Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.

<h4>Background</h4>Bullying is an understudied global social problem. While school-level factors are a recognized influence on bullying victimization, the elements of a 'girl-friendly' school that may reduce the risk of bullying victimization among girls and prevent dropout is...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Irina Bergenfeld, Cari Jo Clark, Zara Khan, Emma C Jackson, Kathryn M Yount
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/dfe2b944e32e453db17db3878bf5d4ff
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:dfe2b944e32e453db17db3878bf5d4ff
record_format	dspace
spelling	oai:doaj.org-article:dfe2b944e32e453db17db3878bf5d4ff2021-12-02T20:05:06ZGender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.1932-620310.1371/journal.pone.0253128https://doaj.org/article/dfe2b944e32e453db17db3878bf5d4ff2021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0253128https://doaj.org/toc/1932-6203<h4>Background</h4>Bullying is an understudied global social problem. While school-level factors are a recognized influence on bullying victimization, the elements of a 'girl-friendly' school that may reduce the risk of bullying victimization among girls and prevent dropout is understudied in lower- and middle-income countries (LMICs). This study used baseline data from the evaluation of the Room-to-Read (RtR) Girls' Education Program (GEP) in Nepal to assess the relationship of a conceptually grounded gender-equitable school (GES) index with girls' risk of direct and relational bullying victimization, adjusted for potential confounders at the individual and school levels.<h4>Methods</h4>The school sample included all 24 RtR GEP schools and 25 community schools attended by girls in a comparison cohort, representing 729 grade six girls with complete outcome data. We employed multilevel negative binomial regression to assess the relationship between the GES score (higher scores indicate greater support for girls), and girls' risk of peer victimization, controlling for individual- and school-level covariates.<h4>Results</h4>On average, girls reported 2.84 direct victimizations and 0.27 relational victimizations in the prior week. The first component of the GES index, a generalized measure of school-level support for girls, showed a significant negative relationship with weekly relational bullying victimization in models with all school- and individual-level covariates. In the full model, a one-point higher score on the generalized GES component accounted for a 26% lower risk of relational bullying victimization in the prior week.<h4>Conclusion</h4>School-level policies, practices, and pedagogy designed to support girls may reduce their exposure to relational aggression, a form of bullying that girls most often perpetrate. In LMICs, the school may be an ideal place to raise awareness about the types and effects of peer bullying and to promote prosocial bystander behavior. Further research is needed to identify factors related to other forms of bullying.Irina BergenfeldCari Jo ClarkZara KhanEmma C JacksonKathryn M YountPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 7, p e0253128 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Irina Bergenfeld Cari Jo Clark Zara Khan Emma C Jackson Kathryn M Yount Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.
description	<h4>Background</h4>Bullying is an understudied global social problem. While school-level factors are a recognized influence on bullying victimization, the elements of a 'girl-friendly' school that may reduce the risk of bullying victimization among girls and prevent dropout is understudied in lower- and middle-income countries (LMICs). This study used baseline data from the evaluation of the Room-to-Read (RtR) Girls' Education Program (GEP) in Nepal to assess the relationship of a conceptually grounded gender-equitable school (GES) index with girls' risk of direct and relational bullying victimization, adjusted for potential confounders at the individual and school levels.<h4>Methods</h4>The school sample included all 24 RtR GEP schools and 25 community schools attended by girls in a comparison cohort, representing 729 grade six girls with complete outcome data. We employed multilevel negative binomial regression to assess the relationship between the GES score (higher scores indicate greater support for girls), and girls' risk of peer victimization, controlling for individual- and school-level covariates.<h4>Results</h4>On average, girls reported 2.84 direct victimizations and 0.27 relational victimizations in the prior week. The first component of the GES index, a generalized measure of school-level support for girls, showed a significant negative relationship with weekly relational bullying victimization in models with all school- and individual-level covariates. In the full model, a one-point higher score on the generalized GES component accounted for a 26% lower risk of relational bullying victimization in the prior week.<h4>Conclusion</h4>School-level policies, practices, and pedagogy designed to support girls may reduce their exposure to relational aggression, a form of bullying that girls most often perpetrate. In LMICs, the school may be an ideal place to raise awareness about the types and effects of peer bullying and to promote prosocial bystander behavior. Further research is needed to identify factors related to other forms of bullying.
format	article
author	Irina Bergenfeld Cari Jo Clark Zara Khan Emma C Jackson Kathryn M Yount
author_facet	Irina Bergenfeld Cari Jo Clark Zara Khan Emma C Jackson Kathryn M Yount
author_sort	Irina Bergenfeld
title	Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.
title_short	Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.
title_full	Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.
title_fullStr	Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.
title_full_unstemmed	Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.
title_sort	gender-sensitive school environment and bullying victimization among adolescent girls: a multilevel study in nepal.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/dfe2b944e32e453db17db3878bf5d4ff
work_keys_str_mv	AT irinabergenfeld gendersensitiveschoolenvironmentandbullyingvictimizationamongadolescentgirlsamultilevelstudyinnepal AT carijoclark gendersensitiveschoolenvironmentandbullyingvictimizationamongadolescentgirlsamultilevelstudyinnepal AT zarakhan gendersensitiveschoolenvironmentandbullyingvictimizationamongadolescentgirlsamultilevelstudyinnepal AT emmacjackson gendersensitiveschoolenvironmentandbullyingvictimizationamongadolescentgirlsamultilevelstudyinnepal AT kathrynmyount gendersensitiveschoolenvironmentandbullyingvictimizationamongadolescentgirlsamultilevelstudyinnepal
_version_	1718375512940740608

Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.

Ejemplares similares