<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known about the most effective components of these multifaceted approaches. This article analyses New Zealand Wellbeing@School survey data to suggest ways forward for schools. A multilevel model was used to associate two student and two teacher measures from the same schools. The findings indicate that a mix of school-wide actions were associated with lower levels of student aggressive and bullying behaviour. Five sub-groups of actions are discussed in the light of recent New Zealand and international research. The article concludes with a call to locate anti-bullying approaches within a multifaceted and holistic framework which has the overall aim of promoting wellbeing and healthy social relationships. A holistic approach enables schools to foster protective factors such as belonging, and address risk factors that influence bullying behaviour, as well as a range of desirable education and health outcomes for young people.</p>
</abstract>

Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known about the most effective components of these multifaceted approaches. This article analyses New Zealand Wellbeing@School survey data to suggest ways forward for schools. A multilevel model was used to associate two student and two teacher measures from the same schools. The findings indicate that a mix of school-wide actions were associated with lower levels of student aggressive and bullying behaviour. Five sub-groups of actions are discussed in the light of recent New Zealand and international research. The article concludes with a call to locate anti-bullying approaches within a multifaceted and holistic framework which has the overall aim of promoting wellbeing and healthy social relationships. A holistic approach enables schools to foster protective factors such as belonging, and address risk factors that influence bullying behaviour, as well as a range of desirable education and health outcomes for young people.

Leading schools that make a difference to bullying behaviour

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Leading schools that make a difference to bullying behaviour"}

Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this...

Leading schools that make a difference to bullying behaviour

Publicado en línea: 02 abr 2019

Páginas: 90 - 103

DOI: https://doi.org/10.21307/jelpp-2018-015

Palabras clave
Bullying behaviour, wellbeing, school systems, collaborative leadership, behaviour management

© 2018 Sally Boyd et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Leading schools that make a difference to bullying behaviour

Publicado en línea: 02 abr 2019

Páginas: 90 - 103

DOI: https://doi.org/10.21307/jelpp-2018-015

Palabras claveBullying behaviour, wellbeing, school systems, collaborative leadership, behaviour management

© 2018 Sally Boyd et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Palabras clave
Bullying behaviour, wellbeing, school systems, collaborative leadership, behaviour management