTING, AND PARTICIPANTS: A cross-sectional observational study was conducted using a population-based survey of 63 635 adolescents in grades 9 to 12 from 25 states participating in the 2011 Youth Risk Behavior Surveillance System study (September 2010-December 2011). Data on antibullying legislation were obtained from the US Department of Education (DOE), which commissioned a systematic review of state laws in 2011. The report identified 16 key components that were divided into the following 4 broad categories: purpose and definition of the law, district policy development and review, school district policy components (eg, responsibilities for reporting bullying incidents), and additional components (eg, how policies are communicated). Policy variables from 25 states were linked to individual-level data from the Youth Risk Behavior Surveillance System on experiencing bullying and cyberbullying. Analyses were conducted between March 1, 2014, and December 1, 2014.
State antibullying legislation.
Exposure to bullying and cyberbullying in the past 12 months.
There was substantial variation in the rates of bullying and cyberbullying across states. After controlling for relevant state-level confounders, students in states with at least 1 DOE legislative component in the antibullying law had a 24% (95% CI, 15%-32%) reduced odds of reporting bullying and 20% (95% CI, 9%-29%) reduced odds of reporting cyberbullying compared with students in states whose laws had no DOE legislative components. Three individual components of antibullying legislation were consistently associated with decreased odds of exposure to both bullying and cyberbullying: statement of scope, description of prohibited behaviors, and requirements for school districts to develop and implement local policies.
Antibullying policies may represent effective intervention strategies for reducing students' risk of being bullied and cyberbullied in schools.
欺凌是学校中最普遍的同伴攻击形式。为应对校园欺凌，49个州已通过反欺凌法规。尽管这些政策无处不在，但对其降低学生受欺凌风险有效性的实证研究却很有限。
利用美国25个州的数据，评估反欺凌立法在降低学生受欺凌和网络欺凌风险方面的有效性。
设计、设置和参与者：一项横断面观察性研究，采用基于人群的调查，对象是来自参与2011年青少年风险行为监测系统研究（2010年9月至2011年12月）的25个州的63635名9至12年级青少年。反欺凌立法数据来自美国教育部（DOE），该部门于2011年委托对州法律进行系统审查。报告确定了16个关键要素，分为以下4大类：法律的目的和定义、学区政策制定和审查、学区政策要素（如报告欺凌事件的责任）以及其他要素（如政策的传达方式）。来自25个州的政策变量与青少年风险行为监测系统中关于经历欺凌和网络欺凌的个体层面数据相关联。分析于2014年3月1日至2014年12月1日进行。
州反欺凌立法。
过去12个月内遭受欺凌和网络欺凌的情况。
各州的欺凌和网络欺凌发生率存在很大差异。在控制了相关的州层面混杂因素后，与法律中没有DOE立法要素的州的学生相比，反欺凌法律中至少有1个DOE立法要素的州的学生报告遭受欺凌的几率降低了24%（95%CI，15%-32%），报告遭受网络欺凌的几率降低了20%（95%CI，9%-29%）。反欺凌立法的三个个体要素始终与遭受欺凌和网络欺凌的几率降低相关：范围声明、禁止行为描述以及学区制定和实施地方政策的要求。
反欺凌政策可能是降低学生在学校遭受欺凌和网络欺凌风险的有效干预策略。
