School Climate and Bullying Prevention in Inclusive Education: Implications for Inclusive Madrasahs
DOI:
https://doi.org/10.15408/tjems.v13i1.50620Keywords:
school climate, bullying prevention, inclusive education, inclusive madrasahs, school safety, iklim sekolah, pencegahan perundungan, pendidikan inklusif, madrasah inklusif, keamanan sekolahAbstract
Abstract
School climate is often linked to bullying outcomes, but its relevance to inclusive madrasahs has not been brought together in a focused review. Following PRISMA 2020, we searched Scopus and Google Scholar on 29 March 2025 and used Publish or Perish to retrieve and manage records. Search terms combined “school climate,” “bullying,” “bullying prevention,” “inclusive education,” and “inclusive school.” The search produced 300 records; after removing 42 duplicates, we screened 258 records, assessed 60 full-text articles, and retained 29 studies for thematic synthesis. We appraised each study for clarity of purpose, methodological fit, description of context, adequacy of reporting, and relevance to the review question. Four dimensions appeared repeatedly: teacher–student relationships, peer relationships, perceived school safety, and anti-bullying policies. Supportive relationships, a stronger sense of safety, and policies that were applied consistently tended to accompany lower bullying involvement and better social inclusion. Because most studies were correlational and were conducted in general or inclusive schools rather than madrasahs, the findings do not establish effectiveness in inclusive madrasahs. They instead provide a framework that requires local testing. Rahmah, ukhuwah, and adab offer an ethical vocabulary for connecting the four dimensions with teacher practice, peer support, accessible reporting, and school governance. The evidence favors a whole-school approach over isolated anti-bullying activities.
Abstrak
Iklim sekolah sering dikaitkan dengan hasil perundungan, tetapi relevansinya dalam konteks madrasah inklusif belum banyak dihimpun dalam kajian yang terfokus. Dengan mengikuti pedoman PRISMA 2020, penelitian ini menelusuri artikel melalui Scopus dan Google Scholar pada 29 Maret 2025 serta menggunakan Publish or Perish untuk mengambil dan mengelola data publikasi. Kata kunci pencarian menggabungkan istilah school climate, bullying, bullying prevention, inclusive education, dan inclusive school. Hasil pencarian memperoleh 300 artikel; setelah 42 duplikasi dihapus, sebanyak 258 artikel disaring, 60 artikel teks lengkap dinilai kelayakannya, dan 29 studi dipertahankan untuk sintesis tematik. Setiap studi dinilai berdasarkan kejelasan tujuan, kesesuaian metodologi, deskripsi konteks, kecukupan pelaporan, dan relevansi terhadap pertanyaan kajian. Empat dimensi yang muncul secara berulang adalah hubungan guru–siswa, hubungan antarteman sebaya, persepsi terhadap keamanan sekolah, dan kebijakan anti-perundungan. Hubungan yang suportif, rasa aman yang lebih kuat, serta kebijakan yang diterapkan secara konsisten cenderung berkaitan dengan rendahnya keterlibatan dalam perundungan dan meningkatnya inklusi sosial. Karena sebagian besar studi bersifat korelasional dan dilakukan pada sekolah umum atau sekolah inklusif, bukan secara khusus pada madrasah, temuan ini belum dapat membuktikan efektivitasnya dalam konteks madrasah inklusif. Temuan tersebut lebih tepat dipahami sebagai kerangka awal yang masih memerlukan pengujian lokal. Nilai rahmah, ukhuwah, dan adab menawarkan kosakata etis untuk menghubungkan keempat dimensi tersebut dengan praktik guru, dukungan teman sebaya, pelaporan yang mudah diakses, dan tata kelola sekolah. Bukti yang tersedia lebih mendukung pendekatan menyeluruh berbasis sekolah dibandingkan kegiatan anti-perundungan yang bersifat terpisah atau parsial.
References
Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019). Understanding the relationship between perceived school climate and bullying: A mediator analysis. Journal of School Violence, 18(2), 200–215. https://doi.org/10.1080/15388220.2018.1453820
Afif, N. (2025). Inclusive Islamic education in Indonesia: Challenges, theological foundations, and institutional reform. AL-ISHLAH: Jurnal Pendidikan, 17(3). https://doi.org/10.35445/alishlah.v17i3.7650
Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49(3–4), 123–134. https://doi.org/10.1007/s11125-020-09506-w
Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121–145. https://doi.org/10.1016/j.ijer.2018.01.012
Arango, C., Martín-Babarro, J., Abregú-Crespo, R., Huete-Diego, M. Á., Alvariño-Piqueras, M., Serrano-Marugán, I., & Díaz-Caneja, C. M. (2024). A web-enabled, school-based intervention for bullying prevention (LINKlusive): A cluster randomised trial. eClinicalMedicine, 68, 102427. https://doi.org/10.1016/j.eclinm.2024.102427
Arif, M., Abd Aziz, M. K. N., & Abdurakhmonovich, Y. A. (2024). Trend strategy to prevent bullying in Islamic boarding schools (pesantren). Jurnal Ilmiah Peuradeun, 12(2), 639–670. https://doi.org/10.26811/peuradeun.v12i2.1087
Badger, J. R., Nisar, A., & Hastings, R. P. (2024). School-based anti-bullying approaches for children and young people with special educational needs and disabilities: A systematic review and synthesis. Journal of Research in Special Educational Needs, 24(3), 742–757. https://doi.org/10.1111/1471-3802.12665
Berchiatti, M., Ferrer, A., Galiana, L., Badenes-Ribera, L., & Longobardi, C. (2022). Bullying in students with special education needs and learning difficulties: The role of the student–teacher relationship quality and students’ social status in the peer group. Child & Youth Care Forum, 51(3), 515–537. https://doi.org/10.1007/s10566-021-09640-2
Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School Psychology Review, 50(2–3), 221–236. https://doi.org/10.1080/2372966X.2021.1926321
Bradshaw, L., & Mundia, L. (2006). Attitudes to and concerns about inclusive education: Bruneian inservice and preservice teachers. International Journal of Special Education, 21(1), 35–41.
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://doi.org/10.1177/016146810911100108
Damayanti, S., Suryadi, K., & Tanshzil, S. W. (2024). School climate and bullying prevention: A civic education perspective. Journal of Education Research, 5(4), 4980–4990. https://doi.org/10.37985/jer.v5i4.1369
Dawes, M., Malamut, S. T., Guess, H., & Lohrbach, E. (2024). Teachers’ attitudes toward bullying and intervention responses: A systematic and meta-analytic review. Educational Psychology Review, 36, 122. https://doi.org/10.1007/s10648-024-09951-5
Dietrich, L., & Cohen, J. (2021). Understanding classroom bullying climates: The role of student body composition, relationships, and teaching quality. International Journal of Bullying Prevention, 3(1), 34–47. https://doi.org/10.1007/s42380-019-00059-x
Eldred, E., Devries, K., Zinke-Allmang, A., Mallick, R., Mughis, W., Morgon Banks, L., & Bhatia, A. (2025). Are school-based violence prevention interventions inclusive and effective for children with disabilities? A systematic review of global evidence. eClinicalMedicine, 80, 103060. https://doi.org/10.1016/j.eclinm.2024.103060
Gallego-Jiménez, M. G., Rodríguez-Otero, L. M., & Solís-García, P. (2021). El bullying en el marco de la escuela inclusiva: Revisión sistemática. Páginas de Educación, 14(1), 26–51. https://doi.org/10.22235/pe.v14i1.2258
Haakma, I., De Boer, A. A., Van Esch, S., Minnaert, A. E. M. G., & Van der Putten, A. A. J. (2021). Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions. European Journal of Special Needs Education, 36(2), 231–247. https://doi.org/10.1080/08856257.2021.1901374
Hall, W. J., & Dawes, H. C. (2019). Is fidelity of implementation of an anti-bullying policy related to student bullying and teacher protection of students? Education Sciences, 9(2), 112. https://doi.org/10.3390/educsci9020112
Hilmy, M., Bakhruddin, M., & Hadi, M. F. (2024). The relationship between Islamic religious education and the formation of morals in students. Tadrib: Jurnal Pendidikan Agama Islam, 10(1), 439–451. https://doi.org/10.19109/t4qtpv63
Hu, P., & Xia, M. (2024). Does competitive school climate really harm to students’ anti-bullying attitude: Empirical evidence from China. BMC Public Health, 24, 2927. https://doi.org/10.1186/s12889-024-20444-6
Huang, Y., Espelage, D. L., Polanin, J. R., & Hong, J. S. (2019). A meta-analytic review of school-based anti-bullying programs with a parent component. International Journal of Bullying Prevention, 1(1), 32–44. https://doi.org/10.1007/s42380-018-0002-1
Istiyani, D., Karnadi, K., & Nasikhin, N. (2025). Building a moderate generation through inclusive education: A case study in semi-modern Islamic boarding schools. Ta’dib, 28(2), 373–396. https://doi.org/10.31958/jt.v28i2.15993
Ktenidis, A. (2022). En/counters with disablist school violence: Experiences of young people with dwarfism in the United Kingdom. British Journal of Sociology of Education, 43(8), 1196–1215. https://doi.org/10.1080/01425692.2022.2122940
Kupchik, A., Highberger, J., & Bear, G. (2022). Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate. Psychology in the Schools, 59(8), 1538–1555. https://doi.org/10.1002/pits.22692
Marchante, M., Coelho, V. A., & Romão, A. M. (2022). The influence of school climate in bullying and victimization behaviors during middle school transition. Contemporary Educational Psychology, 71, 102111. https://doi.org/10.1016/j.cedpsych.2022.102111
Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. (2023). Regulation of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 48 of 2023 concerning the provision of reasonable accommodation for students with disabilities in formal early childhood education, primary education, secondary education, and higher education.
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, 372, n71. https://doi.org/10.1136/bmj.n71
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254–272. https://doi.org/10.1080/08856257.2019.1665232
Pearce, N., Monks, H., Alderman, N., Hearn, L., Burns, S., Runions, K., Francis, J., & Cross, D. (2024). ‘It’s all about context’: Building school capacity to implement a whole-school approach to bullying. International Journal of Bullying Prevention, 6(1), 53–68. https://doi.org/10.1007/s42380-022-00138-6
Putri, P. A., Alfarisi, M. A., Lestari, A., & Haryati, M. S. (2024). Saprahan tradition as local wisdom embodies the values of cultured Islamic education in West Kalimantan, Indonesia. Mimbar Agama Budaya, 41(2), 134–148. https://doi.org/10.15408/mimbar.v41i2.41322
Republic of Indonesia. (2016). Law of the Republic of Indonesia Number 8 of 2016 concerning persons with disabilities.
Rose, C. A., Webb, T., & McGillen, G. (2018). Bullying and students with behavioral disabilities: Examining the intersection of definition and behaviors. In J. P. Bakken (Ed.), Advances in learning and behavioral disabilities (Vol. 30, pp. 69–91). Emerald Publishing. https://doi.org/10.1108/S0735-004X20180000030006
Ručman, A. B., & Šulc, A. (2025). Bullying of students with disabilities in inclusive educational settings. International Journal of Bullying Prevention. Advance online publication. https://doi.org/10.1007/s42380-025-00298-1
Schweig, J., Hamilton, L. S., & Baker, G. (2019). School and classroom climate measures: Considerations for use by state and local education leaders. RAND Corporation. https://doi.org/10.7249/RR4259
Thornberg, R., Pozzoli, T., & Gini, G. (2022). Defending or remaining passive as a bystander of school bullying in Sweden: The role of moral disengagement and antibullying class norms. Journal of Interpersonal Violence, 37(19–20), NP18666–NP18689. https://doi.org/10.1177/08862605211037427
Thornberg, R., Wegmann, B., Wänström, L., Bjereld, Y., & Hong, J. S. (2022). Associations between student–teacher relationship quality, class climate, and bullying roles: A Bayesian multilevel multinomial logit analysis. Victims & Offenders, 17(8), 1196–1223. https://doi.org/10.1080/15564886.2022.2051107
UNESCO. (2019). Behind the numbers: Ending school violence and bullying. https://doi.org/10.54675/TRVR4270
Van Aalst, D. A. E., Huitsing, G., & Veenstra, R. (2024). A systematic review on primary school teachers’ characteristics and behaviors in identifying, preventing, and reducing bullying. International Journal of Bullying Prevention, 6, 124–137. https://doi.org/10.1007/s42380-022-00145-7
Waasdorp, T. E., Fu, R., Clary, L. K., & Bradshaw, C. P. (2022). 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
Wahyudi, M., Darmawan, A., & Mumtaz, S. (2026). Reconstructing democratic inclusive education through national culture and humanistic values: A critical interpretive synthesis from Indonesia. FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam, 15(2), 360–387. https://doi.org/10.32806/jf.v15i02.1693
Wang, M.-T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological well-being: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912
Yang, C., Chen, C., Lin, X., & Chan, M. K. (2021). School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate. School Psychology, 36(2), 75–85. https://doi.org/10.1037/spq0000423
Yang, C., Sharkey, J. D., Reed, L. A., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate. School Psychology Quarterly, 33(1), 54–64. https://doi.org/10.1037/spq0000250
Zhao, Z., Liu, G., Nie, Q., Teng, Z., Cheng, G., & Zhang, D. (2021). School climate and bullying victimization among adolescents: A moderated mediation model. Children and Youth Services Review, 131, 106218. https://doi.org/10.1016/j.childyouth.2021.106218
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sita Khotimah, Apit Dulyapit, Husnul Khotimah, Abdul Rosyid Teguhdin Hamid, Khasanah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
