YOUTH PERSPECTIVES ON BIAS-BASED BULLYING: OPPORTUNITIES FOR IMPROVED SUPPORT

Amy L Gower; Camille Brown; Yoon-Sung Nam; Marizen R Ramirez; Marla Eisenberg

Purpose: Bias-based bullying (BBB), or bullying based on personal characteristics such as race/ethnicity, sexual orientation, gender identity, or body weight, has been identified as a key contributor to health disparities among youth of color; lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth; and youth who are overweight or obese. Although schools are motivated to reduce BBB, their efforts are limited by a lack of evidence-based interventions. This qualitative study examined adolescents' experiences with BBB and their perceptions of parent and school responses to inform support needs and prevention efforts. Methods: Four focus groups were conducted with 12-18 year olds (N=24; Mage=15.3) in a metropolitan area. Participants were recruited from community youth groups and clinics that serve youth likely to be targets of BBB, specifically youth of color, LGBTQ youth, and youth who are overweight/obese. Youth were diverse with respect to birth-assigned sex (16 assigned female, 7 assigned male, 1 declined to answer), sexual orientation (50% LGBQ), and race/ ethnicity (79% students of color). Focus groups lasted approximately 90 minutes and used a semi-structured interview guide. Qualitative analysis is underway. The full team developed a preliminary codebook based on coding the first transcript. Two coders will code the remaining transcripts, resolving discrepancies through consensus. Results: Preliminary findings include three relevant themes. 1) Students reported a wide variety of bias-based victimization, including microaggressions, insults, harassment, and bullying. For many youth, instances of verbal victimization were frequent, coming from a variety of peers. One participant described, ".There isn't direct bullying that much anymore. It's more like certain groups will say stuff about students. I hear the F slur probably twice a day from different groups of white boys." These experiences did not always meet the established definition of bullying because events were not repeated by the same person, thus limiting the school's responses to these incidents. However, these experiences reflected a pervasive school climate or culture of hostility. 2) In general, youth avoided discussing BBB with parents, preferring to handle it on their own. In a few cases, youth did see parents as a resource if the bullying/ harassment became physical and/or prolonged. 3) Youth did not generally report BBB to their schools because they did not perceive schools as being willing to or effective in addressing BBB, "Well, [the school will] talk to me, and they'll talk to the person, and nothing really changes." Youth were concerned about both under- and overreactions by parents and schools. Conclusions: Providers and adults working with youth should assess bias-related victimization, which encompasses a variety of aggressive behaviors. Trusted adults can help youth understand that even if their experience does not meet the school's definition of bullying, these experiences can still be harmful and should be addressed. Educating parents, schools, and providers regarding youth needs for responses to bias-based victimization may help youth turn to these resources when victimization does happen. Connecting targets of bias-based victimization with external supports and helping them find agency in addressing it will be necessary to improve health in these populations.

YOUTH PERSPECTIVES ON BIAS-BASED BULLYING: OPPORTUNITIES FOR IMPROVED SUPPORT

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