Student attitudes and perceptions of teacher responses to bullying: An experimental vignette study

Although teachers are key in bullying intervention, little is known about their responses to and how students perceive them. This study investigated whether experimentally manipulated teacher vignettes (i.e., non‐response, comforting victim, correcting bully, both victim bully) predict differences student attitudes perceptions students’ attitudes, empathy towards victims, perception of response evaluations). Fourth‐to‐sixth graders (N = 251, 44.2% boys, Mage 10.86) read a incident vignette that differed regarding the teacher’s response, before completing questionnaires. Analyses variance demonstrated no between conditions. The multiple was evaluated as more appropriate than single active responses. Correcting bully perceived most associated with anti-bullying indicating deduced beliefs from behaviour. Non-response negative perceptions.