The BRNET International Study is a large-scale research project comprised of 13 countries aimed at investigating factors that influence teachers' responses to a bias-based bullying situation.
Of primary interest is whether teacher willingness to intervene and their likely responses to the situation vary across different types of identity-based peer exclusions. Of further interest is whether teacher responses differ as a function of teacher characteristics (e.g., self-efficacy, empathy, etc.) and perceptions of the situation (e.g., victim blaming, perceived responsibility, etc.) as well as school context (e.g., elementary/secondary, rural/urban, homogeneity of student body, etc.). Previous research has demonstrated that self-efficacy reported intervening more often in bullying situations (Fischer & Bilz, 2019). Other studies have shown that teacher variables such as gender or years of teaching impact the teacher's response to the bullying situation, like whether to intervene or ignore the situation (Yoon et al., 2011). However, research on an international level as well as research including including cultural measures is limited. This project is a part of a larger international project focused on teachers' responses to bullying situations. All other sites will submit their own ethics board approval using the same materials.