TY  - JOUR
A1  - Wachs, Sebastian
A1  - Bilz, Ludwig
A1  - Niproschke, Saskia
A1  - Schubarth, Wilfried
T1  - Bullying Intervention in Schools
BT  - a Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’ Perspective
JF  - Journal of early adolescence
N2  - To date, little has been known about teachers’ success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student’s bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers’ interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.
KW  - intervention success
KW  - bullying
KW  - teacher
KW  - intervention strategies
KW  - bullies
Y1  - 2018
U6  - https://doi.org/10.1177/0272431618780423
SN  - 0272-4316
SN  - 1552-5449
VL  - 39
IS  - 5
SP  - 642
EP  - 668
PB  - Sage Publ.
CY  - Thousand Oaks
ER  -