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Bullying has come to be recognized as a pervasive problem in schools today. Frequently bullying is not immediately recognized or viewed by classroom teachers as problematic behavior. As more students experience bullying, questions arise as to how well teachers understand the bullying dynamic and are aware of strategies for intervening when those behaviors occur. This article is designed to give teachers, administrators, and researchers a fundamental understanding of bullying behavior and strategies for intervening in schools and classrooms.
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Stored only when both papers are in the corpus — 76 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.