Revisiting the whole-school approach to bullying: Really looking at the whole school
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The whole-school approach to bullying prevention is predicated on the assumption that bullying is a systemic problem, and, by implication, that intervention must be directed at the entire school context rather than just at individual bullies and victims. Unfortunately, recent meta-analyses that have looked at various bullying programs from many countries have revealed that whole-school interventions designed to combat bullying have had limited success in reducing bullying. The purpose of the present study was to establish more clearly the precise aspects of school climate that are linked specifically to the problem of bullying. We used hierarchical linear modeling (HLM) to analyse school-level effects in a data set consisting of 18,222 students from across France. For physical and verbal/relational bullying, the final models respectively explain 6% and 16% of the within-school variance, and 48% and 9% of the between-school variance, significant between-school effects, with the climate variables of school security and the quality of student-teacher relationships emerging as the strongest predictors.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.019 | 0.011 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it