Bevilacqua Leonardo, Shackleton Nichola, Hale Daniel, Allen Elizabeth, Bond Lyndal, Christie Deborah, Elbourne Diana, Fitzgerald-Yau Natasha, Fletcher Adam, Jones Rebecca, Miners Alec, Scott Stephen, Wiggins Meg, Bonell Chris, Viner Russell M
UCL Institute of Child Health, Population, Policy and Practice Programme, 30 Guilford Street, WC1N 1EH, London, UK.
UCL Institute of Child Health, Population, Policy and Practice Programme - General and Adolescent Paediatrics Unit, 30 Guilford Street (1st Floor), WC1N 1EH, London, UK.
BMC Pediatr. 2017 Jul 11;17(1):160. doi: 10.1186/s12887-017-0907-8.
Bullying and cyberbullying are common phenomena in schools. These negative behaviours can have a significant impact on the health and particularly mental health of those involved in such behaviours, both as victims and as bullies. This UK study aims to investigate student-level and school-level characteristics of those who become involved in bullying and cyberbullying behaviours as victims or perpetrators.
We used data from 6667 Year 7 students from the baseline survey of a cluster randomized trial in 40 English schools to investigate the associations between individual-level and school-level variables with bullying victimization, cyberbullying perpetration, and cyberbullying victimization. We ran multilevel models to examine associations of bullying outcomes with individual-level variables and school-level variables.
In multilevel models, at the school level, school type and school quality measures were associated with bullying risk: students in voluntary-aided schools were less likely to report bullying victimization (0.6 (0.4, 0.9) p = 0.008), and those in community (3.9 (1.5, 10.5) p = 0.007) and foundation (4.0 (1.6, 9.9) p = 0.003) schools were more likely to report being perpetrators of cyberbullying than students in mainstream academies. A school quality rating of "Good" was associated with greater reported bullying victimization (1.3 (1.02, 1.5) p = 0.03) compared to ratings of "Outstanding."
Bullying victimization and cyberbullying prevalence vary across school type and school quality, supporting the hypothesis that organisational/management factors within the school may have an impact on students' behaviour. These findings will inform future longitudinal research investigating which school factors and processes promote or prevent bullying and cyberbullying behaviours.
Trial ID: ISRCTN10751359 Registered: 11/03/2014 (retrospectively registered).
欺凌和网络欺凌是学校中的常见现象。这些负面行为会对参与此类行为的人的健康，尤其是心理健康产生重大影响，无论是受害者还是欺凌者。这项英国研究旨在调查那些成为欺凌和网络欺凌行为受害者或实施者的学生层面和学校层面的特征。
我们使用了来自40所英国学校的一项整群随机试验基线调查中的6667名7年级学生的数据，以调查个体层面和学校层面变量与欺凌受害、网络欺凌实施和网络欺凌受害之间的关联。我们运行了多层次模型来检验欺凌结果与个体层面变量和学校层面变量之间的关联。
在多层次模型中，在学校层面，学校类型和学校质量指标与欺凌风险相关：受资助志愿学校的学生报告遭受欺凌的可能性较小（0.6（0.4，0.9），p = 0.008），而社区学校（3.9（1.5，10.5），p = 0.007）和基础学校（4.0（1.6，9.9），p = 0.003）的学生比主流学院的学生更有可能报告实施网络欺凌。与“优秀”评级相比，“良好”的学校质量评级与报告的更多欺凌受害情况相关（1.3（1.02，1.5），p = 0.03）。
欺凌受害和网络欺凌的流行程度因学校类型和学校质量而异，支持了学校内部的组织/管理因素可能对学生行为产生影响这一假设。这些发现将为未来的纵向研究提供信息，该研究将调查哪些学校因素和过程促进或预防欺凌和网络欺凌行为。
试验编号：ISRCTN10751359 注册日期：2014年3月11日（追溯注册）
