Professional Cultures in Schools With High and Low Rates of Bullying

Abstract

Most research on bullying in schools has focussed on characteristics of bullies or victims, and their families. Relatively little has investigated the school's contribution to pupil bullying. Information was obtained from teachers in 22 Norwegian primary schools on bullying and 3 aspects of professional culture. The school highest in bullying had significantly worse scores on all professional culture variables than the school lowest on bullying. The results are discussed with reference to the possibility that improvement in professional culture may contribute to less bullying and overall improvement in behaviour. In turn, these may be prerequisites for improvement in academic standards.

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