Actuaciones del profesorado ante el bullying en contextos con y sin Equipos de Ayuda. Estudio en España y Brasil

Abstract

The prevention of bullying in schools implies involving the whole school communityin ac-tions to eradicate it. Even though the moral position of the teaching staff about bullying is decisive, it is not sufficient since coherent actions and appropriate case management is necessary. This approach must also involve the students as center pieces in the resolution through collaboration in improving the atmosphere of convivencia and in providing help to those mistreated by their peers. This research compares answers from teachers (721) and students (1,068) in Spain and Brazil from centers with and without peer support structures (Help Teams). Teachers give answers to an instrument that measures their moral position fac-ing bullying and students reveal the responses of their teachers to bullying situations based on the Insebull instrument. Teachers’ answers reflect a greater adherence to moral positions when dealing with bullying in contexts with support structures between peers rather than in those without them. Students perceive a greater intervention in bullying situations by Spanish teachers than by Brazilian ones because the latter count on other sources of help. In conclu-sion it is necessary to implement awareness among teachers of the importance of their role in the prevention and resolution of bullying as well as developing and generalizing peer support structures such as Help Teams in schools, as an effective measure to prevent bullying and improve school atmosphere among students.