A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality and Student Bullying Involvement

Amy L. Gower; Molly Cousin; Iris W. Borowsky

doi:10.1111/josh.12480

A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality and Student Bullying Involvement

Amy L. Gower, Molly Cousin, Iris W. Borowsky

General Pediatrics and Adolescent Health

Research output: Contribution to journal › Article › peer-review

13 Scopus citations

Abstract

BACKGROUND: Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying involvement and adjustment. METHODS: School district anti-bullying policies (N = 208) were coded for their quality based on established criteria. District-level data were combined with student reports of bullying involvement, emotional distress, and school connectedness from a state surveillance survey of 6th, 9th, and 12th grade students (N = 93,437). RESULTS: Results indicated that policy quality was positively related to bullying victimization. Furthermore, students reporting frequent perpetration/victimization who also attended districts with high-quality policies reported more emotional distress and less school connectedness compared with students attending districts with low quality policies. Although statistically significant, the magnitude of these associations was small. CONCLUSIONS: Having a high-quality school district anti-bullying policy is not sufficient to reduce bullying and protect bullying-involved young people. Future studies examining policy implementation will inform best practices in bullying prevention.

Original language	English (US)
Pages (from-to)	174-181
Number of pages	8
Journal	Journal of School Health
Volume	87
Issue number	3
DOIs	https://doi.org/10.1111/josh.12480
State	Published - Mar 1 2017

Bibliographical note

Funding Information:
Preparation of this manuscript was supported by a National Research Service Award in Primary Medical Care, grant no. T32HP22239 (PI: I.W.B.), Bureau of Health Professions, Health Resources and Services Administration, Department of Health and Human Services and a Joanna Simer Memorial Fellowship to the first and second authors. Minnesota Student Survey provided by public school students in Minnesota via local public school districts and managed by the Minnesota Student Survey Interagency Team, 2010.

Publisher Copyright:
© 2017, American School Health Association

Keywords

bullying
bullying policy
child and adolescent health
school connectedness
school policy

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1111/josh.12480

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abstract = "BACKGROUND: Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying involvement and adjustment. METHODS: School district anti-bullying policies (N = 208) were coded for their quality based on established criteria. District-level data were combined with student reports of bullying involvement, emotional distress, and school connectedness from a state surveillance survey of 6th, 9th, and 12th grade students (N = 93,437). RESULTS: Results indicated that policy quality was positively related to bullying victimization. Furthermore, students reporting frequent perpetration/victimization who also attended districts with high-quality policies reported more emotional distress and less school connectedness compared with students attending districts with low quality policies. Although statistically significant, the magnitude of these associations was small. CONCLUSIONS: Having a high-quality school district anti-bullying policy is not sufficient to reduce bullying and protect bullying-involved young people. Future studies examining policy implementation will inform best practices in bullying prevention.",

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N2 - BACKGROUND: Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying involvement and adjustment. METHODS: School district anti-bullying policies (N = 208) were coded for their quality based on established criteria. District-level data were combined with student reports of bullying involvement, emotional distress, and school connectedness from a state surveillance survey of 6th, 9th, and 12th grade students (N = 93,437). RESULTS: Results indicated that policy quality was positively related to bullying victimization. Furthermore, students reporting frequent perpetration/victimization who also attended districts with high-quality policies reported more emotional distress and less school connectedness compared with students attending districts with low quality policies. Although statistically significant, the magnitude of these associations was small. CONCLUSIONS: Having a high-quality school district anti-bullying policy is not sufficient to reduce bullying and protect bullying-involved young people. Future studies examining policy implementation will inform best practices in bullying prevention.

AB - BACKGROUND: Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying involvement and adjustment. METHODS: School district anti-bullying policies (N = 208) were coded for their quality based on established criteria. District-level data were combined with student reports of bullying involvement, emotional distress, and school connectedness from a state surveillance survey of 6th, 9th, and 12th grade students (N = 93,437). RESULTS: Results indicated that policy quality was positively related to bullying victimization. Furthermore, students reporting frequent perpetration/victimization who also attended districts with high-quality policies reported more emotional distress and less school connectedness compared with students attending districts with low quality policies. Although statistically significant, the magnitude of these associations was small. CONCLUSIONS: Having a high-quality school district anti-bullying policy is not sufficient to reduce bullying and protect bullying-involved young people. Future studies examining policy implementation will inform best practices in bullying prevention.

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A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality and Student Bullying Involvement

Abstract

Bibliographical note

Keywords

UN SDGs

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