Bias-based bullying (also called stigma-based, prejudice-based, or discriminatory bullying) refers to any bullying behavior, perpetrated either offline or online, that targets a person’s group membership, such as their race or ethnicity, nationality, citizenship status, religion, gender, sexual orientation, or disability. According to some studies, this form of bullying can have more serious effects on children’s health than interpersonal bullying. In comparison to interpersonal bullying, bias-based bullying is influenced by social-cognitive factors of stigma (e.g., social dominance orientation, stereotypes, and prejudice) and, therefore, requires a tailored approach to prevention and intervention.

Bias-based bullying may happen outside the classroom, inside the classroom but independent of teaching, or in relation to discussions about topics taught in class. Teachers are, anyway, often present when bias-based bullying occurs. However, very little is currently known about how teachers intervene in bias-based bullying situations and what impact their responses have on children’s behaviour, attitudes, and mental health. This is an important gap in the literature considering that the role of teachers is particularly important in promoting respect for diversity. Teachers’ responses to bias-based bullying are likely to be influenced by a variety of factors, including their own biases and attitudes, school policies, school climate, curriculum practices, and teacher training. There is a great need to understand in more detail whether and how teachers intervene in bias-based bullying situations and what factors influence their responses or lack of response. It is also important to understand whether certain responses are more effective than others in terms of a) reducing bias-based bullying levels, b) buffering against the negative effects of bias-based bullying, c) improving children’s attitudes towards stigmatized groups, and d) increasing learning about diversity and inclusion.

The aim of this Research Topic is to highlight the latest research on teacher responses to bias-based bullying from a multidisciplinary perspective. Contributions from all disciplines including psychology, education, sociology, and public health are welcome.

Contributions may include, but are not limited to studies concerning:
• Teachers’ responses to bias-based bullying
• Effect of teachers’ responses on levels of bias-based bullying, prejudiced attitudes, and victims’ psychosocial adjustment
• Individual, contextual and systemic factors influencing teacher responses to bias-based bullying
• Curriculum and how it affects teacher responses to bias-based bullying
• Using counter-narratives against bias-based bullying
• Effects of anti-bullying policies and/or teacher training on teacher responses to bias-based bullying
• Factors that facilitate and/or hinder disclosure of bias-based bullying to teachers
• Role of teachers in preventing and responding to bias-based bullying
• Support required to enhance teachers’ responses to bias-based bullying
• Theories on stigma reduction and education translated to practical applications in classroom settings

The type of manuscripts we welcome for this article collection are Original research, Systematic review, Methods, Review, Case report, Community case study, Conceptual analysis, Curriculum, instruction, and pedagogy, and Study protocol.

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Frontiers in Psychology

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