Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure

The study aimed to explore bullying disclosures to teachers from the victims’ point of view, with a special focus on the influence of direct and indirect bullying and student-teacher relationship quality. A sequential explanatory mixed methods design was adopted. First, 190 students with bullying experience completed a questionnaire. Second, 20 students were interviewed. One of several of the findings revealed that students were more inclined to tell a teacher about victimization when bullying was indirect. Bullying and how teachers managed it had an impact on the quality of the student-teacher relationship, but not solely dependent on whether the bullying ended. • Bullying disclosure was more likely in a positive student-teacher relationship. • Teachers were perceived as less aware of indirect bullying due to its covert nature. • Victims were more inclined to tell a teacher about indirect bullying. • Continuing bullying and lack of support made victims less willing to disclose. • The student-teacher relationship was impacted by bullying and how teachers managed.