Outcomes of teachers’ responses to general and stigma-based bullying

A systematic review

Dados Bibliográficos

ID21752166
AutoresLaura Rodríguez-Pérez (0009-0003-8772-035X, Universidad de Sevilla), Daniel Santos-Carrasco (0000-0003-1066-193X, Universidad de Sevilla), Maria Rosaria Nappa (0000-0003-3292-5844, University of Rome Tor Vergata), Noelia Muñoz‐fernández (0000-0002-1435-8404, Universidad de Sevilla, autor correspondente)
Ano2026
Volume29
Fascículo1
Data de publicação2026-07-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSocial Psychology of Education (JOURNAL)
Identificadores do periódicoISSN: 1573-1928 • E-ISSN: 1381-2890
EditoraSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11218-026-10251-9
OpenAlexW7166865345
IdiomaEN
Referências citadas75

Most research on teachers’ responses to bullying has focused factors leading to intervention. Moreover, research on the outcomes of teachers’ responses to bullying situations is still nascent, particularly when differentiating among response types. This systematic review aims to synthesize the available evidence regarding the outcomes of teachers’ responses to general and stigma-based bullying. A comprehensive search was conducted across six distinct databases, resulting in 18 studies that met the inclusion criteria for this review. The QualSyst tool was used to assess the methodological quality of each study. Non-intervention is associated with an increase in bullying and victimization, greater moral disengagement, and a negative perception of teachers. Passive responses are linked to greater victimization and student emotional distress. Authoritarian punitive responses show mixed outcomes: they may enhance reporting rates but can also increase victimization, particularly in stigmatizing contexts. Individual and cooperative supportive responses improve students’ perceptions of their teachers, promote willingness to seek help, and positively influence students’ perceptions of the responses’ success. The outcomes of multiple strategies are unclear due to the complexity of the different combinations, though promising results are noted. The results of this systematic review underscore the crucial role of teachers’ responses, which significantly impact student involvement in bullying as well as other related outcome factors. Future research should adopt a longitudinal design to analyze short-, medium-, and long-term outcomes of teachers’ responses, especially concerning stigma-based bullying

Perception · Punitive damages · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Human Factors and Ergonomics · Workplace Violence and Bullying