A path analysis on school bullying and critical school environment variables: A social capital perspective

Abstract

School bullying has gained intensive attention from school personnel and researchers, but still, little is known about the effects of bullying perpetrating, victimization, and bystanding on critical school environment variables. Guided by the social capital theory and empirical findings, the study addressed the complexity of relations among bullying perpetrating, victimization, bystanding and students’ perceived school support, acceptance of diversity at school, and perceived school connectedness. Participants in the study were 973 students in grades 3-6 from two public school districts located in the northeastern United States. The final path model supported the hypotheses that, a) bulling perpetrating has direct as well as indirect, negative effects on perceived school support, acceptance of diversity, and school connectedness; and b) bystanding has an direct effect on students’ perceived acceptance of diversity at school and indirectly affects school connectedness. Results of the study aligned with the social capital perspective on positive human relations and social outcomes. Findings from this study reinforced the need of anti-bullying initiatives at the individual, group, and school-wide levels. They further underscored the importance of enhancing school support and acceptance of diversity at school.