An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective

Background: Bullying remains a significant problem in schools, affecting student well-being. Teachers, as primary responders, are crucial in mitigating these effects. However, the impact of different teacher intervention strategies– as perceived by students–and the roles of teacher–student relations...

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Autores: Muñoz Fernández, Noelia, Wachs, Sebastian, Marcenaro, Nuria, 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:11441/173629
Acceso en línea:https://hdl.handle.net/11441/173629
https://doi.org/10.1111/bjep.12778
Access Level:acceso abierto
Palabra clave:Bullying
Intervention success
Teacher
Teacher-student relationship
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spelling An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspectiveMuñoz Fernández, NoeliaWachs, SebastianMarcenaro, NuriaRey Alamillo, Rosario delBullyingIntervention successTeacherTeacher-student relationshipBackground: Bullying remains a significant problem in schools, affecting student well-being. Teachers, as primary responders, are crucial in mitigating these effects. However, the impact of different teacher intervention strategies– as perceived by students–and the roles of teacher–student relationship quality and student involvement in bullying require further investigation. Aims: This study explored how students perceive the effectiveness of teacher interventions in bullying situations and identified factors influencing these perceptions. Sample: Data were gathered from 419 students (53.7% boys) aged 9–16 years (M = 11.66, SD = 1.71) across 66 classes in southern Spain. Methods: Using latent profile analysis, students were categorized into three profiles based on their perceptions of teacher interventions: non-intervention, intermittent intervention, and consistent intervention. Multilevel multinomial regression assessed the associations between these profiles and perceived intervention success, considering student-level factors and classroom-level factors. Results: Nearly 70% of students viewed teacher interventions as effective, while 30% experienced ineffective outcomes, sometimes noting worsened bullying. The non-intervention profile correlated with ongoing or increased bullying, the intermittent profile with partial reduction, and the consistent profile with a higher likelihood of completely halting bullying. A positive teacher–student relationship emerged as protective, whereas bully-victim status heightened the risk of negative intervention outcomes. Conclusions: Consistent, visible teacher interventions are key to curbing bullying. Although most students report positive outcomes, some experience unresolved or worsened incidents when interventions are intermittent or absent. These findings underscore the need for strong teacher–student relationships and tailored strategies for vulnerable groups.WileyPsicología Evolutiva y de la EducaciónMinisterio de Ciencia, Innovación y Universidades (MICIU). EspañaAgencia Estatal de Investigación. EspañaEuropean Union (UE)Universidad de Sevilla2026info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/173629https://doi.org/10.1111/bjep.12778reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésBritish Journal of Educational Psychology, 96 (1), 73-89.Muñoz Fernández, N. (2025). Dataset of Survey on teachers’ responses to general and stigma-based bullying. idUS (Depósito de Investigación de la Universidad de Sevilla). https://hdl.handle.net/11441/173703RYC2021- 034977-IVII PPIT-UShttps://doi.org/10.1111/bjep.12778info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1736292026-06-17T12:51:07Z
dc.title.none.fl_str_mv An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
title An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
spellingShingle An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
Muñoz Fernández, Noelia
Bullying
Intervention success
Teacher
Teacher-student relationship
title_short An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
title_full An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
title_fullStr An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
title_full_unstemmed An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
title_sort An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective
dc.creator.none.fl_str_mv Muñoz Fernández, Noelia
Wachs, Sebastian
Marcenaro, Nuria
Rey Alamillo, Rosario del
author Muñoz Fernández, Noelia
author_facet Muñoz Fernández, Noelia
Wachs, Sebastian
Marcenaro, Nuria
Rey Alamillo, Rosario del
author_role author
author2 Wachs, Sebastian
Marcenaro, Nuria
Rey Alamillo, Rosario del
author2_role author
author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
Ministerio de Ciencia, Innovación y Universidades (MICIU). España
Agencia Estatal de Investigación. España
European Union (UE)
Universidad de Sevilla
dc.subject.none.fl_str_mv Bullying
Intervention success
Teacher
Teacher-student relationship
topic Bullying
Intervention success
Teacher
Teacher-student relationship
description Background: Bullying remains a significant problem in schools, affecting student well-being. Teachers, as primary responders, are crucial in mitigating these effects. However, the impact of different teacher intervention strategies– as perceived by students–and the roles of teacher–student relationship quality and student involvement in bullying require further investigation. Aims: This study explored how students perceive the effectiveness of teacher interventions in bullying situations and identified factors influencing these perceptions. Sample: Data were gathered from 419 students (53.7% boys) aged 9–16 years (M = 11.66, SD = 1.71) across 66 classes in southern Spain. Methods: Using latent profile analysis, students were categorized into three profiles based on their perceptions of teacher interventions: non-intervention, intermittent intervention, and consistent intervention. Multilevel multinomial regression assessed the associations between these profiles and perceived intervention success, considering student-level factors and classroom-level factors. Results: Nearly 70% of students viewed teacher interventions as effective, while 30% experienced ineffective outcomes, sometimes noting worsened bullying. The non-intervention profile correlated with ongoing or increased bullying, the intermittent profile with partial reduction, and the consistent profile with a higher likelihood of completely halting bullying. A positive teacher–student relationship emerged as protective, whereas bully-victim status heightened the risk of negative intervention outcomes. Conclusions: Consistent, visible teacher interventions are key to curbing bullying. Although most students report positive outcomes, some experience unresolved or worsened incidents when interventions are intermittent or absent. These findings underscore the need for strong teacher–student relationships and tailored strategies for vulnerable groups.
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/11441/173629
https://doi.org/10.1111/bjep.12778
url https://hdl.handle.net/11441/173629
https://doi.org/10.1111/bjep.12778
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv British Journal of Educational Psychology, 96 (1), 73-89.
Muñoz Fernández, N. (2025). Dataset of Survey on teachers’ responses to general and stigma-based bullying. idUS (Depósito de Investigación de la Universidad de Sevilla). https://hdl.handle.net/11441/173703
RYC2021- 034977-I
VII PPIT-US
https://doi.org/10.1111/bjep.12778
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 Wiley
publisher.none.fl_str_mv Wiley
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
repository.mail.fl_str_mv
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