The relationship among bullying participant roles, social support, and school climate
Summers, Kelly Hodgson
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The National School Safety Center (NSSC) declared bullying to be of the most enduring problems in U.S. schools. Past research has focused on characteristics and outcomes of bullies and victims. Recently, leading researchers have indicated a need to investigate other participants in bullying situations. Furthermore, leading researchers have indicated a need to examine variables that sustain or deter bullying within the context of the social ecological model. Social support and school climate are two constructs within the social ecological model that warrant further investigation. There were two major goals of the current study. The first goal was to develop a psychometrically sound measurement tool that can be used to classify children and adolescents into participant roles in bullying situations. The second goal of this study was to examine the relationship among participant roles, social support, and school climate. Results indicate that the Bullying Participant Role Survey (BPRS) is a reliable and valid tool for identifying participant roles in bullying situations. Furthermore, results of this study indicate that various participants in bullying situations have different perceptions of social support and school climate. These findings, as well as implications and the direction of future research, are discussed.