ABSTRACT

Bullying among students is a prevalent problem in schools and is difficult to eradicate. Teachers can play a key role in preventing and reducing peer bullying by adequately intervening in bullying incidents. However, and surprisingly, theory and research regarding teachers’ responses to bullying are scarce to date. This special issue contributes to filling this gap by presenting ten original studies involving nine European countries and the US. This introduction gives an overview of literature about the conceptualization and measurement, the consequences, antecedents, and malleability of teacher responses to bullying, identifies limitations in the current research, and introduces the studies in this issue addressing these limitations.

摘要

学生欺凌是学校普遍存在的问题，难以根除。教师可以通过充分干预欺凌事件，在预防和减少同伴欺凌方面发挥关键作用。然而，令人惊讶的是，迄今为止，关于教师对欺凌的反应的理论和研究很少。本期特刊通过介绍涉及九个欧洲国家和美国的十项原创研究来填补这一空白。本介绍概述了有关教师对欺凌行为的反应的概念化和测量、后果、前因和延展性的文献，确定了当前研究的局限性，并介绍了本期针对这些局限性的研究。