Psikhologicheskie Issledovaniya • ISSN 2075-7999
peer-reviewed • open access journal


2021 Vol. 14 Issue 76

Bochaver A.A., Gorlova N.V., Khlomov K.D. Bullying within educational environment: survey of school staff

Full text in Russian: Бочавер А.А., Горлова Н.В., Хломов К.Д. Проблема буллинга в контексте образовательной среды: опрос сотрудников школ

National Research University Higher School of Economics, Moscow, Russia
Institute of Psychology of Developmental Practices, Krasnoyarsk, Russia
Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia

About author
Suggested citation

Teachers' and school administration's behavior is known to affect the dynamics of school bullying. Generally, this influence is formalized through school climate, which largely determines frequency and dynamics of potentially dangerous situations including bullying and cyberbullying. In Russia the school climate is poorly studied at the level of educational system. This article is aimed to survey the educational organizations' workers from different regions of Russia. In particular, we focused on the frequency of school bullying episodes, features of psychological climate and the contribution made to psychological climate by staff and administration. The online survey included 214 respondents. Three ways of the school climate description were identified: positive, tense and disconnected. The most common strategies towards bullying situations were specified (i.e. bullying prevention and termination of bullying situations). Several responses were indicative of neglect or aggravation in situations of bullying by school administration. Formal or undifferentiated description of the respondents' behavior was also present. Data analysis showed significantly lower frequency of bullying in schools with positive climate compared to those with the tense climate. Also, the frequency of bullying was significantly higher in schools where, according to the respondents, the administration ignored bullying incidents, demonstrated destructive behavior and avoided preventive activities. No relationship was found between the estimated frequency of bullying, school climate and the respondents' actions. This pilot study identified the problematics of bullying and teachers' reaction to it in Russian schools and stressed the need for further research.

Key words: bullying, school climate, educational environment, school administration, teachers

Full text in Russian >>



The study was supported by the Russian Foundation for Basic Research, project 19-013-00941 «School Bullying: Predictors and Consequences».

Cyrillic letters are transliterated according to BSI standards. The titles are given in author’s translation.

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Received 06 October 2020. Date of publication: 30 April 2019.

About author

Bochaver Alexandra A. PhD, Researcher at the Center for Modern Childhood Studies, Institute of Education, Higher School of Economics, ul. Myasniskaya, 20, 101000 Moscow, Russia.
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Gorlova Natalya V. Researcher at Institute of Psychology of Developmental Practices, ul. Korneeva, 50, 660001 Krasnoyarsk, Russia.
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Khlomov Kirill D. PhD, Senior Researcher, Laboratory for Cognitive Research, Department of Psychology, Institute for Social Sciences, Russian Presidential Academy of National Economy and Public Administration, pr. Vernadskogo 82/2, 119571 Moscow, Russia.
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Suggested citation

Bochaver A.A., Gorlova N.V., Khlomov K.D. The problem of bullying in the context of educational environment: questioning of members of school staff. Psikhologicheskie Issledovaniya, 2021, Vol. 14, No. 76, p. 3.

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