What Good Schools can Do About Bullying

By Peter K. Smith, Shu Shu. 2000

558 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b4c2cac3a6e199fb194fd68d0c492f7e101dbf06

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Citations in the corpus

Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? (2009, background): “Schools have therefore taken onboard the responsibility of dealing with bullying (Smith & Shu, 2000).”
A Developmental Science Approach to Reducing Prejudice and Social Exclusion: Intergroup Processes, Social‐Cognitive Development, and Moral Reasoning (2015, background): “A common form of bullying in schools is ethnic victimization in the form of racist name calling (Smith & Shu, 2000).”
Facebook bullying: An extension of battles in school (2013, background): “Smith & Shu (2000) found that the common venues for school bullying to occur were the playground, corridors and hallways.”
The nature of cyberbullying, and strategies for prevention (2013, background): “This has had some success in traditional bullying; although many victims are unwilling to tell adults about their victimization, especially older pupils and boys (Smith & Shu, 2000).”
Observing Bullying at School: The Mental Health Implications of Witness Status (2009, result): “Our findings parallel those of Smith and Shu (2000), who estimated that approximately 66% of a school’s population has a primary (perpetrator and/or victim) or secondary (bystander) role in bullying episodes.”
Bullying, Victimization, and Sexual Harassment During the Transition to Middle School (2002, background): “Nevertheless, when youngsters do tell teachers that they are being victimized, teachers are perceived as trying to do something about it (Smith & Shu, 2000).”
Bullying in Middle School: Individual and School Characteristics of Victims and Offenders (2002, background): “Although some recent studies have started to show lower frequencies of bullying and being bullied than earlier studies (e.g., Smith & Shu, 2000), bullying remains a major social concern in most developed countries (Smith et al., 1999).”
Telling is compelling: the impact of student reports of bullying on teacher intervention (2010, background): “The tendency to inform teachers about bullying decreases from elementary school (Fekkes et al., 2005; O’Moore, Kirkham, & Smith, 1997) to secondary school (Smith & Shu, 2000).”
A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios (2014, unknown): “It is somewhat disconcerting therefore that several studies have found they are not always reported by pupils to be effective in this role (Fekkes, Pijpers, & Verloove-Vanhorick, 2005; Smith & Shu, 2000; Rigby & Barnes, 2002).”
School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender (2002, unknown): “From the results it appears that boys report peer victimization more than girls fairly consistently (e.g. Smith and Shu, 2000; Whitney and Smith, 1993).”
What Makes a Young Assertive Bystander? The Effect of Intergroup Contact, Empathy, Cultural Openness, and In‐Group Bias on Assertive Bystander Intervention Intentions (2014, background): “Recently offensive name-calling has gained prominence as the most common form of bullying in schools (e.g., Smith & Shu, 2000) and intergroup name-calling has also been identified as the most common form of intergroup bullying (Verkuyten & Thijs, 2002).”
Evaluation of an intervention program for the reduction of bullying and victimization in schools (2004, methodology): “When developing an intervention program it is essential to test its efficacy by comparing pre- and post-data of students who received the intervention (experimentals) with those who did not (controls) [Eslea and Smith, 1998; Smith and Sharp, 1994; Smith and Shu, 2000].”
Cyber-Victimisation: The Association Between Help-Seeking Behaviours and Self-Reported Emotional Symptoms in Australia and Austria (2010, background): “Further, elementary school students are more likely to tell teachers about bullying (Fekkes et al., 2005; O’Moore, Kirkham, & Smith, 1997) than secondary school students (Smith & Shu, 2000).”