Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity,Effectiveness,and School Climate: A Cross-Sectional Analysis

Abstract

In this cross-sectional study, we examined a matched sample of 924 educators’ perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York’s anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates predicted educator perceptions of (a) less severe bullying and harassment, (b) positive school climate, and (c) less need for improvement in school anti-bullying practices. The relations did not differ before and after the implementation of DASA, suggesting that implementing practices aligned with the legislation was associated with positive outcomes, although the relations may not be due to the mandate itself.

Keywords

legislation bullying harassment school climate

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