Callous-Unemotional Traits and Intention to Stop Bullying: Does Students’ Perception of the Teacher Matter?

Understanding how teachers can intervene more effectively in bullying is essential, particularly when working with students whose misbehavior is particularly challenging to address, such as those high in callous-unemotional (CU) traits. This study tested the effects of callous-unemotional (CU) traits on students’ intention to stop bullying after a teacher-delivered anti-bullying intervention, and whether this effect was moderated by their perception of the teacher. A sample of 277 seventh-graders ( M age = 12.93, SD = 0.49; 47% female) was asked to imagine having bullied a peer and being invited to a discussion with a teacher. They then watched a video depicting what the teacher would say. Higher CU traits were associated with weaker intention to stop bullying, whereas perceiving the teacher more positively was related to stronger intention to stop. A significant moderation was found: the negative association between CU traits and intention to stop was stronger when students perceived the teacher less positively. Findings suggest that building positive relationships with students whose bullying is difficult to address (e.g., high in CU traits) may help enhance the effectiveness of teachers’ targeted interventions.