Modifiable Factors Predictive of Being a Bully, Victim, or Bully Victim in U.S. Elementary Schools

• In Event: Perceptions of Victimization: Implications for Diverse Populations

Abstract

We analyzed a population-based cohort (N range=7,182-8,210; kindergarten Mage =67.5 months) to identify modifiable factors by kindergarten predictive of being a bully, victim, or bully-victim during third, fourth, or fifth grade. Chi-squared analyses supported the bully-victim subtype. Greater achievement lowered children’s risk for being bullies (odds ratio [OR] range = .66 to .75), victims (OR =.83 to .85), and bully-victims (OR = .72 to .76). Externalizing problem behaviors increased children’s risk for being bullies (OR = 1.84 to 2.16), victims (OR = 1.35 to 1.43), and bully-victims (OR = 1.90 to 2.17). Internalizing problem behaviors and parenting did not consistently predict bullying victimization. Achievement and behavior but not parenting constitute modifiable targets of bullying victimization screening/intervention efforts in elementary schools.

Authors

• Yangyang Wang, The Pennsylvania State University

• Paul L. Morgan, The Pennsylvania State University

• Adrienne D. Woods, SRI Education

• George Farkas, University of California - Irvine

• Marianne Hillemeier, The Pennsylvania State University

• Yoonkyung Oh, University of Texas - Health Science Center at Houston