School Climate, Safety & Bullying
What We Do
Our team has been involved in many efforts to better understand the risk and protective factors associated with bullying and school climate. This work including surveillance efforts, observations, and large-scale surveys of student, staff, and parent perspectives. These data are often used to guide decision-making and related preventive-interventions to improve school climate and bullying related outcomes.
Related Projects: MDS3, Project Target, PBISplus, Bullying Classroom Check-up (BCCU)
Bullying continues to be a significant public health concern, which has far-reaching impacts on mental health, educational outcomes, and behavior. A related factor is school climate, which includes three core elements: safety, engagement, and the environment. Our team has been involved in many efforts to assess bullying and school climate, including surveillance efforts, observational tools, and surveys. These data can be used to support data-informed decision-making and related preventive-interventions to improve bullying and school climate related outcomes. Our team has published over 25 papers and chapters on the topic of bullying which has addressed policies, practices, and risk and protective factors for bullying, as well as causes and correlates of bullying.
- Bradshaw, C.P., Cohen, J., Espelage, D.L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1926321
- Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36 (3), 361-382.
- Bottiani, J.H., Lindstrom Johnson, S., McDaniel, H., & Bradshaw, C. P. (2020). Triangulating school climate: Areas of convergence and divergence across multiple levels and perspectives. American Journal of Community Psychology, 3-4, 423-436. DOI: 10.1002/ajcp.12410
- Lindstrom Johnson, S., †Reichenberg, R., †Shukla, K., Waasdorp, T., & Bradshaw, C.P. (2019).Improving the measurement of school climate using item response theory. Educational Measurement: Issues and Practice, 38(4), 99-107. Doi: 10.1111/emip.12296
- Lindstrom Johnson, S., Waasdorp, T. E., Gaias, L., & Bradshaw, C. P. (2019). Parental responses tobullying: Understanding the role of school policies and practices. Journal of Educational Psychology, 111(3), 475-487. http://dx.doi.org/10.1037/edu0000295
- Morin, H., Bradshaw, C.P., & Kush, J. (2018). Adjustment outcomes of victims of cyberbullying: The role of personal and contextual factors. Journal of School Psychology, 70, 74–88. 10.1016/j.jsp.2018.07.002
- Pas, E. T., Waasdorp, T., & Bradshaw, C.P. (2019). Coaching teachers to detect, prevent, and respond to bullying using mixed-reality simulation: An efficacy study in middle schools. International Journal of Bullying Prevention, 1, 58-69. 10.1007/s42380-018-0003-0
- Waasdorp, T.E., Lindstrom Johnson, S., Shukla, K., & Bradshaw, C.P. (2020). Measuring school climate: Invariance across middle and high school students. Children & Schools, 42(1), 53-62 https://doi.org/10.1093/cs/cdz026
- Waasdorp, T. E., Mehari, K., Milam, A. J., & Bradshaw, C.P. (2019). Health-related risks for involvement in bullying among middle and high schoolers. Journal of Child & Family Studies, 28, 2606-2617. 10.1007/s10826-018-1260-8
- Waasdorp, T. E., Pas, E., Zablotsky, B., & Bradshaw, C. P. (2017). Ten-year trends in bullying and related attitudes among 4th-12th graders. Pediatrics, 139(6):e20162615. DOI:10.1542/peds.2016-2615