TY - JOUR
T1 - Parental responses to bullying
T2 - Understanding the role of school policies and practices
AU - Johnson, Sarah Lindstrom
AU - Waasdorp, Tracy Evian
AU - Gaias, Larissa M.
AU - Bradshaw, Catherine P.
N1 - Funding Information:
This article was supported by funding from the National Institutes of Justice (2014-CK-BX-005). Parts of the data collection were funded by the Department of Education and the WT Grant Foundation.
Publisher Copyright:
© 2018 American Psychological Association.
PY - 2019/4
Y1 - 2019/4
N2 - Research, theory, and practice suggest an important role for parents in supporting their children when exposed to violence and helping them cope with victimization experiences. Despite this little is known about how parents respond to bullying and the factors that influence their response. Using data from 1,117 parents who reported that their middle or high schooler had been bullied in the past 30 days, this article identified different patterns of responses as well as examined the influence of perceptions of school climate, school policies and training, and school structural characteristics on their responses. A latent class analysis identified 3 different patterns of parental responses including Only Talk (72%), Contact School (23%), and Handle Themselves (5%). Parents who perceived the school to have more effective school rules were less likely to be in the class of parents who contacted the school versus the only talking class; however, school staff training was associated with a greater likelihood of parents being in the contact the school class versus the only talking class. Perceptions of equity were also related to an increased likelihood of being in the contact the school class versus the handle themselves class. These findings suggest that parents' behaviors in response to bullying may be related to their perceptions of the school and school actions around bullying. Efforts to promote a collaborative approach to bullying between school and home should focus on communicating this expectation, potentially addressing parents' perceptions of equitable treatment for all students.
AB - Research, theory, and practice suggest an important role for parents in supporting their children when exposed to violence and helping them cope with victimization experiences. Despite this little is known about how parents respond to bullying and the factors that influence their response. Using data from 1,117 parents who reported that their middle or high schooler had been bullied in the past 30 days, this article identified different patterns of responses as well as examined the influence of perceptions of school climate, school policies and training, and school structural characteristics on their responses. A latent class analysis identified 3 different patterns of parental responses including Only Talk (72%), Contact School (23%), and Handle Themselves (5%). Parents who perceived the school to have more effective school rules were less likely to be in the class of parents who contacted the school versus the only talking class; however, school staff training was associated with a greater likelihood of parents being in the contact the school class versus the only talking class. Perceptions of equity were also related to an increased likelihood of being in the contact the school class versus the handle themselves class. These findings suggest that parents' behaviors in response to bullying may be related to their perceptions of the school and school actions around bullying. Efforts to promote a collaborative approach to bullying between school and home should focus on communicating this expectation, potentially addressing parents' perceptions of equitable treatment for all students.
KW - Adolescents
KW - Aggression
KW - Family
KW - Latent class analysis
KW - School climate
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U2 - 10.1037/edu0000295
DO - 10.1037/edu0000295
M3 - Article
AN - SCOPUS:85051207071
SN - 0022-0663
VL - 111
SP - 475
EP - 487
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 3
ER -