Revisiting the whole-school approach to bullying: Really looking at the whole school

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Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “, Bauman & Del Rio, 2006), poor teacher–student relationships (Bacchini et al., 2009; Doll et al., 2004; Richard et al., 2011), lack of teacher support, and lack of engagement in school activities (Barboza et al.”
Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers (2014, background): “Although teachers’ levels of vigilance and regulation of student behaviour play a crucial role (Craig, Henderson, & Murphy, 2000; Richard et al., 2011; Yoon, 2004; Yoon & Kerber, 2003), teachers often fail to intervene (Craig et al., 2000; Yoon & Kerber, 2003).”
Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review (2015, background): “First, consistent with other authors concerned with the nature of bullying (Swearer et al. 2010; Richard, Schneider, and Mallet 2012), Bronfenbrenner’s (2005) bio-ecosystemic theory of human development provides a broad framework through which bullying is understood to be influenced by the…”
Preventing Bullying Through Science, Policy, and Practice (2016, background): “These factors include poor teacher-student relationships (Richard et al., 2012), lack of engagement in school activities (e.”