How Do Preservice Teachers Plan to Respond to Perpetrators and Victims of Bullying? A Qualitative Investigation

Abstract

Bullying is a critical problem for schools with teachers serving as key agents in antibullying efforts. To evaluate preservice teachers’ readiness to deal with bullying in the classroom, the current study assessed how preservice teachers plan to respond to perpetrators and victims of bullying using a qualitative design. Using a sample of preservice teachers (N = 68, 82.4% female, 73.5% White) drawn from an initial teacher education program, we thematically analyzed their responses to bullying vignettes. A wide range of intervention responses were found that fell within three broad themes: no intervention, passive/indirect responses, and active/direct responses. Comparing preservice teachers’ planned responses to existing recommendations yielded three overarching findings. First, some preservice teachers plan to use recommend practices including confronting (i.e., discipline) and non-confronting (i.e., empathy-arousal) approaches toward perpetrators, supportive-individual strategies toward victims (e.g., validate harm caused, offer emotional support), enlisting other adults (e.g., parents, guidance counselors), and engaging in peer social dynamics management practices (e.g., facilitating peer interaction opportunities). Second, and concerningly, some preservice teachers may not intervene at all or may use passive/indirect responses (e.g., encourage perpetrator to befriend victim, encourage victim to ignore, stand up for themselves, or brush it off). Third, additional themes in preservice teachers’ responses emerged that require investigation to clarify their effectiveness (e.g., addressing perpetrators and victims privately versus publicly). Implications for research on teacher interventions and practice are discussed.