Associations between being bullied, perceptions of safety in classroom and playground, and relationship with teacher among primary school pupils

  title={Associations between being bullied, perceptions of safety in classroom and playground, and relationship with teacher among primary school pupils},
  author={Michael Boulton and Elizabeth Duke and Gemma Holman and Eleanor Laxton and Beth Nicholas and Ruth Spells and Emma I Williams and Helen Woodmansey},
  journal={Educational Studies},
  pages={255 - 267}
This study examined three main issues among 364 primary school children: (1) self‐reported levels of perceived safety in classroom and playground, and relationship with teacher, (2) associations between perceived safety in the two contexts and peer reported levels of being bullied, and (3) if relationship with teacher moderated the associations between peer reported levels of being bullied and perceived safety in classroom and playground. Data were collected in individual and small group… Expand
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Concurrent and longitudinal relations between children's playground behavior and social preference, victimization, and bullying.
  • M. Boulton
  • Psychology, Medicine
  • Child development
  • 1999
The concurrent and longitudinal links between four observational measures of 8- to 9-year-old children's playground behaviors/peer contacts and three sociometric measures of their peer relationships are examined. Expand
The Teacher-Child Relationship and Children's Early School Adjustment
The teacher-child relationship may serve important support functions for young children in their attempts to adjust to the school environment. A sample of kindergarten children (N = 206, mean age =Expand
Children's Reports of Bullying and Safety at School
The purpose of this research was to determine the frequency of bullying in elementary school children and to examine gender and age differences. A total of 472 students in grades 1-6 in Calgary,Expand
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The general aim of this study was to examine the concurrent and longitudinal (6 month) associations between 8- to 9-year-old children's (N = 75) social activities and interactions during recess andExpand
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Abstract This study examined the attitudes and interventions of 98 elementary school teachers in bullying situations. The self-efficacy of teachers in behavioral management, empathy toward victims,Expand
Teacher-Child Relationships and Children's Success in the First Years of School
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Associations between peer victimization, fear of future victimization and disrupted concentration on class work among junior school pupils.
Allaying pupils' fears of it happening to them in the future is called for in order to address a hitherto largely overlooked correlate, and possible source, of disrupted classroom concentration. Expand
Teachers' views and beliefs about bullying: influences on classroom management strategies and students' coping with peer victimization.
Teachers' attitudes about bullying were hypothesized to influence how their students cope with victimization and the frequency of victimization reported by their students, and results indicated that teachers were not likely to intervene if they viewed bullying as normative behavior, but were more likely to intervention if they held either assertion or avoidant beliefs. Expand
Participant role approach to school bullying: implications for interventions.
Practical implications of the participant role approach to bullying in schools are described, and it is suggested that the focus of counselling could be shifted from supporting the victims towards also working with students in other participant roles. Expand
Pupils’ perceptions of safety at school
The research reported in this article was carried out in four secondary schools, two with a peer support system (PS) and two without (NPS) and involved a total of 931 pupils, (49.5 per cent males,Expand