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Toward Understanding Classroom Socialization: Teacher Roles in Peer Victimization

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School Violence and Primary Prevention

Abstract

Teachers play a pivotal role in the prevention and intervention of peer victimization. The purpose of this chapter is to review theoretical and conceptual frameworks of teacher influences on overall peer relations and more specifically peer victimization. This chapter also offers a review of empirical studies on several areas that implicate teacher’s role in peer victimization, such as teaching practices, teacher–student relationships/interactions, and classroom experiences for minoritized students. This review provides strong theoretical and empirical rationales of examining teachers’ socialization and interactions with students as a part of classroom ecology. Drawing from this review, we summarize key practical implications, including a social emotional learning approach and use of existing instructional opportunities as prevention and intervention strategies. Discussion on future directions addresses efforts to support teachers toward positive peer relations and classroom ecology.

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Authors and Affiliations

  1. Department of Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, AZ, USA

    Jina Yoon & Marie L. Tanaka

  2. Graduate School of Education, University of California, Berkeley, Berkeley, CA, USA

    Chunyan Yang

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  1. Jina Yoon
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  2. Chunyan Yang
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  3. Marie L. Tanaka
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Correspondence to Jina Yoon .

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  1. Department of Psychiatry, College of Medicine, Department of Gerontology, College of Public Health, University of Kentucky, Lexington, KY, USA

    Thomas W. Miller

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Yoon, J., Yang, C., Tanaka, M.L. (2023). Toward Understanding Classroom Socialization: Teacher Roles in Peer Victimization. In: Miller, T.W. (eds) School Violence and Primary Prevention. Springer, Cham. https://doi.org/10.1007/978-3-031-13134-9_16

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