2024/06/12 by Ylva Bjereld, Robert Thornberg, Jun Sung Hong · 1 voice · 1 citation
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Behavioral and Psychological Studies #Youth Development and Social Support
paper · doi:10.1016/j.tate.2024.104664
openalex publication_date 2024/06/12 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
The study aimed to explore bullying disclosures to teachers from the victims’ point of view, with a special focus on the influence of direct and indirect bullying and student-teacher relationship quality. A sequential explanatory mixed methods design was adopted. First, 190 students with bullying experience completed a questionnaire. Second, 20 students were interviewed. One of several of the findings revealed that students were more inclined to tell a teacher about victimization when bullying was indirect. Bullying and how teachers managed it had an impact on the quality of the student-teacher relationship, but not solely dependent on whether the bullying ended. • Bullying disclosure was more likely in a positive student-teacher relationship. • Teachers were perceived as less aware of indirect bullying due to its covert nature. • Victims were more inclined to tell a teacher about indirect bullying. • Continuing bullying and lack of support made victims less willing to disclose. • The student-teacher relationship was impacted by bullying and how teachers managed.