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Rethinking the Bystander Role in School Violence Prevention

Columbia Center for Youth Violence Prevention; Mailman School of Public Health, Columbia University in New York, New York; Education Development Center, Inc., Newton, Massachusetts.

Kimberly Dash, MPH

Lydia O’Donnell, EdD

Education Development Center, Inc. in Newton, Massachusetts.

Parisa Tehranifar, MPH

Renée Wilson-Simmons, DrPH

Center for Research on High-Risk Behaviors; Education Development Center, Inc. in Newton, Massachusetts.

Ronald G. Slaby, PhD

Education Development Center, Inc.; Center on Media and Child Health at Harvard Medical School in Newton, Massachusetts.

Bruce G. Link, PhD

Columbia Center for Youth Violence Prevention; Mailman School of Public Health, Columbia University in New York, New York.

Public concerns about school shootings and safety draw attention to the role bystanders can play in preventing school violence. Although school violence prevention plans are often required, there is little guidance about whether these should address the roles of bystanders and what actions bystanders should take in different circumstances, from more common instances of bullying and fighting to rare, but potentially lethal, threats and use of weapons. Literature pertaining to bystanders is reviewed and applied to the school setting. The definition of bystander is expanded, including parents, teachers, and other school staff as well as youths and those who have information about potential violence as well as those who witness its occurrence. Barriers preventing bystanders from taking positive actions are discussed. The authors call on health promotion researchers and practitioners to work with school communities to identify norms, attitudes, and outcome expectancies that shape bystander behaviors to inform prevention efforts.

Key Words: bystander • school violence • youth violence • school shootings • violence prevention • school safety

Health Promotion Practice, Vol. 7, No. 1, 117-124 (2006)
DOI: 10.1177/1524839905278454


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