The Role of Peer Bystanders in School Bullying: Positive Steps toward Promoting Peaceful

Schools
Author(s): Jodie Lodge and Erica Frydenberg
Source: Theory Into Practice, Vol. 44, No. 4, Peace Education (Autumn, 2005), pp. 329-336
Published by: Taylor & Francis, Ltd.
Stable URL: https://www.jstor.org/stable/3496976
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THEORY INTO PRACTICE, 44(4), 329-336

Jodie Lodge
Erica Frydenberg

The Role of Peer Bystanders

in School Bullying: Positive
Steps Toward Promoting
Peaceful Schools

Bullying and harassment are pervasive problems and common elements of successful antibullying
in schools, with interventions to counter bullying
interventions are highlighted. It is clear that peers
now regarded as a matter of high priority by edu- play a central role in school bullying and teaching
cational authorities. This article considers the im-
young people strategies to cope may be a positive
pact of bullying on victim and bully. It also ex-
step toward promoting peaceful schools.
plores the role of peers as bystanders in school
bullying. Australian research is described, exam-
ining peer perceptions and responses, together
HE RIGHT TO BE EDUCATED without suffering
with factors associated with bystander behavior from victimization has resonated with the
The authors'research suggests that teaching peers
wider public, especially after the tragic school
to cope may go some way to combating bullying in
shootings at Columbine High School in Littleton,
school by effecting change at the peer group level.
Colorado, in 1999, and Santana High School in
Features ofa universal coping program are given
Santee, California, in early 2001. Research on the
37 school shootings that took place in North
America between 1974 and 2000, including Col-
Jodie Lodge is a Doctor in Educational Psychology and
umbine, found that 71% of the attackers felt perse-
Research Associate at The University of Melbourne.
cuted, bullied, threatened, attacked, or injured by
Erica Frydenberg is an Associate Professor in the De-
others prior to the incident. A number of the young
partment of Learning and Educational Development at
the University of Melbourne.
attackers were frequently bullied and harassed by
their peers, with one young attacker being de-
Correspondence should be addressed to Jodie
scribed as "the kid everyone teased" (Secret Ser-
Lodge, Department of Learning and Educational Devel-
opment, Level 3, 234 Queensberry Street, Universityvice
of & the U.S. Department of Education, 2002).
Melbourne, Carlton, Victoria, 3010, Australia. E-mail:
Bullying and harassment are pervasive prob-
lodge@unimelb.edu.au lems in schools. Researchers estimate that 1.6 mil-

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Peace Education

lion school-aged young people in the United as their school attendance (Rigby, 1998). Findings
States are bullied at least once a week (Olweusconfirm
& that victimization is clearly connected to
Limber, 1999). In Australia, it is estimated that
low self-esteem, proneness to depression, malad-
justment, low levels of well-being, and suicidal
one in six young people experience victimization
ideation (Besag, 1989; Craig, 1998; Rigby, 1998).
at school (Rigby, 1997). Reports of being bullied
are among the main reasons for young AustraliansYoung people who are bullied tend to be with-
to call the national Kids Help Line (2002). drawn and anxious, and are typically character-
In Australia, as elsewhere, school bullying is
ized by tenseness, fears, and worries (Neary & Jo-
seph, 1994). Those who are frequently harassed
now widely regarded as a distinct form of aggres-
experience higher levels of distress and tend to
sive behavior and not simply the outcome of indi-
feel more ashamed than their same age peers.
vidual differences (Rigby, 1997). In recent years,
the social context in which bullying occurs has They
be- are also more inclined to retaliate when an-
gered or provoked (Lodge, 2004).
come increasingly salient in the literature, particu-
larly the role of peers in reinforcing bullying epi- Perpetrators of bullying are at high risk of mal-
sodes. In this article we examine the likelihood of
adjustment. Bullying other students is recognized
peer responses to bullying. We discuss factors as
re-a risk factor for antisocial and criminal behavior
(National Crime Prevention, 1999). Bullies are
lated to supporting victims of bullying and ways
less likely to complete school, more likely to use
of teaching peers to cope so that they can contrib-
ute to a safe and peaceful learning environment.
drugs and alcohol, and more likely to engage in
delinquent behaviors (Gottfredson, Gottfredson,
& Hybl, 1993). There is evidence from longitudi-
The Nature of School Bullying nal studies that aggressive and dominating behav-
iors are likely to continue over time (Pepler & Ru-
Bullying in schools is frequently definedbin,
in 1991; Tremblay, McCord, & Boileau, 1992).
terms of power, intent to harm, and frequency
Findings from a Swedish study revealed that 60%
(Rigby, 1996). For those who bully there is power,
of boys who were identified as bullies at age 13 to
either physical or through peer group status. For
16 had at least one criminal conviction by the age
the bullied young person, the acts are deliberate,
of 24 (Olweus, 1994). In Australia, boys who bul-
causing physical, psychological, and emotional lied others were more inclined to endorse domes-
harm. Bullying is not random, and victims live tic violence (Rigby, Whish, & Black, 1994). This
with the fear of further attacks. Bullyingevidence in has been recognized in Australia, with
schools is not limited to physical assaults, but also
early intervention for domestic violence focusing
includes verbal abuse, harassment, threats, and primarily
in- on the prevention of school violence
(Commonwealth of Australia, 2003).
timidation-with verbal bullying the most com-
mon form of aggression experienced by school-
aged young people (Patton et al., 1998). Reported
Peer Involvement in Bullying
victimization is typically directed at the young
person due to ethnicity, resistance to conform toPeers witness bullying episodes at school. Ca-
pressure from peers, physical differences, high
nadian studies report that peers (bystanders) are
achievement, being new to the school, sexual ori-
present in as many as 85% of school bullying epi-
entation, and socioeconomic background (Kids
sodes (Craig, Pepler, & Atlas, 2000). Through
Help Line, 2002). their behavior in these situations, peers can affect
the outcome of the episodes. Peer bystanders can
encourage and prolong the bullying by providing
The Impact
attention or actually joining in with the harass-
There are harmful effects on victims and perpe- ment (Craig & Pepler, 1995). In a study of play-
trators of bullying. Victimization impacts signifi- ground bullying, peers were found to spend 54%
cantly on young peoples' ability to learn, as well of their time reinforcing bullies by passively

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Lodge and Frydenberg The Role of Peer Bystanders in School Bullying

Perceptions and Responses

watching, 21% of their time actively modeling
ofon
bullies, and 25% of their time intervening Australian
be- Bystanders
half of victims (O'Connell, Pepler, & Craig,
Our research has examined peer perceptions
1999). There are a variety of bystanding roles-
and responses to school bullying using hypotheti-
behaviors that can be adopted by young people.
cal vignettes depicting verbal harassment of a stu-
Finnish research has identified these various par-
dent. We were interested in how students thought
ticipatory roles as supporting (cheering), joining
they would respond as bystanders and how their
in, passively watching, and occasionally interven-
relationship to the bully and victim influenced
ing (Salmivalli, Lagerspetz, Bjorkqvist, Oster-
their likelihood to respond. We were also inter-
man, & Kaukiainen, 1996). Seen from this point
ested in information on friendship quality, so-
of view, encouraging antibullying behaviors in
cial-emotional adjustment, and coping. Three
peers could hold the greatest potential for inter-
hypothetical verbal bullying vignettes, which in-
vention. However, a greater understanding of peer
cluded a weight insult, a clothing insult, and a peer
processes in bullying, together with an under-
rejection insult, were used to obtain data.
standing of how bystanders cope, is needed.
Self-report information was obtained using The
Friendship Scale (Rubenstein & Rubin, 1987),
The Concept of Coping The Weinberger Adjustment Inventory-Short
Form (Weinberger, Feldman, Ford, & Chastain,
Coping is the behavioral and cognitive efforts
that individuals use to meet the demands of their
1987), and The Children's Coping Scale-Short
Form (CCS-SF adapted from the Adolescent
everyday situations. It includes the thoughts, feel-
Coping Scale-Short Form, Frydenberg & Lewis,
ings, and actions they use in response to the envi-
1993). Three hundred and seventy-nine students
ronment. Though there are theoretically an infinite
(185 girls and 194 boys), aged 10-13 years, from
number of ways an individual can cope, the possi-
nine schools in metropolitan Melbourne, Austra-
ble responses have been empirically grouped to
lia, participated in the study. Fifty students also
capture the construct. We know, for instance, that
provided qualitative data about their own experi-
there are productive ways of coping, such as fo-
ences of witnessing bullying. All parents gave in-
cusing on solving the problem, working hard to
formed consent, while students gave assent prior
achieve, and focusing on the positive side of
to their participation in the study.
things. In contrast, there are nonproductive ways
of coping, such as keeping things to oneself, blam-
ing oneself, ignoring the problem, and worrying.
Peer Participation in Verbal
There is a great deal that we know about cop-
Bullying at School
ing. We know that students who use productive
coping strategies have a greater sense of well- Given that the responses to all three verbal bully-
being and those who use nonproductive strategies ing scenarios were quite similar, students' esti-
are likely to feel less comfortable about them- mates (on a 4-point scale) on the likelihood of par-
selves and their circumstances (Frydenberg &ticipating were summed to provide a general indica-
Lewis, 2002). For example, in most circumstances tor of the probability of such a response. Analyses
students who use self-blame are likely to have a from this study (see Lodge & Frydenberg, 2004) re-
lesser sense of well-being. Productive coping is vealed that the combined likelihood of participat-
also associated with academic achievement. Stu- ing was significantly related to gender. Though
dents who use productive strategies are likely tomost students indicated that they would either not
achieve better than would be expected on the basis
get involved (passively watch) or would support the
of ability alone (Frydenberg & Lewis, 1999). We target of the bullying, girls were significantly more
also know that strategies that utilize the support of
likely to provide support for the victim, boys to sup-
others, such as social support, can be most helpful
port the bully. There was also a tendency for more
in some circumstances. girls than boys to report that they would not get in-

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Peace Education

reinforce bullying by passively watching and not

volved. Although relatively few students indicated
helping the victim (O'Connell et al., 1999). Pas
that they would join in with the bully, boys more
commonly endorsed this response. sive observations by the majority inadvertently re-
inforce bullying and send a positive message to th
bullies.
Factors Associated With
Coping actions were also related to bystander
Peer Participation behavior. More notably, it would appear that those
who use a productive style of coping are in a better
Our investigation revealed that there was a rela-
tionship between the likelihood of peers partici- position to provide support to victims of bullying
by actively defending. However, it was also clear
pating in verbal bullying and several characteris-
from the findings that witnessing verbal aggression
tics associated with young people's friendships,
adjustment, and coping. These characteristicsevokes
are strong emotional responses from bystanders.
summarized in Table 1. For example, characteris-
tics related to providing support for the victim in-
cluded friendship, use of a productive style of cop- How Do Peers Feel About Bullying?
ing, self-esteem, altruistic actions and feelings, the
On the whole, bystanders expressed disgust
ability to avoid retaliation when angered, and high
emotional support from friends. and anger toward verbal harassment of peers.
Girls were more likely to feel sad, upset, angry,
Overall, the interpersonal relationship between
the victim-perpetrator and the bystander wasand
andisgusted; boys were more likely to feel indif-
important factor in participants' behavioral judg-
ferent to witnessing verbal bullying. As bystand-
ments when witnessing verbal bullying in school.
ers, many young people reported conflicting feel-
ings, including guilt, anger, confusion, lack of
Of note, the profiles of passive bystanders suggest
that they do not feel affiliated with either the knowledge
vic- regarding what to do, and fear of be-
coming the next victim. In contrast, there were
tim or bully and experience less emotional distress
and apprehension (fear, guilt, helplessness) when
positive responses that indicated that young peo-
witness to peer attacks. This has important impli-
ple felt good about having intervened. To illustrate
cations for intervention work, as observational re-
the themes expressed, selections of responses are
described in Table 2.
search confirms that young people who do nothing

Table 1

Characteristics Related to the Likelihood of Peer Participation in Verbal Bullying

Factors Related to Factors Related to Factors Related to Factors Related to

Supporting the Bully Joining in With the Providing Support for Passively Watching
(i.e., Laugh & Cheer) Bullying the Victim (Defending) (Not Get Involved)

Is a friend of the bully Has low self-esteem Is a friend of the victim Is a neutra
Has low self-esteem Is low in emotional Uses a productive style Is high in self-
support from friends of coping
Is low in emotional Has self-esteem
support from friends

Is high in friendship stress/ Expresses fewer altruis

social dissatisfaction actions and feelings actions and feelings
Is low in self-restraint Is low in self-restraint Is high in emotional
support from friends
Use fewer productive
coping strategies

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Lodge and Frydenberg The Role of Peer Bystanders in School Bullying

Table 2

Themes Expressed by Bystanders

Theme Student Comments

Unsuccessful intervening They w

and telling them to stop,
We asked him not to tease
Retaliation We stuck up for him [the friend] and got into a quick fight-we taught him
[the bully] a lesson.
I'll sort it out or I will get back at the person who did it to my friend.
Reluctance to become involved I didn't say anything because I thought that the teaser would start picking on
me.

They pick on other people and when I tell them to stop, they turn
No one else stuck up for her. If someone else had stuck up for her
have stuck up for her as well.
I think it is very nasty, but I'm too afraid to stand up for the boy b
they might say I like him. I don't know what to do.
Emotional impact I felt guilty when I saw how upset the girl looked.
I feel bad because I didn't help him or call a teacher.
I sometimes feel mad or angry.
I feel good about myself. I stand up for my friends in trouble. I'll sort it out.
My friends are part of me.

Our data illustrates the indeterminate nature of tion (I will get back at the person who did it).
peer participation in bullying. Though young peo- Taken together, it would appear that teaching
ple expressed disgust and anger toward the harass- young people strategies to use when they witness
ment of peers and indicated support for the victim, bullying would be a positive step in promoting
peaceful interventions that effect change at the
they were also likely to not do anything (i.e., pas-
sively watch). There may be a variety of reasons peer group level.
why peers do not become involved. For example,
participants in the study reflected concern over be-
coming the next victim--I didn't say anything be- Teaching Bystanders to Cope
cause I thought that the teaser would start picking
on me. This would seem to be a very real risk for We know that coping strategies can be taught
bystanders, as the use of hostile strategies could (Frydenberg, 2004). Teaching bystanders to cope
potentially elicit a counter attack. Lack of confi- may be one way of promoting peer support against
dence to intervene without the support of others bullying, given that young people who employ a
was also noted--No one else stuck up for her If productive style of coping at school are less in-
someone else had stuck up for her I would have clined to support the bully and are likely to be
stuck up for her as well. This corresponds with our more available for the bullied student. Peer sup-
questionnaire data, which identified emotional port and mediation approaches to bullying are be-
support from friends as a factor related to the like- ing taken up by an increasing number of schools,
lihood that peers would support the victim. Peers with evidence that the existence of peer support
may also lack strategies to intervene effectively. systems can encourage the seeking-help strategy
Examples include unsuccessful attempts to inter- (Naylor, Cowie, & del Rey, 2001).
vene (I tried talking to them and telling them to One way of facilitating adaptive ways of cop-
stop, but they wouldn't) and incidences of retalia- ing is through universal school programs that tar-

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Peace Education

vention studies vary considerably. Olweus (1994)

get skill development for all young people. A pro-
gram that has been evaluated in a numberreported
of up to 50% reductions in bullying in Nor-
wegian schools using a nationwide campaign.
school settings in and outside Australia is The Best
of Coping (Frydenberg & Brandon, 2002). De- However, more modest results were achieved
when
veloped for adolescents, the program provides a replicated in the United States, Germany,
and Belgium (Smith, Ananiadou, & Cowie, 2003).
framework and language that allows young people
to reflect on their current coping practices and
Other intervention projects report effect sizes that
range from 15% (Smith & Sharp, 1994) to 30% re-
make changes. Topics addressed include optimis-
ductions (Pepler, Craig, Ziegler, & Charach,
tic thinking, effective communication skills, effec-
1994). Some report increases in bullying, possibly
tive problem solving, decision making, goal set-
due to an increased awareness of bullying behav-
ting, and time management. There is also a session
ior (Soutter & McKenzie, 2000). Various factors
dedicated to looking at strategies that are not help-
ful and ways of finding alternative strategies. may account for differences in the success of
antibullying interventions. A meta-evaluation
Introducing programs into the school setting
commissioned by the Australian Commonwealth
allows students to explore and develop an under-
Attorney-General's Department (Rigby, 2002)
standing of their own and alternative coping be-
haviors in a safe and supportive environment.highlights some of the common elements in suc-
cessful interventions, which may be used to in-
Evaluations of the Best of Coping program reveal
form good practice.
that there are benefits in teaching adolescents cog-
nitive-based coping skills (Frydenberg et al.,
1. Interventions were more successful when im-
2004). Relevant to this article, evaluation studies
reveal that self-efficacy increases in students who plemented in the early years of schooling
participate in the universal coping program than in secondary school.
2. Intervention was better than no
(Bugalski & Frydenberg, 2000; Cotta, Fryden- intervention

berg, & Poole, 2001). Students with higher levels (i.e., greater increases in bullying were noted
of self-efficacy would be expected to use a more in control groups who did not receive
productive style of coping and be more inclined to antibullying initiatives).
support the victim of bullying rather than the 3. Level of school commitment and staff in-

bully. An evaluation study with Australian adoles- volvement influenced the success of
cent girls found evidence for an increased usage of interventions.
productive coping strategies postprogram, using
hypothetical bullying scenarios (Tollit, 2002). In a
similar vein, an evaluation study conducted in Conclusion
Northern Italy found that increases in problem
solving skills postprogram were particularly use-Clearly, more attention is needed to understand
ful for managing conflicts (Ferrari, Nota, Soresi,
peer group processes involved in school bullying.
& Frydenberg, 2003). Our research illustrates the indeterminate nature
of peer participation in verbal bullying. Though
peers expressed feelings of disgust and anger at
Antibullying Interventions
witnessing verbal harassment of others and also
Interventions to counter bullying in schools endorsed
are support for the victim, they were also in-
now regarded as a matter of high priority by edu-
clined to not get involved by passively watching.
cational authorities. Intervention studies have
There are likely to be several reasons for students
been carried out around the world: United States,
not to become involved, including a fear of be-
Norway, Great Britain, Germany, Belgium, Spain,
coming the next victim, a lack of confidence to in-
Finland, Ireland, Austria, Switzerland, and Aus-
tervene, and not having effective strategies. Our
tralia. The success rates of these large-scale inter-
data confirm that peers who used a productive

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Lodge and Frydenberg The Role of Peer Bystanders in School Bullying

ementary
style of coping at school were more inclined toschool children. Personality and
Individual the
support the victim and less inclined to support Differences, 24, 123-130.
Craig, W.,
bully. It is suggested that teaching peers to & Pepler, D. (1995). Peer processes in bully-
cope
ing and victimization: An observational study.
may go some way in combating bullying in school
Exceptionality Education Canada, 5, 81-95.
by effecting change at the peer group level.
Craig, W. M., Pepler, D., & Atlas, R. (2000). Observa-
It is noted, however, that interventions target-
tions of bullying in the playground and in the class-
ing peer processes need to be promoted in the con-
room. School Psychology International, 21, 22-36.
text of a whole-school, antibullying initiative.Ferrari, L., Ac-
Nota, L., Soresi, S., & Frydenberg, E.
tions need to occur at all levels of the school
(2003). The best of coping: A training to improve
community (including students, staff, and parents)coping strategies. Unpublished manuscript, Univer-
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sity of Padua, Italy.
vides young people with the confidence that all
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