Jill M Norvilitis, Kimberly E Kamper-DeMarco, Jennifer Mitsuyama-Brandenberger
{"title":"Prevalence and Correlates of Bullying by Teachers.","authors":"Jill M Norvilitis, Kimberly E Kamper-DeMarco, Jennifer Mitsuyama-Brandenberger","doi":"10.1007/s40653-025-00705-1","DOIUrl":null,"url":null,"abstract":"<p><p>Teacher victimization has been found to have a negative impact on students' academic engagement, motivation and increased behavioral issues. However, relatively little work has examined longer term consequences of victimization by teachers. The current study was a retrospective exploratory study of 271 undergraduates focused on teacher victimization prevalence in elementary and secondary school on academic outcomes, peer relationships, self-esteem, and general psychosocial distress in college. Students who reported experiencing teacher victimization were asked to provide a brief narrative description of a typical event to enhance validity. Overall, 43% of students reported experiencing at least one incidence of bullying by a teacher, and 82% of the narratives describing those experiences were coded as meeting criteria for teacher victimization. Teacher victimization correlated with negative academic effects, poorer adjustment to college, psychosocial distress, low self-esteem, peer victimization and amotivation. When individuals report being victimized by teachers but have little experience being victimized by peers, this appears to have a negative effect on their overall motivation in college.</p>","PeriodicalId":44763,"journal":{"name":"Journal of Child & Adolescent Trauma","volume":"18 3","pages":"529-539"},"PeriodicalIF":2.0000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12433409/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Child & Adolescent Trauma","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40653-025-00705-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/9/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"FAMILY STUDIES","Score":null,"Total":0}
引用次数: 0
Abstract
Teacher victimization has been found to have a negative impact on students' academic engagement, motivation and increased behavioral issues. However, relatively little work has examined longer term consequences of victimization by teachers. The current study was a retrospective exploratory study of 271 undergraduates focused on teacher victimization prevalence in elementary and secondary school on academic outcomes, peer relationships, self-esteem, and general psychosocial distress in college. Students who reported experiencing teacher victimization were asked to provide a brief narrative description of a typical event to enhance validity. Overall, 43% of students reported experiencing at least one incidence of bullying by a teacher, and 82% of the narratives describing those experiences were coded as meeting criteria for teacher victimization. Teacher victimization correlated with negative academic effects, poorer adjustment to college, psychosocial distress, low self-esteem, peer victimization and amotivation. When individuals report being victimized by teachers but have little experience being victimized by peers, this appears to have a negative effect on their overall motivation in college.
期刊介绍:
Underpinned by a biopsychosocial approach, the Journal of Child & Adolescent Trauma presents original research and prevention and treatment strategies for understanding and dealing with symptoms and disorders related to the psychological effects of trauma experienced by children and adolescents during childhood and where the impact of these experiences continues into adulthood. The journal also examines intervention models directed toward the individual, family, and community, new theoretical models and approaches, and public policy proposals and innovations. In addition, the journal promotes rigorous investigation and debate on the human capacity for agency, resilience and longer-term healing in the face of child and adolescent trauma. With a multidisciplinary approach that draws input from the psychological, medical, social work, sociological, public health, legal and education fields, the journal features research, intervention approaches and evidence-based programs, theoretical articles, specific review articles, brief reports and case studies, and commentaries on current and/or controversial topics. The journal also encourages submissions from less heard voices, for example in terms of geography, minority status or service user perspectives.
Among the topics examined in the Journal of Child & Adolescent Trauma:
The effects of childhood maltreatment
Loss, natural disasters, and political conflict
Exposure to or victimization from family or community violence
Racial, ethnic, gender, sexual orientation or class discrimination
Physical injury, diseases, and painful or debilitating medical treatments
The impact of poverty, social deprivation and inequality
Barriers and facilitators on pathways to recovery
The Journal of Child & Adolescent Trauma is an important resource for practitioners, policymakers, researchers, and academics whose work is centered on children exposed to traumatic events and adults exposed to traumatic events as children.