Factors Influencing Bystander Behavior in School Bullying: A Systematic Literature Review
Keywords:
Bystander behavior; Bullying; Students; Systematic Literature Review (SLR).
Abstract
Bystanders play a decisive role in either escalating or mitigating school bullying, yet the factors shaping their behavior remain fragmented. This study employed a systematic literature review following PRISMA guidelines to identify internal and external factors, as well as mediating and moderating mechanisms, influencing bystander behavior in school bullying. A total of 25 studies published between 2021 and 2026 across ten countries were included. The findings identified internal and external factors, along with mediating and moderating mechanisms, that together explain how individual and contextual factors shape bystander behavior. Defender self-efficacy showed the most consistent association with bystander behavior, whereas moral disengagement was the most frequently examined construct and the only mediator replicated across studies. Teacher context, although examined in only three studies, produced the largest effect size. These findings provide an evidence base for school counselors to develop interventions that strengthen students’ capacity to intervene, address moral disengagement, and foster supportive student teacher relationships and school environments.
References
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Bao, Z., & Yu, M. (2025). Longitudinal associations between parental attachment and adolescents’ pro-bullying bystander behaviors: The mediating role of moral disengagement. Child Abuse & Neglect, 159, 107173. https://doi.org/10.1016/j.chiabu.2024.107173
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Buckman, M. (2011). A comparison of secondary student and teacher perceptions of school perundunganand preventions practices. the school psychologist, 3, 105 –131.
Censur, Y., & Gönültaş, S. (2025). Contextualized morality in digital age: The role of reality and group membership contexts in adolescents’ prosocial bystander judgments and responses. Computers in Human Behavior Reports, 20, 100836. https://doi.org/10.1016/j.chbr.2025.100836
Clark, K. N., Eldridge, M. A., Dorio, N. B., Demaray, M. K., & Smith, T. J. (2022). Bullying, victimization, and bystander behavior: Risk factors across elementary–middle school transition. School Psychology, 37(1), 37–46. https://doi.org/10.1037/spq0000477
Pusat Informasi Kriminal Nasional. (2025, 5 Desember). Data gabungan: Jumlah kasus perundungan naik dua kali lipat. Retrieved April 29, 2026, from interact website: https://pusiknas.polri.go.id/detail_artikel/data_gabungan:_jumlah_kasus_perundungan_naik_dua_kali_lipat
Eijigu, T. D., & Teketel, S. Z. (2021). Bullying in schools: Prevalence, bystanders’ reaction and associations with sex and relationships. BMC Psychology, 9(1), 183. https://doi.org/10.1186/s40359-021-00685-5
Feng, T., Wang, X., Chen, Q., Liu, X., Yang, L., Liu, S., & Zhang, Y. (2022). Sympathy and active defending behaviors among Chinese adolescent bystanders: A moderated mediation model of attitude toward bullying and school connectedness. Psychology in the Schools, 59(9), 1922–1936. https://doi.org/10.1002/pits.22736
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. https://doi.org/10.1016/j.jsp.2020.12.002
Giovazolias, T., Spyropoulou, E., Plexousakis, S., Charalampidou, P., & Piliouras, P. (2026). Teachers’ Willingness to Intervene in Bullying Incidents and Bystander Behavior in a National-Level Sample. https://doi.org/10.1024/2673-8627/a000095
Han, Y. (2024). Exploring the Dynamics of Bystander Behaviour in School Bullying: Empathy, Emergency Evaluation, and Victim-Bystander Relationships. Lecture Notes in Education Psychology and Public Media, 58(1), 52–57. https://doi.org/10.54254/2753-7048/58/20241768
Iotti, N. O., Menin, D., Longobardi, C., & Jungert, T. (2023). Investigating the effects of autonomy-supportive parenting practices on Italian young adolescent students’ motivation to defend victims of bullying: Findings on the mediating roles of reactance, depression, anxiety, and stress. Frontiers in Psychology, 14, 1156807. https://doi.org/10.3389/fpsyg.2023.1156807
Jia, X., Wang, J., & Zhang, Y. (2023). Parental support and bullying bystander behaviors in Chinese adolescents: Longitudinal mediation through social harmony. Frontiers in Public Health, 11, 994658. https://doi.org/10.3389/fpubh.2023.994658
Kitchenham, B. (2007). Guidelines for performing systematic literature reviews in software engineering. (EBSE Technical Report 2007-001).
Landers, E., Rausch, M. A., Harris, K., McBrayer, J. S., Blume, A. G. D., & Krah, M. (2026). Who’s Watching, Who’s Waiting? Predictors of Bystander Intervention in Adolescent Bullying. https://doi.org/10.1177/08862605251408136
Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn’t he help? Prentice-Hall.
Leeth, C. (2023). Bystander Roles and Interventions in Bullying. Journal of Professional Counseling: Practice, Theory & Research, 50(2), 89–100. https://doi.org/10.1080/15566382.2023.2235962
Lin, H., Zheng, H., & Wang, F. (2024). The influence of school climate on Chinese primary school students’ bystander behavior in bullying: A variable- and person-centered dual-perspective analysis. Psychology of Violence, 15(4), 484–501. https://doi.org/10.1037/vio0000577
Liu, Y.-L., Chang, C.-Y., & Wang, C.-Y. (2023). Using VR to investigate bystander behavior and the motivational factors in school bullying. Computers & Education, 194, 104696. https://doi.org/10.1016/j.compedu.2022.104696
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mulvey, K. L., Gönültaş, S., Irdam, G., Carlson, R. G., DiStefano, C., & Irvin, M. J. (2021). School and Teacher Factors That Promote Adolescents’ Bystander Responses to Social Exclusion. Frontiers in Psychology, 11, 581089. https://doi.org/10.3389/fpsyg.2020.581089
Nickerson, A. B., Jenkins, L. N., Yang, Y., & Harrison, D. S. (2024). Individual and contextual‐level predictors of progression in the bystander intervention model. Aggressive Behavior, 50(4), e22159. https://doi.org/10.1002/ab.22159
O’Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22(4), 437–452. https://doi.org/10.1006/jado.1999.0238
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1016/j.ijsu.2021.105906
Pečjak, S., Pirc, T., Markovič, R., Špes, T., & Košir, K. (2024). Psychosocial and Moral Factors of Bystanders in Peer Bullying. Lnternational Electronic Journal of Elementary Education, 5. https://doi.org/10.26822/iejee.2024.357
Peng, A., & Low, S. (2026). We Need a Village: School Connectedness Empowers Students to Move Beyond Bystanding Under an Anti-Bullying Climate. Journal of Youth and Adolescence, 55(2), 384–398. https://doi.org/10.1007/s10964-025-02249-x
Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A Meta-Analysis of School-Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior. School Psychology Review, 41(1), 47–65. https://doi.org/10.1080/02796015.2012.12087375
Reyes-Rodríguez, A. C., Valdés-Cuervo, A. A., Morales-Álvarez, A., Parra-Pérez, L. G., & Peraza-Balderrama, J. N. (2024). School collective efficacy and passive bystanding in bullying. A chain mediation model of school justice and sense of community. Revista Latinoamericana de Psicología, 56, 251–259. https://doi.org/10.14349/rlp.2024.v56.25
Salmivalli, C. (2014). Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions? Theory Into Practice, 53(4), 286–292. https://doi.org/10.1080/00405841.2014.947222
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15. https://doi.org/10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T
Sjögren, B., Thornberg, R., & Hong, J. S. (2024). Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study. Journal of School Psychology, 107, 101400. https://doi.org/10.1016/j.jsp.2024.101400
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a Methodology for Developing Evidence‐Informed Management Knowledge by Means of Systematic Review. British Journal of Management, 14(3), 207–222. https://doi.org/10.1111/1467-8551.00375
Waasdorp, T. E., Fu, R., Clary, L. K., & Bradshaw, C. P. (2022a). School climate and bullying bystander responses in middle and high school. Journal of Applied Developmental Psychology, 80, 101412. https://doi.org/ 10.1016/j.appdev.2022.101412
Wang, D., Zhang, Y., Tian, H., Sun, H., Wang, K., Su, M., & Wei, Y. (2024). The relationship between being bullied and bystander intervention in adolescent school bullying: The moderating mediation of moral disengagement and only child status. Current Psychology, 43(22), 19617–19627. https://doi.org/10.1007/s12144-024-05734-x
Wang, X., Shi, L., Ding, Y., Liu, B., Chen, H., Zhou, W., Yu, R., Zhang, P., Huang, X., Yang, Y., & Wu, Z. (2024). School Bullying, Bystander Behavior, and Mental Health among Adolescents: The Mediating Roles of Self-Efficacy and Coping Styles. Healthcare, 12(17), 1738. https://doi.org/10.3390/healthcare12171738
Wu, X., Li, L., & Zhen, R. (2024). The influence of social norms and bullying types on the defending intentions of school bullying bystanders. Current Psychology, 43(21), 19283–19293. https://doi.org/10.1007/s12144-024-05735-w
Zhang, Y., Lan, X., Cui, G., & Wang, J. (2021). The Silver Lining in the Dark Cloud of Social Status Insecurity: The Mediating Role of Popularity Goals in the Association Between Social Status Insecurity and Chinese Adolescents’ Bullying Bystander Behaviors. Journal of Interpersonal Violence, 37(17–18), NP15851–NP15873. https://doi.org/10.1177/088626052110234
Zhang, Y., Tang, Y., Li, P., & Jia, X. (2021). Popularity matters: Moderating role of popularity on the relation between perceived peer pressure for intervention and Chinese adolescents’ bystander behaviours in bullying. European Journal of Developmental Psychology, 19(4), 511–527. https://doi.org/10.1080/17405629.2021.1926231
Zhang, Y., Zhou, H., Jia, J., Shen, J., & Fang, X. (2025). The moderating role of bystanders’ peer status relative to the bullies in the relationship between bystander popularity and bullying bystander behavioral intentions across bullying situations. Current Psychology, 44(11), 9825–9845. https://doi.org/10.1007/s12144-025-07749-4
Zhu, Q., Li, Y., Wei, N., Zhao, Y., & Xiao, Y. (2025). The Important Role of School-Family Consistency in Anti-Bullying Attitudes: Impacts on Bystander Behaviors. School Psychology Review, 55(3), 354–368. https://doi.org/10.1080/2372966X.2025.2534327
Zych, I., Ttofi, M. M., & Farrington, D. P. (2019). Empathy and Callous-Unemotional Traits in Different Bullying Roles: A Systematic Review and Meta-Analysis. Trauma, Violence & Abuse, 20(1), 3–21. https://doi.org/ 10.1177/1524838016683456
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bao, Z., & Yu, M. (2025). Longitudinal associations between parental attachment and adolescents’ pro-bullying bystander behaviors: The mediating role of moral disengagement. Child Abuse & Neglect, 159, 107173. https://doi.org/10.1016/j.chiabu.2024.107173
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Buckman, M. (2011). A comparison of secondary student and teacher perceptions of school perundunganand preventions practices. the school psychologist, 3, 105 –131.
Censur, Y., & Gönültaş, S. (2025). Contextualized morality in digital age: The role of reality and group membership contexts in adolescents’ prosocial bystander judgments and responses. Computers in Human Behavior Reports, 20, 100836. https://doi.org/10.1016/j.chbr.2025.100836
Clark, K. N., Eldridge, M. A., Dorio, N. B., Demaray, M. K., & Smith, T. J. (2022). Bullying, victimization, and bystander behavior: Risk factors across elementary–middle school transition. School Psychology, 37(1), 37–46. https://doi.org/10.1037/spq0000477
Pusat Informasi Kriminal Nasional. (2025, 5 Desember). Data gabungan: Jumlah kasus perundungan naik dua kali lipat. Retrieved April 29, 2026, from interact website: https://pusiknas.polri.go.id/detail_artikel/data_gabungan:_jumlah_kasus_perundungan_naik_dua_kali_lipat
Eijigu, T. D., & Teketel, S. Z. (2021). Bullying in schools: Prevalence, bystanders’ reaction and associations with sex and relationships. BMC Psychology, 9(1), 183. https://doi.org/10.1186/s40359-021-00685-5
Feng, T., Wang, X., Chen, Q., Liu, X., Yang, L., Liu, S., & Zhang, Y. (2022). Sympathy and active defending behaviors among Chinese adolescent bystanders: A moderated mediation model of attitude toward bullying and school connectedness. Psychology in the Schools, 59(9), 1922–1936. https://doi.org/10.1002/pits.22736
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. https://doi.org/10.1016/j.jsp.2020.12.002
Giovazolias, T., Spyropoulou, E., Plexousakis, S., Charalampidou, P., & Piliouras, P. (2026). Teachers’ Willingness to Intervene in Bullying Incidents and Bystander Behavior in a National-Level Sample. https://doi.org/10.1024/2673-8627/a000095
Han, Y. (2024). Exploring the Dynamics of Bystander Behaviour in School Bullying: Empathy, Emergency Evaluation, and Victim-Bystander Relationships. Lecture Notes in Education Psychology and Public Media, 58(1), 52–57. https://doi.org/10.54254/2753-7048/58/20241768
Iotti, N. O., Menin, D., Longobardi, C., & Jungert, T. (2023). Investigating the effects of autonomy-supportive parenting practices on Italian young adolescent students’ motivation to defend victims of bullying: Findings on the mediating roles of reactance, depression, anxiety, and stress. Frontiers in Psychology, 14, 1156807. https://doi.org/10.3389/fpsyg.2023.1156807
Jia, X., Wang, J., & Zhang, Y. (2023). Parental support and bullying bystander behaviors in Chinese adolescents: Longitudinal mediation through social harmony. Frontiers in Public Health, 11, 994658. https://doi.org/10.3389/fpubh.2023.994658
Kitchenham, B. (2007). Guidelines for performing systematic literature reviews in software engineering. (EBSE Technical Report 2007-001).
Landers, E., Rausch, M. A., Harris, K., McBrayer, J. S., Blume, A. G. D., & Krah, M. (2026). Who’s Watching, Who’s Waiting? Predictors of Bystander Intervention in Adolescent Bullying. https://doi.org/10.1177/08862605251408136
Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn’t he help? Prentice-Hall.
Leeth, C. (2023). Bystander Roles and Interventions in Bullying. Journal of Professional Counseling: Practice, Theory & Research, 50(2), 89–100. https://doi.org/10.1080/15566382.2023.2235962
Lin, H., Zheng, H., & Wang, F. (2024). The influence of school climate on Chinese primary school students’ bystander behavior in bullying: A variable- and person-centered dual-perspective analysis. Psychology of Violence, 15(4), 484–501. https://doi.org/10.1037/vio0000577
Liu, Y.-L., Chang, C.-Y., & Wang, C.-Y. (2023). Using VR to investigate bystander behavior and the motivational factors in school bullying. Computers & Education, 194, 104696. https://doi.org/10.1016/j.compedu.2022.104696
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mulvey, K. L., Gönültaş, S., Irdam, G., Carlson, R. G., DiStefano, C., & Irvin, M. J. (2021). School and Teacher Factors That Promote Adolescents’ Bystander Responses to Social Exclusion. Frontiers in Psychology, 11, 581089. https://doi.org/10.3389/fpsyg.2020.581089
Nickerson, A. B., Jenkins, L. N., Yang, Y., & Harrison, D. S. (2024). Individual and contextual‐level predictors of progression in the bystander intervention model. Aggressive Behavior, 50(4), e22159. https://doi.org/10.1002/ab.22159
O’Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22(4), 437–452. https://doi.org/10.1006/jado.1999.0238
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1016/j.ijsu.2021.105906
Pečjak, S., Pirc, T., Markovič, R., Špes, T., & Košir, K. (2024). Psychosocial and Moral Factors of Bystanders in Peer Bullying. Lnternational Electronic Journal of Elementary Education, 5. https://doi.org/10.26822/iejee.2024.357
Peng, A., & Low, S. (2026). We Need a Village: School Connectedness Empowers Students to Move Beyond Bystanding Under an Anti-Bullying Climate. Journal of Youth and Adolescence, 55(2), 384–398. https://doi.org/10.1007/s10964-025-02249-x
Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A Meta-Analysis of School-Based Bullying Prevention Programs’ Effects on Bystander Intervention Behavior. School Psychology Review, 41(1), 47–65. https://doi.org/10.1080/02796015.2012.12087375
Reyes-Rodríguez, A. C., Valdés-Cuervo, A. A., Morales-Álvarez, A., Parra-Pérez, L. G., & Peraza-Balderrama, J. N. (2024). School collective efficacy and passive bystanding in bullying. A chain mediation model of school justice and sense of community. Revista Latinoamericana de Psicología, 56, 251–259. https://doi.org/10.14349/rlp.2024.v56.25
Salmivalli, C. (2014). Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions? Theory Into Practice, 53(4), 286–292. https://doi.org/10.1080/00405841.2014.947222
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15. https://doi.org/10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T
Sjögren, B., Thornberg, R., & Hong, J. S. (2024). Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study. Journal of School Psychology, 107, 101400. https://doi.org/10.1016/j.jsp.2024.101400
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a Methodology for Developing Evidence‐Informed Management Knowledge by Means of Systematic Review. British Journal of Management, 14(3), 207–222. https://doi.org/10.1111/1467-8551.00375
Waasdorp, T. E., Fu, R., Clary, L. K., & Bradshaw, C. P. (2022a). School climate and bullying bystander responses in middle and high school. Journal of Applied Developmental Psychology, 80, 101412. https://doi.org/ 10.1016/j.appdev.2022.101412
Wang, D., Zhang, Y., Tian, H., Sun, H., Wang, K., Su, M., & Wei, Y. (2024). The relationship between being bullied and bystander intervention in adolescent school bullying: The moderating mediation of moral disengagement and only child status. Current Psychology, 43(22), 19617–19627. https://doi.org/10.1007/s12144-024-05734-x
Wang, X., Shi, L., Ding, Y., Liu, B., Chen, H., Zhou, W., Yu, R., Zhang, P., Huang, X., Yang, Y., & Wu, Z. (2024). School Bullying, Bystander Behavior, and Mental Health among Adolescents: The Mediating Roles of Self-Efficacy and Coping Styles. Healthcare, 12(17), 1738. https://doi.org/10.3390/healthcare12171738
Wu, X., Li, L., & Zhen, R. (2024). The influence of social norms and bullying types on the defending intentions of school bullying bystanders. Current Psychology, 43(21), 19283–19293. https://doi.org/10.1007/s12144-024-05735-w
Zhang, Y., Lan, X., Cui, G., & Wang, J. (2021). The Silver Lining in the Dark Cloud of Social Status Insecurity: The Mediating Role of Popularity Goals in the Association Between Social Status Insecurity and Chinese Adolescents’ Bullying Bystander Behaviors. Journal of Interpersonal Violence, 37(17–18), NP15851–NP15873. https://doi.org/10.1177/088626052110234
Zhang, Y., Tang, Y., Li, P., & Jia, X. (2021). Popularity matters: Moderating role of popularity on the relation between perceived peer pressure for intervention and Chinese adolescents’ bystander behaviours in bullying. European Journal of Developmental Psychology, 19(4), 511–527. https://doi.org/10.1080/17405629.2021.1926231
Zhang, Y., Zhou, H., Jia, J., Shen, J., & Fang, X. (2025). The moderating role of bystanders’ peer status relative to the bullies in the relationship between bystander popularity and bullying bystander behavioral intentions across bullying situations. Current Psychology, 44(11), 9825–9845. https://doi.org/10.1007/s12144-025-07749-4
Zhu, Q., Li, Y., Wei, N., Zhao, Y., & Xiao, Y. (2025). The Important Role of School-Family Consistency in Anti-Bullying Attitudes: Impacts on Bystander Behaviors. School Psychology Review, 55(3), 354–368. https://doi.org/10.1080/2372966X.2025.2534327
Zych, I., Ttofi, M. M., & Farrington, D. P. (2019). Empathy and Callous-Unemotional Traits in Different Bullying Roles: A Systematic Review and Meta-Analysis. Trauma, Violence & Abuse, 20(1), 3–21. https://doi.org/ 10.1177/1524838016683456
Published
2026-11-05
How to Cite
Afrilia, N. D. N., & Hariastuti, R. T. (2026). Factors Influencing Bystander Behavior in School Bullying: A Systematic Literature Review. JAMBURA Guidance and Counseling Journal, 7(2), 155-171. https://doi.org/10.37411/jgcj.v7i2.5094
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