Bullying behaviour in secondary schools: what roles do teachers play?

Teachers have an important role to play in the management and prevention of bullying. Although many anti‐bullying programmes advocate a ‘whole school approach’, they tend to focus on student‐student behaviours and rarely examine the nature of other relationships which exist in the school. This study examines bullying between students and teachers at two time points. Thirty per cent of students said they were bullied by teachers at both times. Numbers reporting they bullied teachers were 28 per cent and 16 per cent, respectively. The paper explores the important role that teachers play in dealing with bullying in a school setting by modelling appropriate behaviours and dealing with it effectively. If teachers are victimised by or engage in bullying students this has implications for the ethos within the school and may also impact on the success of anti‐bullying programmes. Copyright © 2008 John Wiley & Sons, Ltd.     

Do bullied children have poor relationships with their parents and teachers? A cross-sectional study of Swedish children

Parents and teachers play an important role in helping victims of bullying to prevent, cope with and end bullying. Despite that, victims' relationships with adults have often been overlooked in previous research. The aim of this study was to investigate bullied and not bullied children's perception of the quality of their relationship with teachers and parents and to examine if there were any differences in the perception associated with bullying frequency or type of victimization. Data came from the Swedish Health Behavior in School-aged Children (HBSC) survey from 2013/14, which included 7867 students aged 11, 13 and 15. A multi-level multinomial logistic regression model was created to estimate association between the type of bullying victimization and the quality of relationships with parents and teachers. The result showed that bullied children had poorer relationships with parents and teachers than nonvictims. Victims had higher odds of finding it difficult to talk to parents about things bothering them, of feeling that the family was not listening to what they had to say, and of having low confidence in their teacher. Frequent cyber victims had the highest AdjOR (2.09–3.37) compared with non-victims to have poor quality relationships with teachers and parents.     

Taking Over the School: Student Gangs as a Strategy for Dealing with Homophobic Bullying in an Urban Public School District

SUMMARY

This article discusses the African American lesbian gang, DTO (Dykes Taking Over), as an example of a student-initiated strategy for dealing with homophobic bullying in an urban American school district. A series of alleged incidents of same-sex sexual harassment by gang members on heterosexual students illustrate how lesbian/bisexual threat was used by these women to re-establish a power differential after they experienced bullying based on their sexuality and gender expression. A series of alleged incidents of same-sex sexual harassment by gang members on female heterosexual students illustrate how gay/bisexual threat was used by these women to re-establish a power differential after they experienced bullying based on their sexuality and gender expression. This article considers how these students were reacting, perhaps preemptively and in retaliation, to homophobia in their schools, particularly from their peers, forming gangs and using same sex sexual harassment of other students as a weapon against homophobia and a means by which they could assert themselves in their masculinities, not unlike their male peers who experience same sex bullying and/or harassment and use anti-female sexual harassment to assert their masculinity. Intersections of gender, race, ethnicity, class, and sexuality frame several major questions that arise from these considerations, including: Might their masculinities be uniquely related to their performances of bullying? (How) could homophobic bullying be framed with sexual harassment in both policy and practice? Would this framing benefit or harm students who are bullied? How would/does that change the way we can handle it in schools (i.e., school policies), if at all? Implications for school-based practitioners are discussed with regard to how these students' behavior might be the result of a lack of programs and services available for LGBTQ and same gender loving youth both in and after school.     

Teacher Engagement with Bullying: Managing an Identity within a School

Bullying is a social problem that is detrimental to a student's education. Teacher response is an important factor to reducing bullying, which is especially important at the elementary school level. While teachers show a greater understanding of the definition of bullying than students, they struggle to recognize and respond to bullying. Using 12 grade-specific focus groups of K–5th grade teachers, this study analyzed the disconnect between teachers' understanding of what bullying is and their perception of the experiences of bullying around them. Using a modified Ecological Model, examining the teacher experience, it was found that a whole-school response to bullying is needed to help teachers stem the academic definition of bullying into their workplace engagements, taking responsibility for changing the culture of bullying. Without school support, teachers sustained a more stereotypical perspective of bullying as they managed their teacher identities, struggling to avoid them being “spoiled.”     

学校欺负相关研究的回顾与社会学反思

对学校欺负相关研究的回顾发现,当前研究仍处于探索阶段,对于学校欺负核心概念仍然没有达成共识;理论研究处于"松散状态";现状研究对核心问题尚未探讨;研究方法与研究视角单一;干预策略本土化研究尚少。透过社会学视角,未来学校欺负研究应转向欺负行为背后,探讨谁在欺负与受欺负;明确学校欺负核心概念的内涵与外延;建立学术共同体提升理论研究与现状研究,尤其是对个案研究,在此基础上开展社会支持系统下的学校欺负干预实验,提升本土化研究水平。     

Understanding weaknesses in bullying research: How school personnel can help strengthen bullying research and practice

School personnel (teachers, administrators, counselors, staff, and social workers) would greatly benefit from a stronger understanding of bullying dynamics. In order to heighten their understanding, we must strengthen bullying research. Despite more than 40 years of bullying research, a number of methodological weaknesses continue to plague the field of bullying. First, there is a lack of a common definition of bullying, making it difficult to compare results across studies. Second, some researchers use one-item measures of bullying, a practice that lacks content validity and fails to assess the entire scope of the bullying dynamic. Third, many measures fail to assess all forms of bullying. Fourth, researchers often fail to provide a definition of bullying or to even include the word “bullying” in their measures, thus conflating the measurement of bullying and aggression. Finally, most scales measure the prevalence of bullying and fail to assess the motivations for bullying or reasons why youth are bullied or bully others. The current article provides an overview of these five weaknesses present in bullying research, presents possible solutions, and discusses implications for school personnel.     

Comparing children's experiences of schools-based bullying across countries

We make use of a newly-available international data set from a survey of children aged 8 to 12 years old across 16 diverse countries to explore variations in rates of schools-based bullying of children and the associations between experiences of being bullied and child subjective well-being, both within and between countries. The analysis is consistent with previous international studies in showing very substantial variation in rates of bullying at the country level. There are also between-country variations in the rates of different types of bullying. In terms of individual variations, we find significant variations in the likelihood of being bullied according to age, gender and deprivation, although the influence of these factors varies by country. There was no apparent link at a country-level between rates of bullying and mean life satisfaction scores. On the other hand, in almost all countries, children who had been bullied had significantly lower subjective well-being than children who had not. However there were substantial differences in the strength of association across countries. We find some tentative evidence to suggest that being bullied may make a greater contribution to explaining variations in child subjective well-being in rich countries than in poor countries. The implications of the findings and directions for future research are discussed.     

Analyzing sub-population profiles and risk factors for school bullying

Drawing from a local sample of 1822 7th and 8th grade students, this study used Latent Class Analysis (LCA) and Latent Class Regression Analysis (LCRA) to identify sub-population profiles and risk factors for school bullying. Four sub-population profiles of school bullying risk were yielded from this approach. These profiles included students who presented little need for formal services as well as students who manifested needs for wrap-around support. Importantly, additional regression analyses related student membership in particular risk profile groups to the support they receive from peers, teachers, and parents. Several significant practice implications for bullying prevention and Response-to-Intervention (RTI) frameworks accompany the findings. Above all, school bullying interventions should be implemented with prudence because even the best intended ones carry the potential for harm.     

Agreement among students', teachers', and parents' perceptions of victimization by bullying

Bullying is a growing problem in many schools today, and accurate perceptions of bullying and victimization in schools are necessary in order for programs aimed at intervention for bullying behaviors to be effective. The current study examined agreement among students', teachers', and parents' perceptions of victimization across gender and grade level by surveying 137 students in grades 3–8, and their parents and teachers using a common measure of bullying. Overall, students reported the highest levels of victimization, and teachers reported the lowest levels of victimization. This pattern was consistent across gender, but inconsistent across grade level. Students and parents had moderate agreement correlations on levels of victimization, whereas teachers and students had low agreement correlations on levels of victimization. Overall, when students and parents or teachers disagreed, the disagreement was an underestimate, rather than an overestimate on the adult's part.     

Coping with bullying in Australian schools: how children with disabilities experience support from friends,parents and teachers

Little research has been published investigating the experiences of physical and emotional support for children with disabilities in the Australian school context. The aim of this phenomenological study was to explore how children with disabilities experienced support when they were bullied at school. Qualitative interviews with 10 children, aged 8–10 years, were analysed. The children had a range of disabilities, including physical, visual and hearing impairments. The four themes that emerged were: (1) bullying experiences; (2) coping with bullying; (3) importance of friends; (4) adult responses to bullying. The implications of the contributions to this study for bullying research specific to the lives of children with disabilities are discussed, such as providing educational and health professionals with a knowledge of the support that children with disabilities draw on when they experience bullying.     

An education and negotiation of differences: the ‘schooling’ experiences of English-speaking Canadian children growing up with polio during the 1940s and 1950s

In this paper we present oral narratives focusing on schooling experiences of Canadians who lived with polio as children between 1940 and 1959. We argue that disabled students with polio received an education about the differences ascribed to them by individuals in authority (teachers, principals), by other young people, and through the dominant negative discourses of polio and normalizing, ableist practices of schooling. Using narrative accounts from participants’ interviews, we analyze their school experiences of difference: inaccessible physical and temporal spaces, bullying at school, exclusion from classes, and negotiating youth culture related to shoes, clothes and friendships. However, participants were not passive and they discussed how, along with families, they negotiated and occasionally defied normalizing processes. This research gives voice to a generation of disabled English-speaking Canadians, whose stories about school have not been heard before.     

Developing “whole school” bystander interventions: The role of school-settings in influencing adolescents responses to dating violence and bullying

Bystander intervention programs have been introduced as innovative strategies to empower teens to intervene proactively when they witness bullying and dating violence (TDV) in their social environments. While there is promising research on the individual-level factors that influence students' willingness to intervene, there has been limited investigation on how teens' school environments encourage proactive responses. Through analysis of focus group data, this study revealed that teens are reluctant to employ bystander behaviors in any capacity. Some of the school-level factors that influenced their willingness to intervene include: trusting relationships with teachers; the perception that school personnel, rather than students, have more expertise to respond effectively; school environments that were tolerant of dating abuse; and ineffective school policies. Implications for creating “whole-school” responses to bullying and TDV will be discussed.     

‘Your whole life depends on it’: academic stress and high-stakes testing in Ireland

International research consistently shows that high-stakes exams are a significant source of stress and worry for students within secondary education. Existing research focuses on individual variation in exam-related stress levels among students with very little attention given to the influence of school context on student stress. Using data from the Irish Post-Primary Longitudinal Study, a mixed methods study of secondary students, this paper examines both individual and school level factors influencing the levels of stress among students preparing for the nationally standardised Leaving Certificate examination. The paper presents new findings which highlight the potential role of schools in ameliorating student stress. Findings show that student stress is not only influenced by individual-level factors but that certain aspects of the schooling process impact on stress levels. In particular, the quality of student–teacher interaction and peer relations within the school are found to have a significant impact on student stress levels. Students with more positive interactions with their teachers have lower stress levels with higher stress levels among those who have experienced bullying from peers. Stress is also influenced by programme choice at upper secondary level and the extent to which students are facilitated in their choice of subjects.     

Bullying victimization in non-heterosexual university students

In this study the prevalence, impact on mental health, and coping of bullying victimization in university students identifying as non-heterosexual was compared with their heterosexual peers. University students were surveyed on bullying experiences within the past 12 months, their mental health, and use of coping strategies. Demographic information identified gender, age, and sexual orientation. Results indicated that 14.3% of students reported victimization, and that students ages 24 to 35, and those who identified as non-heterosexual, reported higher rates of victimization. No gender differences were found. Bullied students scored significantly higher on depression, anxiety, and stress scores than non-bullied students. Comparisons of mental health scores and coping strategies of non-heterosexual and heterosexual bullied students found no significant differences, indicating both groups are equally impacted, and equally utilize adaptive and maladaptive strategies to manage the victimization. Implications for tertiary institutions include identification of effective coping resources for diverse university student populations. Limitations and recommendations for future research are considered.     

Coping with victimization in heterosexual and sexual minority university students

This study examined perceived social support available to victims of traditional and cyber forms of bullying in a heterosexual and sexual minority emerging adult university student population. Questionnaires were completed by 521 students ages 18 to 25 years old. The questions related to their sexuality, experience of bullying, and perception of social support. Perceived social support was lower for sexual minority individuals than for heterosexual individuals only when no bullying behavior was present. No significant differences in perceived social support between sexual minority and heterosexual individuals were found when they were traditionally bullied, cyberbullied, or experienced both forms of bullying victimization. Implications for practice and future research are discussed.     

Two sides of the coin: the bully and the bullied

Bullying has become a worldwide phenomenon that produces serious individual and societal consequences when it is ignored. There are two sides of the coin that require consideration when psychiatric-mental health (PMH) nurses conduct assessments of situations that involve bullying behaviors. Both the bully and the bullied can incur serious, negative, and debilitating psychological effects. In some cases, physical injury and/or death occurs as a result of bullying. Deciphering the biopsychosocial mental health issues associated with bullying is challenging. PMH nurses have the clinical expertise to develop coping interventions and strategies that stop bullying, as well as enhance the mental health and wellness of both those who bully and who are bullied. This article presents PMH nursing biopsychosocial strategies for both sides of the bullying coin. Exemplars are provided to aid implementation of the strategies.     

Violence exposure and bullying among African American adolescents: Examining the protective role of academic engagement

While African American youth are at disproportionate risk for both community violence exposure and bullying, few studies have examined the association between these two forms of violence in this population. Moreover, given the countless hours that youth spend in schools, identifying school experiences that might protect against this association is an important step to reducing the likelihood of engagement in bullying. The present study explored whether academic engagement buffers the association between exposure to community violence (i.e., hearing about violence, witnessing or victimization) and bullying involvement (i.e., perpetration or victimization) in a cross-sectional sample of low-income African American adolescents residing in Chicago. A convenience sample of 638 African American high school students were recruited from several Chicago neighborhoods between 2014 and 2015. A series of hierarchical linear regression models assessed the relation between types of community violence exposure, academic engagement and bullying behaviors. We found that youth exposed to community violence – specifically, those who had been victimized and heard about violence – were at increased risk for being victims and perpetrators of bullying. High academic engagement reduced the likelihood that youth who heard about violence well would be at higher risk for bullying involvement. Prevention efforts aimed at reducing bullying involvement would benefit from assessing and targeting violence and victimization in the community, in addition to youths' school experiences.     

Hidden school dropout among immigrant students: a cross-sectional study

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout.     

Cyberbullying and subjective health: A large-scale study of students in Stockholm,Sweden

The increase in the use of mobile phones and the Internet has given rise to new opportunities for people to meet and communicate. However, there are also dark sides to these new forms of communication. One of these is cyberbullying, i.e. bullying via mobile phone and the Internet. Given that cyberbullying is a relatively new phenomenon, empirical knowledge is still limited and particularly so in Sweden, which in international comparison has reported low rates of bullying in general. The aim of the study is to investigate: 1) the prevalence of cyberbullying among students in Stockholm, Sweden; 2) the overlap between cyberbullying and traditional forms of school bullying, and 3) the association between the experience of cyberbullying and subjective health. The study uses the Stockholm School Survey of 2008 which is a total population survey of students in grade 9 of compulsory school (i.e. aged 15–16) and in the second year of upper secondary school (i.e. aged 17–18) in Stockholm and eighteen of its surrounding municipalities (N = 22,544). About 5 % of the students are victims of cyberbullying, 4% are perpetrators, and 2% are both victims and perpetrators. There is some overlap between cyberbullying and traditional bullying: those who are victims of traditional bullying are at increased risk of also being victims of cyberbullying; while being a traditional bully is strongly associated with the likelihood of also being a cyberbully. However, many students who are involved in cyberbullying are not involved in traditional bullying. OLS regression analyses show that being a victim of cyberbullying remains associated with worse subjective health when being the victim of traditional bullying and socioeconomic factors are taken into account. In addition, perpetrators of cyberbullying as well as students who are both victims and bullies, have worse subjective health than those who are not involved in cyberbullying.