Bullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born Students

Authors

  • Kerri Evans University of Maryland Baltimore County

DOI:

https://doi.org/10.17981/cultedusoc.14.2.2023.07

Keywords:

Student, Immigrant, Bullying, Peer support

Abstract

Introduction: On average, one in four students in US schools are part of immigrant families, and school is the main place they engage with US-born peers. Their ability to thrive in the classroom can be impacted by both bullying and support of peers and teachers. Objective: This paper sought to understand the relationships between bullying victimization, bullying prevention programs, and school mental health staff on classroom peer support, noting differences among immigrant and US-born students. Methodology: Data are from 7 881 fifth to tenth graders from The Health Behavior in School Children (HBSC) cross-sectional survey. Stata was used to run descriptive statistics, t-tests, and a Hierarchical Linear Model (HLM) to examine the extent to which different supports, victimizations, and demographics influence the level of peer support that students sense in the classroom. Results and discussion: Results indicate no difference in levels of peer support between immigrant and US-born students. However, the influence of interpersonal bullying victimization had a negative relationship with peer support for both US-born and immigrant students across multiple models. Similarly, bullying prevention programs were a significant predictor of increased peer support across multiple models. Conclusions: Implications suggest more research on the topic, and advocacy for bullying prevention programs that are peer led and intentionally account for immigrant students.

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Author Biography

Kerri Evans, University of Maryland Baltimore County

Ph.D., LCSW, is an Assistant Professor of Social Work at the University of Maryland, Baltimore County (U.S.A.). Dr. Evans’ research uses community partnerships to answer service providers’ questions to improve service delivery and make policy recommendations. Topically, her research focuses on unaccompanied and refugee children’s well-being and school welcome for immigrant students. https://orcid.org/0000-0001-9979-2105

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Published

2023-07-10

How to Cite

Evans, K. (2023). Bullying Victimization and Bully Prevention Programs as Predictors of Classroom Peer Support for Immigrant and US-born Students. CULTURA EDUCACIÓN Y SOCIEDAD, 14(2), 137–156. https://doi.org/10.17981/cultedusoc.14.2.2023.07

Issue

Vol. 14 No. 2 (2023): Cultura Educación y Sociedad

Section

ARTICLES

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