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Outcomes of teachers’ responses to general and stigma-based bullying: a systematic review
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DOI：10.1007/s11218-026-10251-9.png)
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Abstract
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Most research on teachers’ responses to bullying has focused factors leading to intervention. Moreover, research on the outcomes of teachers’ responses to bullying situations is still nascent, particularly when differentiating among response types. This systematic review aims to synthesize the available evidence regarding the outcomes of teachers’ responses to general and stigma-based bullying. A comprehensive search was conducted across six distinct databases, resulting in 18 studies that met the inclusion criteria for this review. The QualSyst tool was used to assess the methodological quality of each study. Non-intervention is associated with an increase in bullying and victimization, greater moral disengagement, and a negative perception of teachers. Passive responses are linked to greater victimization and student emotional distress. Authoritarian punitive responses show mixed outcomes: they may enhance reporting rates but can also increase victimization, particularly in stigmatizing contexts. Individual and cooperative supportive responses improve students’ perceptions of their teachers, promote willingness to seek help, and positively influence students’ perceptions of the responses’ success. The outcomes of multiple strategies are unclear due to the complexity of the different combinations, though promising results are noted. The results of this systematic review underscore the crucial role of teachers’ responses, which significantly impact student involvement in bullying as well as other related outcome factors. Future research should adopt a longitudinal design to analyze short-, medium-, and long-term outcomes of teachers’ responses, especially concerning stigma-based bullying.
Keywords:
Bullying
Stigma-based bullying
Teachers’ responses
Outcomes
Systematic review
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