Print Email Facebook Twitter Teachers’ Experiences With Difficult Bullying Situations in the School Title Teachers’ Experiences With Difficult Bullying Situations in the School: An Explorative Study Author van Verseveld, M.D.A. Fekkes, M. Fukkink, R.G. Oostdam, R.J. Publication year 2021 Abstract Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We used data from individual in-depth interviews conducted with 38 Dutch elementary school teachers. Qualitative analysis showed that teachers experienced difficulties in (a) identifying bullying that happens out of sight, (b) estimating the seriousness of a reported incident, (c) addressing persistent aggressive and bullying behavior, and (d) finding solutions with parents to reduce bullying. Teachers used a variety of strategies in their efforts to address these situations. The results give insight into teachers’ needs regarding specific training and support in anti-bullying programs and preservice teacher programs. © The Author(s) 2020. Subject Peer relationshipsSchool contextTeachers/teacher-adolescent relationshipsBullyingHumanInterviewPeer groupPrimary schoolQualitative analysisQualitative researchTeacher To reference this document use: http://resolver.tudelft.nl/uuid:620f26eb-1c94-4083-932f-0cfa5ac84a80 DOI https://doi.org/10.1177/0272431620939193 TNO identifier 878347 ISSN 0272-4316 Source Journal of Early Adolescence, 41 (41), 43-69 Document type article Files To receive the publication files, please send an e-mail request to TNO Library.