What kept you from reporting bullying in high school?: a retrospective mixed-methods study of college freshmen

What kept you from reporting bullying in high school?: a retrospective mixed-methods study of college freshmen. (2019). What kept you from reporting bullying in high school?: a retrospective mixed-methods study of college freshmen.

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Title	What kept you from reporting bullying in high school?: a retrospective mixed-methods study of college freshmen
Abstract	This mixed-methods case study examines the self-reported memories of college freshmen related to the factors that impeded their decision of whether to report instances of bullying that occurred while they were in high school. These factors are further explored in the specific areas related to whether the type of bullying, relationship status with the bully, or trust with teachers has an impact on the willingness of participants to report bullying to the school. This study utilizes both survey and semi-structured interviews as data sources to give a complete picture of the case. Survey data is analyzed through descriptive statistics, frequency tests, chi-square, one-way ANOVA, and t-tests (paired-samples and independent-sample). Interview data is analyzed through coding of information into emergent themes. Analysis of study data indicates that the top factors impeding a high school student's decision for whether to report bullying or not include, "they only heard about it but never saw it," "it wasn't any of their business," "teasing is a normal part of high school," and "nothing was done when other peers reported similar events." During the analysis of interview data, the themes of safety, morality, school non-action, fear, and lack of information emerged. The type of bullying, relationship status with the bully, and trust with a teacher were all found to have an impact on whether a participant reported bullying to the school.
Date	2019

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Title: What kept you from reporting bullying in high school?: a retrospective mixed-methods study of college freshmen
Personal Name(s): Fedor, Kali
Kerry-Moran, Kelli Jo
Corporate Name(s): Indiana University of Pennsylvania
Professional Studies in Education.
Note: Advisors: Kerry-Moran, Kelli Jo Committee members: Joann Migyanka; Susan Sibert.
Topical Subject(s): Curriculum development
Education