Background: This study sought to analyse the metric properties of the scores obtained with an adaptation of the Student Bystander Behaviour Scale (SBBS; Thornberg & Jungert, 2013) in Spanish primary-school students and to examine the types of responses students reported as witnesses to school bullying, along with their relationship to empathy.
Method: The Spanish adaptation of the SBBS and a self-report questionnaire about empathy were given to 1108 primary-school students, aged 9-11 years old (48.4% girls) in Asturias (Spain). The students were from 29 schools, selected by simple random sampling from all of the primary schools in the region.
Results: Exploratory and confirmatory factor analysis indicated that the adapted version, like the original SBBS, measured three types of witness response to school bullying: defender, passive, and pro-bully. Most students reported that they defended, or would defend, the victim. This trend was more marked in those who had not witnessed bullying. The type of response to bullying was related to empathy, positively with defender responses, and negatively with passive and pro-bully responses.
Conclusions: The scores from the adapted version of the SBBS demonstrated metrics of reliability and validity suitable for identifying the type of response to school bullying from primary-school students.