TEACHERS WHO BULLY STUDENTS:
PATTERNS AND POLICY IMPLICATIONS [9520]
Alan McEvoy, Wittenberg University, Ohio
Alan McEvoy, Wittenberg University, Ohio
This study examines non-sexual abuses of power over students by teachers – bullying – that have serious
academic and social consequences. Focus group discussions with school staff, and interviews with 236
respondents about their experiences with high school teachers whom they perceive as bullies reveal the
pervasiveness of the problem. The data also suggest that school policies and responses to reports of abusive
behavior by teachers generally are ineffective or do not exist. Few schools have any avenue to redress
legitimate grievances. Suggestions for effective school response, including policy implications and possible
legal ramifications, are offered.
Recently, the phenomenon of peer-on-peer bullying by students has garnered considerable attention in both the popular media and in scholarly publications. Journalists, researchers, and educational practitioners have sought to document the nature and extent of bullying in schools, its consequences, and the characteristics of bullies, victims, and bystanders. Efforts also have been directed toward developing school policies on bullying, staff training, and prevention and intervention programming (Davis, 2004; Garbarino and DeLara, 2002; Olweus, Limber, and Mihalic, 1997).
Although progress has been made in gathering baseline data, gaps exist in our knowledge about key aspects of bullying. The focus of this research is on an area of abusive behavior that has received virtually no attention – when teachers bully students. For the purpose of this study, bullying by teachers (or other staff, including coaches, who have supervisory control over students) is defined as a pattern of conduct, rooted in a power differential, that threatens, harms, humiliates, induces fear, or causes students substantial emotional distress, and serves no legitimate academic or ethical purpose. Included are behaviors that any reasonable person would recognize as having a significant risk of harming students.
Recently, the phenomenon of peer-on-peer bullying by students has garnered considerable attention in both the popular media and in scholarly publications. Journalists, researchers, and educational practitioners have sought to document the nature and extent of bullying in schools, its consequences, and the characteristics of bullies, victims, and bystanders. Efforts also have been directed toward developing school policies on bullying, staff training, and prevention and intervention programming (Davis, 2004; Garbarino and DeLara, 2002; Olweus, Limber, and Mihalic, 1997).
Although progress has been made in gathering baseline data, gaps exist in our knowledge about key aspects of bullying. The focus of this research is on an area of abusive behavior that has received virtually no attention – when teachers bully students. For the purpose of this study, bullying by teachers (or other staff, including coaches, who have supervisory control over students) is defined as a pattern of conduct, rooted in a power differential, that threatens, harms, humiliates, induces fear, or causes students substantial emotional distress, and serves no legitimate academic or ethical purpose. Included are behaviors that any reasonable person would recognize as having a significant risk of harming students.
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