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Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).ORCID iD: 0000-0001-6606-2157
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
Stockholm University, Faculty of Social Sciences, Centre for Health Equity Studies (CHESS).
2017 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 14, no 12, article id 1565Article in journal (Refereed) Published
Abstract [en]

School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students.

Place, publisher, year, edition, pages
2017. Vol. 14, no 12, article id 1565
Keywords [en]
school ethos, effective schools, student, teacher, bullying, cyberbullying, contextual, Sweden
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
URN: urn:nbn:se:su:diva-151907DOI: 10.3390/ijerph14121565ISI: 000423699400128PubMedID: 29236039OAI: oai:DiVA.org:su-151907DiVA, id: diva2:1176144
Available from: 2018-01-20 Created: 2018-01-20 Last updated: 2018-03-05Bibliographically approved

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Modin, BitteBrolin Låftman, SaraÖstberg, Viveca
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