Perceptions of School Climate as a Function of Bullying Involvement

Abstract

From a social-ecological perspective, bullying exists within the larger context of school climate. In this study, 2,240 middle and high school students participated in a districtwide effort to assess the prevalence and effects of bullying and cyberbullying, as well as perceptions of school climate. Students reported positive school climate perceptions, although bullying was a prevalent occurrence. Types of bullying, effects on students, and coping strategies used varied across sex and school level, with girls reporting more experiences with cyberbullying than boys. Students involved in bullying as perpetrators, victims, or both had more negative perceptions of school climate, although this varied by specific aspect of climate studied. Chronicity of victimization also related to differences in perceptions of all aspects of school climate. Findings highlight the importance of understanding bullying within the larger context of school climate, with implications for prevention and intervention efforts.