What is it about?
An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. We wanted to examine is there a direct link between teachers’ disciplinary practices and bullying in school and satisfaction with school from students` perspective.
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Why is it important?
This study highlights the importance of the disciplinary strategies used by teachers in schools, how they manage their classrooms and how this is related to bullying and satisfaction with school. The data about sex relevance within the examined interactions are of special value in this study. It underlines the noticeable shift in bullying prevention towards evidence based practices of social and emotional learning (SEL) leading to a variety of positive outcomes for students and teachers alike.
Perspectives
Trough conducting this research and writing this article we aspired to shed light on some interesting aspect of multilayerd and complex topics of bullyung and school climate. We firmly belive that longitudianal or intervention research in the future about positive impact social and emotional learning (SEL) has on school climate nad bullyng would be highly benefitial.
Ana Parausic Marinkovic
Institute of Criminological and Sociological Research
Read the Original
This page is a summary of: The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging, PLOS One, May 2024, PLOS,
DOI: 10.1371/journal.pone.0303466.
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