Abstract
The reactions of those who witness bullying are important because they can stop the bullying and prevent further harm. Factors associated with telling behavior were investigated with 477 elementary school students who witnessed bullying. Approximately seventy percent of the students talked to someone about bullying incidents, most often, teachers. Chi-square and logistic regression analyses demonstrated that gender, frequency of witnessing, cognitive empathy, and social skills were found to be associated with telling behavior of witnesses, whereas affective empathy and school connectedness were not significantly related. Findings from this research are important for future practice and studies on bystander intervention.