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Influence of School Climate on Bullying Prevalence: Russian and International Research Experience

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  • Maria Novikova
  • Arthur Rean

Abstract

Maria Novikova - PhD in Psychology, Research Fellow of the Laboratory for Asocial Behavior Prevention, Institute of Education, National Research University Higher School of Economics. E-mail: mnovikova@hse.ruArthur Rean - PhD in Psychology, Professor at the Psychology Chair, Head of the Laboratory for Asocial Behavior Prevention, Institute of Education, National Research University Higher School of Economics. E-mail: arean@hse.ruAddress: 20 Myasnitskaya Str., 101000 Moscow, Russian Federation.The phenomenon of school bullying is considered from the point of its connection with the domains of school climate. Main characteristics of school bullying are given, specifically its prevalence, age, gender and socio-economical correlates, as well as effectiveness of most common anti-bullying programmes. Social relationships, both student-teacher and peer-to-peer are discussed as a significant factor of victimisation. Particularly data on teachers' perspectives on bullying, their main preferred strategies of coping with respective situations in classroom and characteristics of relations with students which affect the risk of victimisation of the latter are in the main focus. The paper is analytically designed and based mostly on the findings presented in the past 10 years research, both Russian and foreign.

Suggested Citation

  • Maria Novikova & Arthur Rean, 2019. "Influence of School Climate on Bullying Prevalence: Russian and International Research Experience," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 78-97.
    • Handle: RePEc:nos:voprob:2019:i:2:p:78-97
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    References listed on IDEAS

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    1. Мarina Pinskaya & Sergey Kosaretsky & Isak Froumin, 2011. "Effective schools in complex social contexts," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 148-177.
    2. Bjereld, Ylva & Daneback, Kristian & Petzold, Max, 2017. "Do bullied children have poor relationships with their parents and teachers? A cross-sectional study of Swedish children," Children and Youth Services Review, Elsevier, vol. 73(C), pages 347-351.
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    Cited by:

    1. Новикова М. А. & Реан А. А. & Коновалов И. А., 2021. "Буллинг В Российских Школах: Опыт Диагностики Распространенности, Половозрастных Особенностей И Связи Со Школьным Климатом," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 62-90.
    2. Реан А. А. & Ставцев А. А., 2020. "Позитивные Психологические Интервенции Как Профилактика Школьного Неблагополучия, Агрессии И Буллинга," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 37-59.
    3. Maria Novikova & Arthur Rean & Ivan Konovalov, 2021. "Measuring Bullying in Russian Schools: Prevalence, Age and Gender Correlates, and Associations with School Climate," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 62-90.
    4. Arthur Rean & Alexey Stavtsev, 2020. "Positive Psychological Interventions to Prevent Well-Being Issues, Aggression and Bullying in School Students," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 37-59.

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