Jessica F Harding, Maia C Connors, Allison Friedman Krauss, Nikki Aikens, Lizabeth Malone, Louisa Tarullo
Head Start Teachers' Professional Development, Well-being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
American journal of community psychology
study examined school staff reported behavioral responses bullying general likelihood intervening perceived selfefficacy intervening student bullying explored existence school bullyingrelated policies andor policy trainings associated ways school staff responded bullying data came 8668 school staff 156 elementary middle high schools us results suggested existence antibullying policies important contributor increased staff selfefficacy intervening bullying associated selfreports increased responses bullying however trained schools antibullying policy associated higher odds intervening involved students discussing incident school staff eg administrators counselors referring students involved school counselorpsychologist moreover clear role grade level differences staff responses less likely respond bullying high school compared middle elementary school results suggested existence school policy likely sufficient shift behavior additional training professional development necessary across school staff especially upper grades