Bystander intervention in bullying based on sexual orientation and gender identity and expression among cisgender and heterosexual students: A cross‐linguistic European study

Abstract Bullying based on sexual orientation and gender identity and expression (SOGIE) is a pervasive issue affecting sexual and gender minority (SGM) students and has profound adverse effects on mental health and academic performance. Promoting bystander interventions, where peers step in to stop SOGIE‐based bullying, may be a promising strategy to reduce such discriminatory behaviors. Yet, reliable cross‐linguistic measures tailored specifically to SOGIE‐based bullying are lacking. This study validated a scale assessing cis ‐gender and heterosexual students' bystander intentions to intervene in SOGIE‐based bullying across eight languages. A second‐order confirmatory factor analysis supported a three‐factor model: “Responsibility” (recognizing one's duty to intervene), “Know” (having the skills and knowledge to intervene), and “Act” (taking prompt action to stop SOGIE‐based bullying). The scale demonstrated consistent configural and metric invariance across languages and partial scalar invariance, enabling, however, cross‐linguistic comparisons. Significant linguistic differences in bystander attitude emerged, with Portuguese and Spanish speakers reporting significant higher levels than Dutch, Slovenian, and English speakers. Responsibility accounted for the most cross‐country variation, reflecting differences in perceptions of duty, efficacy, and communication norms regarding SOGIE‐based bullying. This validated tool offers a valuable resource for cross‐cultural research and educational efforts, with future studies needed to explore cultural dynamics further and extend validation to SGM students.