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<p>Anti-bullying programs often emphasize student reporting as the first step (deLara, <i>Journal of School Violence</i> 11:288–305, 2012). However, students report bullying less than half the time (Nickerson et al., <i>School Psychology Review</i> 44:372–390, 2015). This study explored bullying and reporting experiences in a sample of 8462 adolescents (57% female, 41% male, 1.8% gender diverse; 81% White; 83% heterosexual) from the UK; analyses examined predictors of reporting for participants who reported being bullied to others (<i>n</i> = 1087) or made bystander reports (<i>n</i> = 496) in the past 12&#xa0;months. Descriptive statistics showed to whom students reported, how satisfied they were with the outcome, and the reasons for their reporting decisions. Results of logistic regression models revealed that younger, gender minority, White, and heterosexual students were more likely to report being bullied, as were those who experienced verbal bullying. Younger, female, and sexual minority students were more likely to report witnessing bullying. Witnessing physical bullying and experiencing negative affect (e.g., feeling scared, stressed, or upset) strongly predicted bystander reporting. Chi-square analyses revealed significant gender differences in reporting decisions and satisfaction, with gender minority students reporting less frequently to teachers and family and experiencing less satisfaction with the outcome. <i>T</i>-tests revealed worse mental health when participants did not report. Given the prevalence of bullying in adolescence, understanding the complexities of reporting is necessary to support this critical behavior for reducing bullying. These results underscore the need to improve responses to bullying reports and to bolster support for racial minority and lesbian, gay, bisexual, transgender, and queer (LGBTQ +) students.</p>

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Adolescents’ Reporting of Bullying: The Role of Minority Status, Bullying Type, Outcome Expectations, and Affect

  • 期刊论文

  • 发表日期：

    2025年9月29日

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  • Charlotte Iurino,
  • Sara Townsend,
  • Jina Yoon,
  • Sheri Bauman,
  • Cassandra Yee

摘要

Anti-bullying programs often emphasize student reporting as the first step (deLara, Journal of School Violence 11:288–305, 2012). However, students report bullying less than half the time (Nickerson et al., School Psychology Review 44:372–390, 2015). This study explored bullying and reporting experiences in a sample of 8462 adolescents (57% female, 41% male, 1.8% gender diverse; 81% White; 83% heterosexual) from the UK; analyses examined predictors of reporting for participants who reported being bullied to others (n = 1087) or made bystander reports (n = 496) in the past 12 months. Descriptive statistics showed to whom students reported, how satisfied they were with the outcome, and the reasons for their reporting decisions. Results of logistic regression models revealed that younger, gender minority, White, and heterosexual students were more likely to report being bullied, as were those who experienced verbal bullying. Younger, female, and sexual minority students were more likely to report witnessing bullying. Witnessing physical bullying and experiencing negative affect (e.g., feeling scared, stressed, or upset) strongly predicted bystander reporting. Chi-square analyses revealed significant gender differences in reporting decisions and satisfaction, with gender minority students reporting less frequently to teachers and family and experiencing less satisfaction with the outcome. T-tests revealed worse mental health when participants did not report. Given the prevalence of bullying in adolescence, understanding the complexities of reporting is necessary to support this critical behavior for reducing bullying. These results underscore the need to improve responses to bullying reports and to bolster support for racial minority and lesbian, gay, bisexual, transgender, and queer (LGBTQ +) students.