Russell Stephen T, Day Jack K, Ioverno Salvatore, Toomey Russell B
University of Texas at Austin, United States.
University of Texas at Austin, United States.
J Sch Psychol. 2016 Feb;54:29-38. doi: 10.1016/j.jsp.2015.10.005. Epub 2015 Nov 27.
Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies have drawn from students' reports: We examined teachers' reports of bullying problems in their schools along with their assessments of school safety, combined with principals' reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, we used multi-level models to understand bullying problems in schools. Our results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers' reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers' assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed.
霸凌现象在美国学校中很常见，并且与学龄学生的情绪、行为和学业风险相关。旨在关注性取向和性别认同（SOGI）的学校政策与措施，其目的在于减少霸凌行为，且已展现出了颇具前景的成效。大多数研究都基于学生的报告：我们考察了教师对其所在学校霸凌问题的报告以及他们对学校安全的评估，并结合了校长对关注SOGI的政策与措施的报告。我们将来自3000多名教师（加利福尼亚学校氛围调查）和近100名学校校长（学校健康概况）在学校层面的两个独立数据源进行合并，运用多层次模型来了解学校中的霸凌问题。我们的研究结果表明，校长报告的关注SOGI的政策与教师对其所在学校霸凌问题的报告之间，并没有很强的独立关联。然而，在实施了更多关注SOGI政策的学校中，教师对学校安全的评估与霸凌问题之间的关联更强。本文还讨论了美国教育法律和政策的最新发展及其与学生福祉的相关性。
