Promoting upstander behavior to address bullying in schools

Juliet Barnett, Kim W. Fisher, Natasha O’Connell, Kimberlee Franco

Research output: Contribution to journalArticle

Abstract

There is growing national awareness of the negative and long-term consequences associated with bullying. The impact of childhood bullying can be substantial and include lowered self-esteem, heightened anxiety, greater levels of depression, fear, school refusal, isolation, and even suicide. While there is growing research on programs to address bullying, few interventions target the bystander, yet most that do are successful in decreasing bullying. Research suggests that targeting the bystander and giving them the tools and encouragement to intervene as “upstanders” should be an integral component of bullying interventions. This article provides practical, research-based steps for teachers to model and encourage upstander behavior, particularly with students as they approach middle school.

Original languageEnglish (US)
Pages (from-to)6-11
Number of pages6
JournalMiddle School Journal
Volume50
Issue number1
DOIs
StatePublished - Jan 1 2019

Fingerprint

Bullying
exclusion
school
Research
anxiety
Self Concept
Suicide
suicide
self-esteem
Fear
social isolation
Anxiety
childhood
Depression
Students
teacher
student

Keywords

  • bullying
  • middle school
  • social emotional

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Promoting upstander behavior to address bullying in schools. / Barnett, Juliet; Fisher, Kim W.; O’Connell, Natasha; Franco, Kimberlee.

In: Middle School Journal, Vol. 50, No. 1, 01.01.2019, p. 6-11.

Research output: Contribution to journalArticle

Barnett, Juliet ; Fisher, Kim W. ; O’Connell, Natasha ; Franco, Kimberlee. / Promoting upstander behavior to address bullying in schools. In: Middle School Journal. 2019 ; Vol. 50, No. 1. pp. 6-11.
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