Abstract
This paper is a secondary analysis, using data from the South African 2015 cycle of the Trends in International Mathematics and Science Study (TIMSS). TIMSS is a trend study that assesses Mathematics and Science achievement and is designed to measure changes in the education system over time. The participants of the study included 12,514 learners from 292 schools, where a national sample of schools and learners are selected, making the study nationally representative. A multiple regression was conducted to respond to the main aims of the study, which is, firstly, to investigate the association between school climate and the prevalence of bullying in schools. Secondly, to determine if the socioeconomic status of the school is associated with incidences of bullying at the school. The results show that learners are less likely to be bullied when they feel a sense of belonging to the school they attend, they are confident, and when they are constantly engaged in the classroom. A significant gender bias exists where boys are bullied more often than girls. It has also been found that students who are often bullied obtain a significantly lower score in Mathematics than their counterparts. The findings demonstrate the need for schools to monitor the nature and frequency of bullying, so that targeted interventions can be designed, implemented and monitored on a regular basis. Keywords: bullying; school climate; school factors; school violence, South Africa; TIMSS 2015
Highlights
Burton and Leoschut (2013) argue that to some extent, schools are miniature versions of the surrounding community, and that the risk factors experienced in the community increases the schools’ predisposition to violence in the school environment
In order of highest to lowest value, the results show that learner sense of belonging (t = -11.36) has the strongest relationship, followed by: average Mathematics achievement (t = -9.08); learner confidence (t = -5.14); learner engagement (t = -4.95); the type of school that learners attend (t = -4.47; t = -3.09); and the emphasis placed on academic success (t = -3.02)
It is in environments like these, often referred to as schools with a healthy climate, that constructive teaching and learning takes place and issues of bullying are low or non-existent
Summary
Burton and Leoschut (2013) argue that to some extent, schools are miniature versions of the surrounding community, and that the risk factors experienced in the community increases the schools’ predisposition to violence in the school environment. Students are becoming desensitised to issues of crime and violence, because these have become a common social feature (Burton & Leoschut, 2013). This is a trend observed globally (Makota & Leoschut, 2016; Organisation for Economic Co-operation and Development [OECD], 2017). Following evidence of widespread incidences of bullying globally, developed and emerging economies need to look closely at strategies that will ensure building strong partnerships between schools, parents and communities, and reducing the negative and enduring impacts of bullying. Education departments have put measures in place in the hope of reducing levels of bullying in schools, a more holistic approach is required, where issues of school climate become the focus, since bullying and school-based violence occur mostly in schools with an unhealthy climate (Waasdorp, Pas, O'Brennan & Bradshaw, 2011)
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