Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Research on bystanders' responses to bullying shows the valuable contribution that prosocial or defender behaviors can have in reducing bullying in schools. In this article, we propose that a developmental intergroup approach (i.e., a developing understanding of social identities and related in...

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Bibliographic Details
Published in:Child development perspectives 2018-03, Vol.12 (1), p.39-44
Main Authors: Palmer, Sally B., Abbott, Nicola
Format: Article
Language:English
Subjects:
Adolescents
Bias
Bullying
Bystanders
bystanders and bullying
Childhood
childhood and adolescence
Children
Group identity
Group norms
intergroup processes
Membership
Peers
Prosocial behavior
School based intervention
Schools
Social exclusion
Social identity
Social response
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Summary:Research on bystanders' responses to bullying shows the valuable contribution that prosocial or defender behaviors can have in reducing bullying in schools. In this article, we propose that a developmental intergroup approach (i.e., a developing understanding of social identities and related intergroup processes) is required to understand fully when and why children and adolescents help bullied peers in diverse contexts. First, we review theory and evidence on intergroup social exclusion to demonstrate the strength of a developmental intergroup approach when understanding responses to complex social scenarios in childhood and adolescence. Then, we review recent evidence that demonstrates the importance of examining group membership, group identity, and group norms to understand children's and adolescents' responses as bystanders in the context of bias‐based bullying. Finally, we consider implications for school‐based interventions and next steps for research.
ISSN:1750-8592
1750-8606
DOI:10.1111/cdep.12253