School Climate Predictors of Homophobic Name-Calling, Sexual Harassment Victimization/Perpetration, & Bystander Intervention Among Middle School Youth

Using multi-informant, multilevel modeling, this study examined the association between teacher/staff perceptions of school climate and student reports of homophobic name-calling, sexual harassment, and bystander intervention around gender-based harassment. Surveys were conducted with 1,447 teachers/staff and 3,616 6th grade students across 36 middle schools in the Midwest. Bivariate associations revealed that when teachers perceive schools as committed to bullying prevention, students reported less homophobic name-calling perpetration, sexual harassment perpetration, and sexual harassment victimization and there was a greater willingness to intervene around gender-based harassment. In a multi-level model with all school environment scales entered together, school commitment to prevent bullying and other forms of violence was associated with less sexual harassment perpetration; in addition, higher gender equity and intolerance of sexual harassment at the school level was associated with fewer experiences of homophobic name-calling perpetration and victimization and sexual harassment perpetration, and greater bystander intervention. Efforts to address gendered harassment should include support from the school administration and professional development opportunities for all teachers and staff. Adults in the school should create a culture that is intolerant of sexual harassment and supports equality between the girls and boys in the school in order to promote the willingness of youth to stop harassment when they see it.