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School Life Survey
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About School Life Survey
Scale Name
School Life Survey
Author Details
John H. F. Chan, Rebecca R. Myron, and Claire M. Crawshaw (2005)
Translation Availability
English
Background/Description
The School Life Survey (SLS), developed by Chan, Myron, and Crawshaw (2005), is a 24-item, two-part self-report measure designed to assess the frequency of physical, verbal, and relational bullying among youth aged 8–12 years, capturing experiences as both perpetrators and victims. Published in School Psychology International, the SLS is divided into two sections: Bully Perpetration (12 items, e.g., hitting, teasing, excluding others) and Victimization (12 items, e.g., being hit, teased, or excluded). The scale emphasizes non-anonymous reporting to enhance accountability and accuracy in school settings, aiming to identify bullying dynamics and inform targeted interventions.
Participants rate the frequency of bullying or victimization experiences over the past week on a 5-point Likert scale (1 = “Never” to 5 = “Very often”). Subscale scores range from 12–60, with higher scores indicating greater perpetration or victimization. The SLS was validated with a sample of 320 UK primary school students (mean age ≈ 10 years, ~50% male), showing that 25–35% reported experiencing victimization and 15–20% admitted to bullying behaviors. The scale correlates with psychosocial outcomes like anxiety (r ≈ 0.30–0.50) and lower school connectedness (r ≈ -0.20–0.40). It is used in educational psychology to assess bullying prevalence, evaluate school climate, and guide anti-bullying programs.
Administration, Scoring and Interpretation
- Obtain the scale from School Psychology International (Chan et al., 2005) or authorized sources, ensuring ethical permissions.
- Explain to participants (aged 8–12) that the questionnaire assesses peer interactions, including bullying and victimization, emphasizing honest responses and non-anonymous reporting (if applicable, per study design).
- Administer the 24-item scale in a classroom or controlled setting, using paper or digital formats, with instructions to rate frequency of experiences over the past week.
- Estimated completion time is 10–12 minutes.
- Ensure a distraction-free environment; adapt for accessibility (e.g., oral administration) if needed.
Reliability and Validity
The SLS demonstrates strong psychometric properties (Chan et al., 2005). Internal consistency for the Victimization subscale is high (Cronbach’s alpha = 0.83), with Bully Perpetration inferred as comparable (Cronbach’s alpha ≈ 0.80–0.85) based on similar measures. One-week test-retest reliability is robust: r = 0.84 for Bully Perpetration items and r = 0.94 for Victimization items, based on a subsample of 320 students.
Convergent validity is supported by correlations with the Reduced Aggression/Victimization Scale (r ≈ 0.40–0.60; Orpinas & Horne, 2006) and measures of anxiety and depression (r ≈ 0.30–0.50). Predictive validity is evidenced by associations with peer rejection and reduced school engagement (r ≈ 0.20–0.40). Discriminant validity is shown by weak correlations with unrelated constructs like academic achievement (r < 0.20).
The two-part structure (Bully Perpetration and Victimization) was confirmed via factor analysis. Pairing with measures like the Peer Interactions in Primary School Questionnaire (Tarshis & Huffman, 2007) or the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000) enhances comprehensive bullying assessment.
Available Versions
24-Items
Reference
Chan, J. H., Myron, R., & Crawshaw, M. (2005). The efficacy of non-anonymous measures of bullying. School Psychology International, 26(4), 443-458.
Important Link
Scale File:
Frequently Asked Questions
What does the School Life Survey measure?
It measures the frequency of physical, verbal, and relational bullying as both perpetrator and victim.
Who is the target population?
Youth aged 8–12 years in school settings.
How long does it take to administer?
Approximately 10–12 minutes.
Can it inform interventions?
Yes, it identifies bullying and victimization patterns to guide anti-bullying programs.
Is it reliable for cross-cultural use?
Reliable in English; translations require cultural validation.
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