Bullying by school staff: Associations with student adjustment and school climate

• In Event: School Climate Considerations Related to Bullying, School-level, and Racial Differences

Abstract

This study examined the adjustment of students who experienced bullying by school staff compared to peers and whether an authoritative school climate moderated this relationship. The sample consisted of 200,000 high school students who completed a statewide school climate survey with measures of bullying, depression, anxiety, academic engagement, and feelings of school belonging. Students were classified into four groups: no bullying (84%), peer bullying (9%), staff bullying (4%), and dual bullying (3%). Across all four outcomes, any victimization was associated with poorer adjustment compared to non-victimization and dually bullied students reported the worst outcomes. School climate had little moderating effect. Findings indicate staff bullying is a serious problem that warrants more attention.

Authors

• Jordan LeAnn Kerere, UVA

• Francis H. Lim Huang, University of Missouri

• Dewey G. Cornell, University of Virginia

• Timothy R. Konold, University of Virginia

• Jennifer L. Maeng, University of Virginia