Teachers: A Critical But Overlooked Component of Bullying Prevention and Intervention

Jina Yoon, Sheri Bauman

Research output: Contribution to journalArticlepeer-review

74 Scopus citations


To complete this special issue on theoretical bases for antibullying efforts in schools, we focus in this article on the importance of teachers and other educators in the ecology of schools. First, we present evidence that teachers are not perceived to be effective at intervening when bullying occurs. Then, using a social motivational lens, we provide an overview of teachers' role as a socializing agent in the classroom and school with a particular emphasis on their influence on bullying behaviors among students. Then we present two theories, the theory of planned behaviors, and the transactional theory of emotions and coping. We believe these theories highlight the complexity of teacher responses and make the case that teachers need more than knowledge of bullying to be effective in their role. We discuss implications for teacher training and professional development.

Original languageEnglish (US)
Pages (from-to)308-314
Number of pages7
JournalTheory Into Practice
Issue number4
StatePublished - Oct 26 2014

ASJC Scopus subject areas

  • Education


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