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Teachers’ intervention strategies for handling hate-speech incidents in schools

  • Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales’ construct validity. A link was found between the use of these strategies, teachers’ task-specific self-efficacy,Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales’ construct validity. A link was found between the use of these strategies, teachers’ task-specific self-efficacy, gender, and professional experience. These results indicate that schools should play an important role in moderating hate speech and that increasing teachers’ confidence in their own ability to address this phenomenon could be an important element of teacher training.show moreshow less

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Author: Ludwig BilzORCiD, Saskia M. FischerORCiD, Julia Kansok-DuscheORCiD, Sebastian WachsORCiD, Alexander WettsteinORCiD
URL:https://link.springer.com/article/10.1007/s11218-024-09929-9
DOI:https://doi.org/10.1007/s11218-024-09929-9
ISSN:1381-2890
Title of the source (English):Social Psychology of Education
Document Type:Scientific journal article peer-reviewed
Language:English
Year of publication:2024
Tag:Hate speech; Intervention; Professional experience; School; Self-efficacy; Teacher
Number of pages:24
Fundername (not EU):DFG
Project number (not EU):BI 1046/9-1
Way of publication:Open Access
Faculty/Chair:Fakultät 4 Humanwissenschaften (bis 2023 Soziale Arbeit, Gesundheit und Musik) / FG Pädagogische Psychologie in Gesundheitsberufen
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