RESEARCH ARTICLE
The Effects of Empathy and Classroom Norms on Bystander Intervention in Bullying: A Multilevel Analysis
Hansi Zhang,
Changxiu Shi,
Chenhui Dai,
Hansi Zhang
School of Education, Hebei University, Baoding, China
Search for more papers by this authorCorresponding Author
Changxiu Shi
School of Education, Hebei University, Baoding, China
Correspondence: Changxiu Shi ([email protected])
Search for more papers by this authorChenhui Dai
School of Education, Hebei University, Baoding, China
Search for more papers by this authorHansi Zhang,
Changxiu Shi,
Chenhui Dai,
Hansi Zhang
School of Education, Hebei University, Baoding, China
Search for more papers by this authorCorresponding Author
Changxiu Shi
School of Education, Hebei University, Baoding, China
Correspondence: Changxiu Shi ([email protected])
Search for more papers by this authorChenhui Dai
School of Education, Hebei University, Baoding, China
Search for more papers by this authorFirst published: 05 April 2025
ABSTRACT
The intervention of bystanders plays a crucial role in mitigating incidents of school bullying. The decision of bystanders to intervene is influenced by factors stemming from both individual and environmental dimensions. Individuals with strong empathetic abilities may opt for passive observation rather than proactive intervention when confronted with bullying. This phenomenon prompts inquiry into whether environmental factors inadvertently constrain their interventionist tendencies. The five-step bystander intervention model provides a robust framework for understanding these dynamics. To examine the extent to which empathy and classroom bullying norms predicted each step of the bystander intervention model (i.e., Notice bullying events, Interpret as an emergency, Take Responsibility, Know how to intervene, and Act), this study conducted a questionnaire survey among 2054 Chinese adolescents (Mage = 13.87 years, 48.9% boys). Multilevel analyzes revealed that cognitive empathy predicted Interpret, Responsibility, Knowledge, and Action, and affective empathy predicted Interpret, Responsibility, and Action. Classroom bullying norms moderated the relationship between cognitive empathy and Responsibility. In classrooms with a higher bullying climate, greater cognitive empathy reduced students' perceived responsibility to intervene. Bystander intervention among adolescents in school bullying is determined by the interaction of individual characteristics and environmental factors. The findings support programs to encourage bystander intervention through empathy training and peer norms.
Summary
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Boys notice bullying more but act less, and younger students intervene more than older peers.
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Both cognitive empathy and affective empathy drive positive bystander intervention.
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Strong classroom bullying norms discourage bystander intervention, even among empathetic students.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
The data will be made available on request.
The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.
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