Encouraging bystander intervention is an effective strategy to prevent episodes of bullying victimization at school. Yet there remains a paucity of evidence on this behavior in situations of homophobic name-calling, a form of peer victimization aimed at mocking individuals based on their actual or perceived sexual orientation. The existing research has focused on intentionality rather than actual student intervention behaviors, and, of note, no previous studies have taken into consideration contextual factors at the classroom and school levels. The present study examined whether students’ observations of teacher and peer interventions against homophobic name-calling and perceptions of the representation of lesbian, gay, bisexual, and transgender (LGBT) issues in class are associated with student intervention behaviors against homophobic name-calling. A three-level multilevel approach was used to account for the nested nature of students’ experiences in classrooms and schools. The sample included 1,296 students (43.57% girls) recruited from 84 classrooms of 22 Italian public high schools. Preliminary analyses showed that the variability in students’ reports had more to do with which classrooms versus which schools students attend. Results from multilevel regressions indicated that students who observe teachers intervening during episodes of homophobic name-calling, and who perceive the representation of LGBT issues in class as positive, were more likely to intervene against homophobic name-calling and to observe other classmates intervene as well. Also, participants who observed other students intervening were more likely to intervene. These findings highlight the importance of the role of teachers in modeling classroom norms to encourage bystander interventions. Teachers can do so indirectly such as when providing a positive representation of LGBT issues in class, or directly when intervening to condemn episodes of homophobic name-calling. In addition, our results affirm the importance of peer influence in encouraging bystander interventions during episodes of homophobic name-calling.

鼓励旁观者干预是防止学校欺凌受害事件的有效策略。然而，在恐同谩骂的情况下，这种行为仍然缺乏证据，这是一种同伴受害形式，旨在根据个人的实际或感知的性取向来嘲笑他们。现有的研究侧重于意向性而不是实际的学生干预行为，值得注意的是，以前的研究没有考虑到课堂和学校层面的情境因素。本研究调查了学生对教师和同伴针对恐同谩骂干预的观察，以及对课堂上女同性恋、男同性恋、双性恋和跨性别者 (LGBT) 问题的看法是否与学生针对恐同谩骂的干预行为相关。采用三级多级方法来解释学生在课堂和学校经历的嵌套性质。样本包括从 22 所意大利公立高中的 84 个教室招募的 1,296 名学生（43.57% 为女生）。初步分析表明，学生报告的差异更多地与学生就读的教室和学校有关。多级回归结果表明，观察到老师在恐同辱骂事件中进行干预的学生，以及认为班级中 LGBT 问题表现积极的学生，更有可能针对恐同辱骂行为进行干预，并观察其他同学也进行干预。 。此外，观察到其他学生干预的参与者更有可能进行干预。这些发现强调了教师在塑造课堂规范以鼓励旁观者干预方面的作用的重要性。教师可以间接地这样做，例如在课堂上正面表述 LGBT 问题时，或者在干预谴责恐同谩骂事件时直接这样做。此外，我们的结果证实了同伴影响力在鼓励旁观者在恐同辱骂事件中进行干预的重要性。