A1 Journal article (refereed)
What Explains the Perception of Having Shared Practices Among School Staff for Anti-bullying Work? (2024)

Sainio, M., Herkama, S., Torppa, M., Aro, T., & Hämeenaho, P. (2024). What Explains the Perception of Having Shared Practices Among School Staff for Anti-bullying Work?. International Journal of Bullying Prevention, Early online. https://doi.org/10.1007/s42380-024-00271-4

JYU authors or editors

Sainio, Miia
Torppa, Minna
Aro, Tuija
Hämeenaho, Pilvi

Publication details

All authors or editors: Sainio, Miia; Herkama, Sanna; Torppa, Minna; Aro, Tuija; Hämeenaho, Pilvi

Journal or series: International Journal of Bullying Prevention

ISSN: 2523-3653

eISSN: 2523-3661

Publication year: 2024

Publication date: 18/10/2024

Volume: Early online

Publisher: Springer Nature

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/s42380-024-00271-4

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/97592

Abstract

A comprehensive, whole-school approach that demands commitment from all staff members is a recommended basis for effective and systematic anti-bullying work. Central to this approach is the collective agreement among school staff on the implementation of specific practices. This survey study investigates the extent to which Finnish basic education (grades 1–9) school staff (n ~ 400) perceive that they have shared and actively implemented anti-bullying practices in their school and the factors explaining variation in these perceptions. While staff generally reported having shared and actively implemented anti-bullying practices, variation was observed both within and between schools. Professional role, school size, perception of well-being values at school, leadership promoting well-being, and utilization of manualized program explained the variation in the perception of shared practices in the random intercept model. Qualitative analyses supplemented the quantitative findings, indicating that having a specific named program—either a manualized program or a self-developed one—was associated with the perception of shared and actively used practices, emphasizing the necessity for a structured approach. Our results underscore individual and contextual factors fostering a collective understanding of bullying prevention and intervention. Achieving such consensus is essential but not always achieved, posing a risk for ineffective bullying prevention efforts in schools.

Keywords: bullying; intervention; pre-emption; comprehensive school; committing oneself; practice; cooperation (general); consensus