Peruvian elementary teachers evaluation of bullying behaviors: Perceptions of severity, empathy, and intent to intervene

Ramos-Diaz J.; Coplan R.J.; Betts L.R.; Diaz-Leon I.; Sopla-Rojas K.; Ramos-Sandoval R.; Guevara-Cordero C.; Iraola-Real I.; Villanueva-Alvarado J.; Diestra-Quiñones R. · Teaching and Teacher Education (2026) · DOI: 10.1016/j.tate.2025.105348

Resumen

This study investigated Peruvian elementary school teachers’ perceptions of bullying severity, empathy toward victims, and intentions to intervene, with attention to teacher gender, student gender, and bullying type. Participants were 794 public school teachers from Northern Lima. Using case-based vignettes, results showed relational bullying was perceived as most severe, especially when victims were female. Teachers expressed greater empathy in physical bullying cases and were more likely to intervene in physical and relational bullying than in verbal bullying. Female teachers reported higher empathy and intervention toward female students. Findings underscore the need for gender-sensitive teacher training.

Instituciones: Universidad Tecnológica del Perú; Universidad Privada del Norte; Universidad de Ciencias y Humanidades