Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis

The aims of this study were to identify and compare profiles of students’ individual perceptions of teachers’ responses to LGBTQ+and general bullying, and to explore their association with students’ bullying roles and students’ sexual orientation, gender identity and expression (SOGIE). The original...

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Autores: Muñoz Fernández, Noelia, Nappa, Maria Rosaria, Elipe Muñoz, Paz, Rey Alamillo, Rosario del
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2026
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/182675
Acceso en línea:https://hdl.handle.net/11441/182675
https://doi.org/10.1007/s11218-026-10172-7
Access Level:acceso abierto
Palabra clave:Students’ perceptions
Teachers’ responses
LGBTQ+bullying
General bullying
Sexual orientation
Sexual orientation, gender identity and expression
Latent profile analysis
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spelling Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysisMuñoz Fernández, Noelia Nappa, Maria RosariaElipe Muñoz, PazRey Alamillo, Rosario delStudents’ perceptionsTeachers’ responsesLGBTQ+bullyingGeneral bullyingSexual orientationSexual orientation, gender identity and expressionLatent profile analysisThe aims of this study were to identify and compare profiles of students’ individual perceptions of teachers’ responses to LGBTQ+and general bullying, and to explore their association with students’ bullying roles and students’ sexual orientation, gender identity and expression (SOGIE). The original sample consisted of 2482 students aged 12–18 from public secondary and vocational schools in Andalusia (Spain). For the present study, analyses were conducted with a subsample of 1,035 students who reported witnessing bullying and completed items about teachers’ responses. Four profiles of perceived teachers’ responses to LGBTQ+bullying were identified: active and supportive (58.5%), moderately contradictory (11%), highly contradictory (4.2%), and disengaged responses (26.3%). For general bullying, four profiles were also identified: active and supportive (59.6%), intermittent supportive (15.5%), highly contradictory (5.9%), and disengaged responses (19%). Disengaged responses were more prevalent in LGBTQ+bullying than in general bullying. While response profiles were unrelated to students’ SOGIE, they were linked to their bullying roles. In LGBTQ+bullying, students who perceived contradictory and disengaged responses were more likely to be bullies or bully-victims. For general bullying, students who perceived teachers as intermittently supportive, contradictory, or disengaged also had higher odds of being bully-victims. Theoretical and practical implications are discussed. Springer NaturePsicología Evolutiva y de la EducaciónSEJ580: Interpersonal Aggression and Socio-Emotional Development2026info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/182675https://doi.org/10.1007/s11218-026-10172-7reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésSocial Psychology of Education, 29 (1), 2.https://doi.org/10.1007/s11218-026-10172-7info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1826752026-06-17T12:51:07Z
dc.title.none.fl_str_mv Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
title Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
spellingShingle Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
Muñoz Fernández, Noelia
Students’ perceptions
Teachers’ responses
LGBTQ+bullying
General bullying
Sexual orientation
Sexual orientation, gender identity and expression
Latent profile analysis
title_short Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
title_full Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
title_fullStr Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
title_full_unstemmed Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
title_sort Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
dc.creator.none.fl_str_mv Muñoz Fernández, Noelia
Nappa, Maria Rosaria
Elipe Muñoz, Paz
Rey Alamillo, Rosario del
author Muñoz Fernández, Noelia
author_facet Muñoz Fernández, Noelia
Nappa, Maria Rosaria
Elipe Muñoz, Paz
Rey Alamillo, Rosario del
author_role author
author2 Nappa, Maria Rosaria
Elipe Muñoz, Paz
Rey Alamillo, Rosario del
author2_role author
author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
SEJ580: Interpersonal Aggression and Socio-Emotional Development
dc.subject.none.fl_str_mv Students’ perceptions
Teachers’ responses
LGBTQ+bullying
General bullying
Sexual orientation
Sexual orientation, gender identity and expression
Latent profile analysis
topic Students’ perceptions
Teachers’ responses
LGBTQ+bullying
General bullying
Sexual orientation
Sexual orientation, gender identity and expression
Latent profile analysis
description The aims of this study were to identify and compare profiles of students’ individual perceptions of teachers’ responses to LGBTQ+and general bullying, and to explore their association with students’ bullying roles and students’ sexual orientation, gender identity and expression (SOGIE). The original sample consisted of 2482 students aged 12–18 from public secondary and vocational schools in Andalusia (Spain). For the present study, analyses were conducted with a subsample of 1,035 students who reported witnessing bullying and completed items about teachers’ responses. Four profiles of perceived teachers’ responses to LGBTQ+bullying were identified: active and supportive (58.5%), moderately contradictory (11%), highly contradictory (4.2%), and disengaged responses (26.3%). For general bullying, four profiles were also identified: active and supportive (59.6%), intermittent supportive (15.5%), highly contradictory (5.9%), and disengaged responses (19%). Disengaged responses were more prevalent in LGBTQ+bullying than in general bullying. While response profiles were unrelated to students’ SOGIE, they were linked to their bullying roles. In LGBTQ+bullying, students who perceived contradictory and disengaged responses were more likely to be bullies or bully-victims. For general bullying, students who perceived teachers as intermittently supportive, contradictory, or disengaged also had higher odds of being bully-victims. Theoretical and practical implications are discussed.
publishDate 2026
dc.date.none.fl_str_mv 2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/182675
https://doi.org/10.1007/s11218-026-10172-7
url https://hdl.handle.net/11441/182675
https://doi.org/10.1007/s11218-026-10172-7
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Social Psychology of Education, 29 (1), 2.
https://doi.org/10.1007/s11218-026-10172-7
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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