Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization

Kate E. Norwalk · Jill V. Hamm · Thomas W. Farmer · Kathryn L. Barnes

55 citations0/0 files storedThe Journal of Early Adolescence

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Bullying, Victimization, and Aggression Early Childhood Education and Development Workplace Violence and Bullying

Abstract

The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants ( n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were “picked on.” Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context.

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References

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2018Drivers of human development: How relationships and context shape learning and development 1 2024Addressing the Sense of School Belonging Among All Students? A Systematic Literature Review 2018The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?

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