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Perceived Barriers that Prevent High School Students Seeking Help from Teachers for Bullying and their Effects on Disclosure Intentions
Boulton, Michael J. Boulton, Louise Down, James Sanders, Jessica Craddock, Helen
Boulton, Michael J.
Boulton, Louise
Down, James
Sanders, Jessica
Craddock, Helen
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2017-01-29
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Abstract
Many adolescents choose not to tell teachers when they have been bullied. Three studies with 12-16 year-old English adolescents addressed possible reasons. In study 1, students (N = 411, 208 females/203 males) identified reasons with no prompting. Three perceived negative outcomes were common; peers would disapprove, disclosers would feel weak/undermined, and disclosers desired autonomy. In study 2, students (N = 297, 153 females/134 males/10 unspecified) indicated how much they believed that the perceived negative outcomes would happen to them, and a substantial proportion did so. Perceived negative outcomes significantly predicted intentions to disclose being bullied. Study 3 (N = 231, 100 females/131 males) tested if the perceived negative outcomes would be strong enough to stop participants from telling a teacher even though the teacher would stop the bullying. This was the case for many of them. Participants did not report disliking peers who disclosed bullying. Theoretical and practical implications are discussed.
Citation
Boulton, M. J., Boulton, L., Down, J., Sanders, J. & Craddock, H. (2017). Perceived barriers that prevent high school students seeking help from teachers for bullying and their effects on disclosure intentions. Journal of Adolescence, 56, 40-51. DOI: 10.1016/j.adolescence.2016.11.009
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Elsevier
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Journal of Adolescence
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Article
Language
en
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ISSN
0140-1971
EISSN
1095-9254