School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention
Metadatos
Mostrar el registro completo del ítemAutor
Martínez Sánchez, Isabel; Goig Martínez, Rosa; González González, Daniel; Álvarez Rodríguez, JoséEditorial
MDPI
Materia
School bullying Intervention School climate Prevention Coexistence Peer relations
Fecha
2019-03-01Referencia bibliográfica
Martínez Sánchez, I. [et al.]. School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention. Int. J. Environ. Res. Public Health 2019, 16, 750; doi:10.3390/ijerph16050750.
Resumen
Background: School bullying is a problem that has been considered from various different
perspectives in the academic literature. The present work seeks to increase knowledge on the
influence of the climate established at the school in order to determine if contextual factors can be
used as a reference from which to plan interventions directed towards prevention. Methods: An ad
hoc validated questionnaire was administered to 554 pupils in secondary education (compulsory and
A Level) who were aged between 12 and 18 years. Results: Descriptive bivariate analysis showed the
quality of the relationship established by the individual with their environment to be a key indicator
of their susceptibility to school bullying. In the same way, acceptance in school is a protective factor
against victimization. Conclusions: The most effective interventions are those which focus on the
center of education and involve all of the educational community, taking a transversal approach that
transforms the cultural system within which students develop.