Implementation of Antibullying Legislation in Iowa Schools: A Qualitative Examination of School Administrators’ Perceived Barriers and Facilitators

Rebecca A. Bruening; Rosaura E. Orengo-Aguayo; Angela Onwuachi-Willig; Marizen Ramirez

doi:10.1080/15388220.2017.1322517

Implementation of Antibullying Legislation in Iowa Schools: A Qualitative Examination of School Administrators’ Perceived Barriers and Facilitators

Rebecca A. Bruening, Rosaura E. Orengo-Aguayo, Angela Onwuachi-Willig, Marizen Ramirez

Environmental Health Sciences

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

Adolescent bullying is linked to numerous adverse psychosocial effects that can persist into adulthood. In response to this problem, in 2007 Iowa adopted an antibullying statute requiring all school districts to adopt an antibullying policy. From 2013–2014, 47 semistructured interviews were conducted with school and district administrators in Iowa. Administrators identified many policy implementation challenges including limited funding and staff, and difficulties selecting prevention programs, applying the law’s bullying definition in investigations, and understanding the school’s jurisdiction for policy enforcement. Contextual barriers to implementation (e.g., media portrayals of bullying and parental attitudes) also emerged. This is the first study to use the interactive systems framework to examine antibullying law implementation, highlighting the importance of coordination among research translators, supportive organizations, and on-the-ground implementers.

Original language	English (US)
Pages (from-to)	284-297
Number of pages	14
Journal	Journal of School Violence
Volume	17
Issue number	3
DOIs	https://doi.org/10.1080/15388220.2017.1322517
State	Published - Jul 3 2018

Bibliographical note

Funding Information:
This research was approved by the University of Iowa Institutional Review Board and funded by the Robert Wood Johnson Foundation, grant number 70507. Informed consent was obtained verbally from the school and district administrators after being given the opportunity to review an invitation letter containing the elements of consent prior to scheduling the interview. The data from these interviews have already been used to produce a publication on the barriers and facilitators related to cyberbullying prevention in schools (Young, Tully, & Ramirez, 2016).

Funding Information:
This work was supported by the Robert Wood Johnson Foundation, grant number 70507.

Publisher Copyright:
© 2018 Taylor & Francis Group, LLC.

Keywords

Adolescent health
bullying prevention and control
implementation
legislation
qualitative methods

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Implementation of Antibullying Legislation in Iowa Schools: A Qualitative Examination of School Administrators’ Perceived Barriers and Facilitators. / Bruening, Rebecca A.; Orengo-Aguayo, Rosaura E.; Onwuachi-Willig, Angela et al.
In: Journal of School Violence, Vol. 17, No. 3, 03.07.2018, p. 284-297.

Research output: Contribution to journal › Article › peer-review

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Implementation of Antibullying Legislation in Iowa Schools: A Qualitative Examination of School Administrators’ Perceived Barriers and Facilitators

Abstract

Bibliographical note

Keywords

UN SDGs

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