Bystander intervention in bullying based on sexual orientation and gender identity and expression among cisgender and heterosexual students: A cross-linguistic European study

Abstract

Bullying based on sexual orientation and gender identity and expression (SOGIE) is a pervasive issue affecting sexual and gender minority (SGM) students and has profound adverse effects on mental health and academic performance. Promoting bystander interventions, where peers step in to stop SOGIE-based bullying, may be a promising strategy to reduce such discriminatory behaviors. Yet, reliable cross-linguistic measures tailored specifically to SOGIE-based bullying are lacking. This study validated a scale assessing cis-gender and heterosexual students' bystander intentions to intervene in SOGIE-based bullying across eight languages. A second-order confirmatory factor analysis supported a three-factor model: “Responsibility” (recognizing one's duty to intervene), “Know” (having the skills and knowledge to intervene), and “Act” (taking prompt action to stop SOGIE-based bullying). The scale demonstrated consistent configural and metric invariance across languages and partial scalar invariance, enabling, however, cross-linguistic comparisons. Significant linguistic differences in bystander attitude emerged, with Portuguese and Spanish speakers reporting significant higher levels than Dutch, Slovenian, and English speakers. Responsibility accounted for the most cross-country variation, reflecting differences in perceptions of duty, efficacy, and communication norms regarding SOGIE-based bullying. This validated tool offers a valuable resource for cross-cultural research and educational efforts, with future studies needed to explore cultural dynamics further and extend validation to SGM students.