Should I go to my teacher for help? Predictors of seeking the teacher’s assistance when victimized by peers

Abstract

Children are commonly advised to tell a teacher when peer-victimized, but many are reluctant to do so. This study examines possible predictors of assistance-seeking in the fall and changes in assistance-seeking over the school year. Data were collected from 421 fourth and fifth graders (197 boys; M_age = 9.29, SD = 0.65; 87.4% White). Self-reports of overt and relational peer victimization, child-reports of the teacher’s handling of peer victimization, and teacher-reports of teacher–child relationship quality were collected in the fall. Self-reports of assistance-seeking were collected in the fall and spring. Latent change scores were estimated to quantify and predict within-person changes in assistance-seeking. A significant within-person decrease in assistance-seeking was found that was stronger for boys and at lower levels of peer victimization. Children were more likely to seek assistance if they perceived the teacher as providing active or passive support. Few associations with relationship quality were found. These findings contribute to efforts to identify factors that foster or dissuade assistance-seeking among peer-victimized children.

Keywords

Peer victimization teacher assistance teacher–child relationships late childhood perceived teacher responses

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