Level of Bonding to School and Perception of the School Environment by Bullies, Victims, and Bully Victims

• NCJ Number: 220500
• Journal: Journal of Early Adolescence Volume: 27 Issue: 4 Dated: November 2007 Pages: 457-478
• Author(s): Nancy J. Cunningham
• Date Published: November 2007
• Length: 22 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

Commitment and attachment to school and perception of school norms were examined in a sample of sixth, seventh, and eighth graders in order to determine whether "bullies" (bullying behavior without being a victim), "victims" (victims of bullying without engaging in bullying behavior), "bully-victims" (were victims of bullying and also engaged in bullying), and students who reported no or low levels of bullying and victimization differed in their level of bonding to school and their perceptions of standards and expectations for behavior in the school environment (protective factors).

Abstract

Students who reported low levels of bullying and victimization were apparently the most strongly bonded to school with an investment in prosocial behaviors and beliefs. The bully-victim group scored the lowest of all groups on measures of school adjustment and school bonding. Bullies showed a higher level of commitment and attachment to school than bully-victims. Bully-victim girls scored lowest of all groups on school bonding and perception of school norms, indicating an alienation from both the social and academic aspects of school. Bullying victims apparently felt more comfortable with the academic aspects of school and the structure of the school environment than with the social interactions with other students and adult school staff. Peers rated victims as lowest in social status, and teachers rated them lowest in popularity among their peers. Bullies scored higher than both victims and bully victims on attachment, suggesting that bullies feel more comfortable in the school's social environment than either victims or bully victims. This may be because bullies are often popular and have high status with their peers. Developing skills for social and emotional as well as academic competence for bullies, victims, and bully-victims should be done within a comprehensive approach to addressing bullying in school. 4 tables and 46 references