[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597266-105":59,"doc-detail-597266-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","teachers-understanding-of-bullying","Teachers’ Understanding of Bullying","","Examines teachers’ understanding of bullying among children in their classes who identify as victims. Using semi-structured interviews, the study analyzes how teachers define bullying—including both direct and indirect behaviors—and how they characterize and respond to incidents. Key influences include perceived seriousness, beliefs about victim responsibility and victim traits, empathy, and assumptions about children. School climate and organization, including systemic support availability, further affect awareness and responses.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-understanding-of-bullying/597266/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-understanding-of-bullying/597266.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How did the study investigate teachers’ understanding of bullying?","Question",{"text":113,"@type":114},"It used semi-structured interviews to examine teachers’ understanding of bullying incidents involving students who self-identified as victims.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which factors influenced how teachers characterized and responded to bullying?",{"text":118,"@type":114},"Teachers’ perceptions of seriousness, beliefs about whether victims are responsible, alignment with assumptions about victim traits, and whether they felt empathy affected their characterization and response. School climate and systemic support also played a role.",{"name":120,"@type":111,"acceptedAnswer":121},"Why might teachers fail to intervene consistently when bullying occurs?",{"text":122,"@type":114},"The text reports teachers’ uncertainty about how to respond, not having witnessed incidents, and viewing mild bullying as typical childhood behavior without serious consequences, along with adults’ difficulty recognizing bullying due to complex dynamics.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},597266,1792117549,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teachers’ Understanding of Bullying  \nFaye Mishna, Iolanda Scarcello, Debra Pepler,& Judith Wiener  \nUsing semiȬstructured interviews, we examined teachers’ understanding of bullying of children in their classes. Although teachers’ definitions of bullying included both direct and indirect behaviours, several factors influenced how they characterized and responded to incidents. These factors included whether the teachers viewed an incident as serious or considered a victimized child responsible, whether a child matched their assumptions about victim characteristics and behaviours, and whether they described feeling empathy for a child. The nature of the school environment and organization such as availability of systemic support in addressing bullying incidents were further factors that influenced teachers’ awareness and responses.  \nKey words: peer victimization, qualitative study on bullying, understanding bullying, response to bullying  \nÀ l’aide d’entrevues semiȬstructurées, les auteures ont étudié comment lesenseignants perçoivent l’intimidation dans leurs classes. Bien que leurs définitions del’intimidation comprennent à la fois les comportements directs et indirects, plusieurs facteurs influencent leur façon de caractériser les incidents et d’y réagir, notamments’ils considèrent que l’incident est sérieux ou que la victime est responsable, si la victime correspond à leurs théories implicites sur les caractéristiques et les comportements d’une victime et s’ils ressentent de l’empathie pour la victime. Le climat de l’école et les structures offertes tel un soutien systémique pour faire face aux incidents d’intimidation faisaient également partie des facteurs ayant une incidence sur la sensibilisation et les réactions des enseignants.  \nMots clés : victimisation par des pairs, étude qualitative sur l’intimidation, comprendre l’intimidation, réagir à l’intimidation.  \nBullying is reported to be pervasive in many countries around the world (Hazler, Miller, Carney, & Green, 2001; Olweus, 1994) . Both bullies and victims are at risk of developing psychosocial and psychiatric problems that may continue into adulthood (Nansel, Overpeck, Pilla, Ruan,  \nCANADIAN JOURNAL OF EDUCATION 28, 4 (2005): 718Ȭ738  \nSimonsȬMorton, & Scheidt, 2001; Olweus, 1993) .  \nIn this study, we examined teachers’ understanding of bullying of those students in their classes who selfȬidentified as victims.  \nConceptually, this research builds on the assumption that, because people are embedded in social and environmental contexts, multiple factors invariably influence social behavioural patterns (Cairns & Cairns, 1991; Germain & Bloom, 1999) . Such factors include individual characteristics, social interactions, and cultural and ecological conditions (Cairns & Cairns, 1991) . It follows, according to this ecological systemic framework, that bullying does not reside solely with the child who bullies or who is victimized. Rather, bullying unfolds in the social context of the peer group, the classroom, the school, the family and the larger community. A comprehensive framework therefore, becomes essential to investigate the various elements influencing bullying (Atlas & Pepler, 1998; Craig & Pepler, 1997; Craig, Pepler, & Atlas, 2000; Hanish & Guerra, 2000; Olweus, 1994) .  \nAlthough children’s decision to disclose is multiȬdetermined, their teachers’ response is likely a key factor in choosing to disclose their victimization (Craig & Pepler, 1996) . Students report that teachers do not consistently intervene to stop bullying (Atlas & Pepler, 1998) . One study found that 25 per cent of students indicated that teachers usually intervened, in contrast to 75 per cent of teachers reporting that they usually intervened (Ziegler & RosensteinȬManner, 1991) . Teachers’explanations for their apparent lack of intervention include uncertainty about how to respond, not having witnessed the incidents, and identification of mild bullying as typical childhood behaviour with","cbCairv76yxdMwzs","https://ap.wps.com/l/cbCairv76yxdMwzs","pdf",170028,21,"English","# Teachers’ Understanding of Bullying\n## Teachers’ Definitions and Influencing Factors\n## Contextual and Systemic Perspectives\n## Teacher Response and Intervention Gaps\n## Prior Research on Teacher Views and Identification","[{\"question\":\"How did the study investigate teachers’ understanding of bullying?\",\"answer\":\"It used semi-structured interviews to examine teachers’ understanding of bullying incidents involving students who self-identified as victims.\"},{\"question\":\"Which factors influenced how teachers characterized and responded to bullying?\",\"answer\":\"Teachers’ perceptions of seriousness, beliefs about whether victims are responsible, alignment with assumptions about victim traits, and whether they felt empathy affected their characterization and response. School climate and systemic support also played a role.\"},{\"question\":\"Why might teachers fail to intervene consistently when bullying occurs?\",\"answer\":\"The text reports teachers’ uncertainty about how to respond, not having witnessed incidents, and viewing mild bullying as typical childhood behavior without serious consequences, along with adults’ difficulty recognizing bullying due to complex dynamics.\"}]","Teachers’ Understanding of Bullying | PDF",1792084708,53]