The Importance of Pedagogical and Social School Climate to Bullying: A <scp>Cross‐Sectional</scp> Multilevel Study of 94 Swedish Schools

Journal of School Health - Tập 91 Số 2 - Trang 111-124 - 2021
Hanna Hultin1, Laura Ferrer‐Wreder2, Karin Engström3, Filip Andersson4, Maria Rosaria Galanti5
1Postdoc, ([email protected]), Karolinska Institutet Department of Global Public Health SE‐171 77 Stockholm Sweden.
2Associate Professor, (laura.ferrer‐[email protected]), Stockholm University Department of Psychology Stockholm Sweden.
3Associate Professor, ([email protected]), Karolinska Institutet Department of Global Public Health SE‐171 77 Stockholm Sweden.
4Statistician, ([email protected]), Karolinska Institutet Department of Global Public Health and Centre for Epidemiology and Community Medicine, Stockholm Region SE‐171 77 Stockholm Sweden.
5Professor, ([email protected]), Karolinska Institutet Department of Global Public Health and Centre for Epidemiology and Community Medicine, Stockholm Region SE‐171 77 Stockholm Sweden.

Tóm tắt

ABSTRACTBACKGROUNDBullying is a public health issue with long‐term effects for victims. This study investigated if there was an association between pedagogical and social school climate and student‐reported bullying victimization, which dimensions of pedagogical and social school climate were associated with bullying, and if these associations were modified by individual‐level social factors.METHODSThe study had a cross‐sectional multilevel design with individual‐level data on bullying from 3311 students nested in 94 schools over 3 consecutive school years. School climate was measured with student and teacher questionnaires, aggregated at the school level. The association between school climate and bullying victimization was estimated with multilevel mixed‐model logistic regression.RESULTSIn schools with the most favorable school climate, fewer students reported being bullied. This was especially evident when school climate was measured with the student instrument. Students in schools with favorable climate had an adjusted odds ratio of bullying of 0.74 (95% CI: 0.55‐1.00) compared to students in schools with the worst climate. Results from the teacher instrument were in the same direction, but less consistent.CONCLUSIONSImprovement in school climate has the potential to affect students both academically, and socially, as well as decrease the prevalence of bullying.

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Thông tin xuất bản

Journal of School Health

Tập 91 Số 2

111-124

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