Rural Educator Perceptions of Bullying: A Mixed Methods Study
Faculty Mentor
Juliann Sergi McBrayer
Location
Russell Union Room 2080
Type of Research
Completed
Session Format
Oral Presentation
College
College of Behavioral & Social Sciences
Department
Psychology
Abstract
The “Teacher Perceptions of Bullying Survey (TPBS)” was administered to certified and employed educators in southeastern rural districts. The survey attained educators’ perceptions about their experiences with physical, verbal, relational, and cyberbullying among students within their school setting. Educators reported feeling the least prepared to identify and intervene in cases of relational bullying and cyberbullying, which may be less visible and underreported. The most common reasons for bullying were related to physical appearance and socioeconomic status, underscoring how perceived differences among students contribute to victimization. Results emphasized rural schools’ unique challenges, including limited training, cultural norms that may minimize bullying, and geographic isolation. These findings highlight the need for rural-specific professional development and comprehensive prevention strategies that foster inclusive school environments, specifically in the rural setting.
Program Description
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Start Date
4-23-2026 9:45 AM
End Date
4-23-2026 10:00 AM
Recommended Citation
Krah, Monika; Lucius-Milliman, Darby; Sergi McBrayer, Juliann; Landers, Eric; Pannell, Summer; Thompson, Kristina; Dickens, Kristen; Fiori, Celeste; and Posick, Chad, "Rural Educator Perceptions of Bullying: A Mixed Methods Study" (2026). GS4 Student Scholars Symposium. 2.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/2
Rural Educator Perceptions of Bullying: A Mixed Methods Study
Russell Union Room 2080
The “Teacher Perceptions of Bullying Survey (TPBS)” was administered to certified and employed educators in southeastern rural districts. The survey attained educators’ perceptions about their experiences with physical, verbal, relational, and cyberbullying among students within their school setting. Educators reported feeling the least prepared to identify and intervene in cases of relational bullying and cyberbullying, which may be less visible and underreported. The most common reasons for bullying were related to physical appearance and socioeconomic status, underscoring how perceived differences among students contribute to victimization. Results emphasized rural schools’ unique challenges, including limited training, cultural norms that may minimize bullying, and geographic isolation. These findings highlight the need for rural-specific professional development and comprehensive prevention strategies that foster inclusive school environments, specifically in the rural setting.
