Exploring the Dynamics of Bystander Behaviour in School Bullying: Empathy, Emergency Evaluation, and Victim-Bystander Relationships

Abstract

School bullying significantly impacts students' well-being and academic performance. This study investigates the relationships between empathy, emergency evaluation, and victim-bystander relationships, and the three types of bystander behaviours: perpetrator-helpers, outsiders, and defenders. A total of 230 Chinese students aged 12 to 20 participated in an online survey, collecting data on their bullying experiences, bystander roles, and knowledge of bullying. Statistical analyses, including chi-square tests and Pearson correlations used to examine these relationships. Findings indicate that friendships significantly increase the likelihood of bystanders becoming defenders, while friends of perpetrators are more likely to become perpetrator-helpers. Emergency evaluation is crucial; bystanders are more likely to help when they perceive the situation as an emergency. No statistically significant evidence was found linking empathy to helping behaviour, although there was a trend suggesting empathetic bystanders may be more inclined to help. Fostering friendships and improving students' ability to recognize and respond to emergencies can enhance bystander intervention. Educating students, teachers, and parents on these aspects is vital. Further research is needed to explore empathy's role in bystander behaviour comprehensively. Implementing programs to build social bonds, educate students about bullying, and train students in emergency evaluation can reduce bullying's incidence and impact. Enhanced support systems involving teachers and parents are also crucial for creating a supportive school environment.