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School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews

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Listed:
  • Jacinta Francis

    (Telethon Kids Institute, 15 Hospital Avenue, Nedlands, WA 6009, Australia
    Centre for Child Health Research, The University of Western Australia, 35 Stirling Hwy, Nedlands, WA 6009, Australia)

  • Gina Trapp

    (Telethon Kids Institute, 15 Hospital Avenue, Nedlands, WA 6009, Australia
    School of Population and Global Health, The University of Western Australia, 35 Stirling Hwy, Nedlands, WA 6009, Australia)

  • Natasha Pearce

    (Telethon Kids Institute, 15 Hospital Avenue, Nedlands, WA 6009, Australia
    School of Population and Global Health, The University of Western Australia, 35 Stirling Hwy, Nedlands, WA 6009, Australia)

  • Sharyn Burns

    (School of Population Health, Curtin University, Kent St, Bentley, WA 6102, Australia)

  • Donna Cross

    (Telethon Kids Institute, 15 Hospital Avenue, Nedlands, WA 6009, Australia
    Centre for Child Health Research, The University of Western Australia, 35 Stirling Hwy, Nedlands, WA 6009, Australia)

Abstract

Interest in how the school built environment impacts bullying behaviour has gained momentum in recent years. While numerous studies have identified locations within schools where bullying frequently occurs, few studies have investigated the potential conceptual pathways linking school locations to bullying behaviour. This study aimed to (i) identify school built environment factors that may prevent or facilitate bullying behaviour in primary and secondary schools; and (ii) develop a conceptual model of potential pathways between the school built environment and bullying behaviour for future anti-bullying intervention research. Seventy individual semi-structured interviews were conducted between May and December 2020, with policymakers ( n = 22), school staff ( n = 12), parents ( n = 18), and students ( n = 18). School staff, parents and students, were recruited from six metropolitan primary and secondary schools in Perth, Western Australia. Interviews were conducted online and face-to-face using semi-structured interview guides. A thematic analysis was undertaken. Participants identified school bullying locations (e.g., locker areas, bathrooms, corridors) and built environment factors linked to bullying behaviour via (i) visibility and supervision; (ii) physical and psychological comfort and safety; and (iii) social-emotional competencies. The findings have policy and practice implications regarding the design of school built environments to prevent bullying behaviour.

Suggested Citation

  • Jacinta Francis & Gina Trapp & Natasha Pearce & Sharyn Burns & Donna Cross, 2022. "School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews," IJERPH, MDPI, vol. 19(23), pages 1-16, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15955-:d:988571
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    References listed on IDEAS

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    1. Hannah Gaffney & Maria M. Ttofi & David P. Farrington, 2021. "Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis," Campbell Systematic Reviews, John Wiley & Sons, vol. 17(2), June.
    2. Brimblecombe, Nicola & Evans-Lacko, Sara & Knapp, Martin & King, Derek & Takizawa, Ryu & Maughan, Barbara & Arseneault, Louise, 2018. "Long term economic impact associated with childhood bullying victimisation," Social Science & Medicine, Elsevier, vol. 208(C), pages 134-141.
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