How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies

• Teachers' use of intervention strategies in a hypothetical bullying case is examined.
• Strategies are mainly authority-based, followed by non-punitive work with bullies.
• Teachers are less likely to work with victims or ignore the incident.
• Strategy use is moderated by teachers' gender and teaching experience.
• Implications for bullying prevention programs and teacher education are discussed.

Teachers' (N = 625; 74% female) use of intervention strategies was examined in a hypothetical bullying episode. Self-reported strategies were best described by a five-factor structure. Teachers preferred authority-based interventions, followed by non-punitive work with bullies and involvement of other adults. They were less likely to work with victims or ignore the incident. About 60% of teachers would apply authority-based interventions toward bullies without working with victims at the same time, while 3% would work with victims without using authority-based interventions toward bullies. Strategy use was moderated by teachers' gender and teaching experience. Implications for bullying prevention and teacher education are discussed.