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Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden
Article

School Collective Efficacy and Bullying Behaviour: A Multilevel Study

Centre for Health Equity Studies, Stockholm University/Karolinska Institutet, Gabriella Olsson 10691, Sweden
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Int. J. Environ. Res. Public Health 2017, 14(12), 1607; https://doi.org/10.3390/ijerph14121607
Received: 20 November 2017 / Revised: 12 December 2017 / Accepted: 15 December 2017 / Published: 20 December 2017
(This article belongs to the Special Issue Youth Violence as a Public Health Issue)
As with other forms of violent behaviour, bullying is the result of multiple influences acting on different societal levels. Yet the majority of studies on bullying focus primarily on the characteristics of individual bullies and bullied. Fewer studies have explored how the characteristics of central contexts in young people’s lives are related to bullying behaviour over and above the influence of individual-level characteristics. This study explores how teacher-rated school collective efficacy is related to student-reported bullying behaviour (traditional and cyberbullying victimization and perpetration). A central focus is to explore if school collective efficacy is related similarly to both traditional bullying and cyberbullying. Analyses are based on combined information from two independent data collections conducted in 2016 among 11th grade students (n = 6067) and teachers (n = 1251) in 58 upper secondary schools in Stockholm. The statistical method used is multilevel modelling, estimating two-level binary logistic regression models. The results demonstrate statistically significant between-school differences in all outcomes, except traditional bullying perpetration. Strong school collective efficacy is related to less traditional bullying perpetration and less cyberbullying victimization and perpetration, indicating that collective norm regulation and school social cohesion may contribute to reducing the occurrence of bullying. View Full-Text
Keywords: victimization; perpetration; peer aggression; collective efficacy; contextual; school victimization; perpetration; peer aggression; collective efficacy; contextual; school
MDPI and ACS Style

Olsson, G.; Låftman, S.B.; Modin, B. School Collective Efficacy and Bullying Behaviour: A Multilevel Study. Int. J. Environ. Res. Public Health 2017, 14, 1607. https://doi.org/10.3390/ijerph14121607

AMA Style

Olsson G, Låftman SB, Modin B. School Collective Efficacy and Bullying Behaviour: A Multilevel Study. International Journal of Environmental Research and Public Health. 2017; 14(12):1607. https://doi.org/10.3390/ijerph14121607

Chicago/Turabian Style

Olsson, Gabriella, Sara B. Låftman, and Bitte Modin. 2017. "School Collective Efficacy and Bullying Behaviour: A Multilevel Study" International Journal of Environmental Research and Public Health 14, no. 12: 1607. https://doi.org/10.3390/ijerph14121607

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