Factors predicting student intervention when witnessing anti-LGBTQ harassment: The influence of peers, teachers, and climate

Bullying and harassment are systemic problems in schools, especially for sexual minority youth. Previous research suggests the importance of addressing student intervention in cases of bullying, but little is known about how to encourage this kind of intervention, particularly in response to anti-LGBTQ bullying. The present study used data collected through a participatory action research project to examine three factors' impact on students' intentions to intervene: hearing homophobic language, seeing teachers intervene, and seeing other students intervene. In the final model, seeing other students intervene (β = .19, p < .001) had a more significant positive effect on a students' own likelihood to intervene than seeing teachers intervene (β = .07, p < .05). In multivariate analysis, frequency of hearing homophobic language did not impact student's likelihood to intervene. Findings suggest the importance of youth leadership in multi-level anti-bullying programs.

► We use linear regression to predict self-reported anti-bullying behaviors. ► We test three variables: climate, witnessing teachers and other students intervene. ► Witnessing others (students, teachers) intervene were significant predictors. ► In multivariate analysis, witnessing other students intervene was most significant. ► When other factors controlled, climate was not significant on the individual level.