Bullying In Primary Schools Research Articles

Primary school bullying: Factors, forms and solutions

This research is motivated by the rampant cases of bullying in schools caused by various factors and forms of bullying behavior played by students in schools. This study describes the forms, factors, and solutions the school has implemented. The researcher used a descriptive qualitative method to write the findings. Data collection was carried out using interviews, observations, and filling out questionnaires. The results illustrate that bullying behavior that occurs at school can be verbal by mocking, insinuating, and instigating. While social bullying, such as ostracising friends. In response, primary schools in Malang City formed an anti-bullying task force to minimize bullying and educate students regarding it in the school environment. The task force's role is to educate (remind) what bullying is for all students in the school and to model positive behavior (role model).

The silent shadow in primary school: The invisible face of bullying

The rates published by organizations such as UNICEF, WHO, UNESCO, and PISA on bullying in educational institutions worldwide are quite frightening. In fact, this is the reason for conducting this research. Because there is no concrete and urgent intervention plan on how to combat bullying in primary schools. This situation also constitutes a gap in the related field. Therefore, this research aims to prepare a concrete, urgent intervention plan on how educational stakeholders will fight against bullying in primary schools. The study was conducted with a nested single-case design, one of the qualitative research designs. In the study, “students, teachers, educational administrators, parents, and guidance counselors” were included in the study by using the “criterion sampling” technique, one of the purposeful sampling methods. Focus group interview was selected as the data collection tool in the study. The data obtained from focus group interviews were subjected to theme, descriptive, and content analysis. Throughout the research, eight themes, sixteen categories, and thirty-six codes were reached for the emergency intervention plan for combating bullying in primary schools. As a result, an eight-stage concrete emergency intervention plan was prepared on how educational stakeholders will act against bullying in primary schools.

Edukasi Anti-Bulyying Melalui Strategi Kolaboratif Aliansi Siswa-Guru Dalam Menciptakan Zona Bebas Perundungan di Sekolah Dasar

Bullying in elementary school is a serious problem that can negatively impact children's psychological and academic development. The main problem identified was the high rate of bullying in primary schools which negatively impacted students' emotional and academic well-being. The purpose of this educational seminar is to develop and implement anti-bullying strategies that involve the active participation of students and support from teachers, as well as to evaluate their effectiveness in creating a safe school environment. The method used involves designing a collaboration-based anti-bullying education program, training teachers and students, and implementing related activities. Data was collected through surveys, interviews, and observations to measure changes in bullying rates, student attitudes, and school climate. The results of the study showed that the implementation of collaborative strategies was effective in reducing the incidence of bullying and increasing students' awareness of positive behavior. In addition, there is an increase in student involvement in anti-bullying activities and stronger support from teachers. In conclusion, the collaborative strategy of the student-teacher alliance succeeded in creating a bullying-free zone at Sukaraja Elementary School. The program not only reduces bullying but also improves the overall school climate, demonstrating the importance of the involvement of all parties in bullying prevention efforts

Encouraging Positive Bystander Responses to Bias-Based Bullying in Primary Schools Through a Serious Game Approach: A Non-Randomized Controlled Evaluation of the ‘GATE-BULL’ Program

AbstractBias-based bullying is a serious public health issue, negatively impacting on the well-being of children with socially devalued identities or attributes. The aim of the GATE-BULL project was to develop and evaluate a serious game supplemented by a series of classroom-based lesson plans to encourage positive bystander responses in weight-, ethnicity-, and religion-based bullying situations. The program was a 4-week school-based intervention targeted at 9–13-year-olds and tested using a quasi-experimental design. In total, 578 children from the Netherlands, Scotland and Greece were included in the analyses. The evaluation suggested that the GATE-BULL program improved the intention to intervene in weight-based bullying situations in Scotland and marginally contributes to a reduction in intergroup anxiety among majority group children with respect to Muslim children in the Netherlands. No positive effects were found in Greece. While the program showed limited evidence of effectiveness, several important lessons have been learned for future development of interventions targeting bias-based bullying.

A Case of Psychological Crisis Intervention in Primary School Bullying

A Case of Psychological Crisis Intervention in Primary School Bullying

The Role of Islamic Religion Teachers in Preventing Bullying in Primary Schools

This study aims to understand how Islamic religion teachers can prevent and address bullying in primary schools. Through descriptive qualitative desk research, this study found that Islamic religion teachers should integrate Islamic values in school culture, teach moral values through Islamic religious education, and encourage empathy and compassion among students. In addition, teachers should also promote effective communication and conflict resolution, be role models for students, contribute to the creation of a safe and inclusive environment, and collaborate with other stakeholders. By doing these things, Islamic religion teachers can create a respectful and inclusive school environment and prevent incidents of bullying. The level of success in preventing and intervening in bullying will largely depend on how Islamic teachers implement effective strategies and approaches. This research provides an important foundation for Islamic teachers in their role in helping to address bullying in primary schools.

Perceptions and experiences of bullying among primary school learners in Ekiti State, Nigeria

ABSTRACT This study investigates learners’ perceptions and experiences of bullying in primary schools in Ekiti State, Nigeria. The pragmatic research paradigm underpins the study through the convergent mixed methods research design. The study's population was learners in middle Basic schools (Basic 4–6). Data were collected using a self-report survey instrument (α = 0.83) and Focus Group Discussion guide, and analysed with descriptive statistics and thematic analysis. Findings indicate that perpetrators of learners’ bullying are school and community based, are of various forms, and have several negative effects on learners. Strategies for curbing or preventing bullying in primary schools are the provision of a conducive learning environment, prompt identification of its causes, holding perpetrators accountable, enacting stringent laws to punish perpetrators, strict intervention policies, and reinforcing school and classroom discipline.

Gene-environment interaction study on the polygenic risk score for neuroticism, childhood adversity, and parental bonding.

The present study examines whether neuroticism is predicted by genetic vulnerability, summarized as polygenic risk score for neuroticism (PRSN), in interaction with bullying, parental bonding, and childhood adversity. Data were derived from a general population adolescent and young adult twin cohort. The final sample consisted of 202 monozygotic and 436 dizygotic twins and 319 twin pairs. The Short Eysenck Personality questionnaire was used to measure neuroticism. PRSN was trained on the results from the Genetics of Personality Consortium (GPC) and United Kingdom Biobank (UKB) cohorts, yielding two different PRSN. Multilevel mixed-effects models were used to analyze the main and interacting associations of PRSN, childhood adversity, bullying, and parental bonding style with neuroticism. We found no evidence of gene-environment correlation. PRSN thresholds of .005 and .2 were chosen, based on GPC and UKB datasets, respectively. After correction for confounders, all the individual variables were associated with the expression of neuroticism: both PRSN from GPC and UKB, childhood adversity, maternal bonding, paternal bonding, and bullying in primary school and secondary school. However, the results indicated no evidence for gene-environment interaction in this cohort. These results suggest that genetic vulnerability on the one hand and negative life events (childhood adversity and bullying) and positive life events (optimal parental bonding) on the other represent noninteracting pathways to neuroticism.

Prevalence of bullying in primary schools of Baghdad, Iraq

Objective: To determine the prevalence of bullying among primary schools’ children with some associated factors, and resultant effects. Methodology: This cross-sectional study with analytic elements was carried out from February through April 2022. It included a sample of 410 students from six governmental primary schools from both sides of Baghdad city. A self-constructed questionnaire was used. It comprised the following parts: Part (1): socio-demographic data, Part (2): questions that review the students’ exposure to bullying, and Part (3) entails the effects of bullying on those children. Results: The total sample was composed of 410 students; their mean age was 9.51±1.94 years. The prevalence of bullying was 56.34%. Students who were exposed to bullying had been experiencing symptoms as an abdominal pain, nausea, or vomiting before school, then those who were not exposed to bullying. Conclusions: Bulling was occurring as a combination of physical, verbal, emotional & social types, with significant health effects for individuals who experienced these acts.

An Investigation of Peer Bullying in Primary Schools Based on the Views of Primary School Teachers

Okul, öğrencilerin güvenli bir ortamda eğitim-öğretim gördüğü yerdir. Bu güvenli ortam, öğrenciler tarafından sergilenen bazı istenmeyen davranışlar nedeniyle bozulabilmektedir. Bir ya da daha fazla öğrencinin aynı yaş grubundaki bir başka öğrenciye sürekli olarak olumsuz eylemlerde bulunması olarak tanımlanan akran zorbalığı, okullarda sık karşılaşılan olumsuz ve istenmeyen davranışlara örnektir. Akran zorbalığı, hem davranışı yapan hem de davranışa maruz kalan öğrenci üzerinde olumsuz etkiye sahiptir. Okul ortamında akran zorbalığı gibi problemlerle karşılaşıldığında öğretmenlerin olaya nasıl müdahale ettikleri ve akran zorbalığı ile baş etme konusunda sunacağı öneriler, hem öğrencinin sağlığı hem de öğretim ortamının iyileştirilmesi açısından önemlidir. Bu araştırmada ilkokullardaki akran zorbalığının sınıf öğretmenlerinin görüşleri doğrultusunda incelenmesi amaçlanmaktadır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Çalışma grubunu amaçlı örnekleme türlerinden kolay ulaşılabilir durum örneklemesi yolu ile Milli Eğitim Bakanlığına bağlı ilkokullarda görev yapmakta olan 69 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak uzman görüşleri doğrultusunda araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırmanın sonucunda öğretmenler sınıflarında en çok sözel ve fiziksel zorbalıklarla karşılaştıklarını belirtmişlerdir. Öğretmenlerin akran zorbalığıyla karşılaştıklarında en fazla; öğrencilerle özel görüşme yapma, empati kurmalarını isteme, öğrenciyi ve aileyi uyarma şeklinde müdahalelerde bulundukları sonucuna ulaşılmıştır.

Psychological Resilience May Be Related to Students’ Responses to Victims of School Bullying: A Cross-Sectional Study of Chinese Grade 3–5 Primary School Students

School bullying is a major public health problem with a large impact on children's health. There is an increasing number of cases of school bullying reported in China. Studies have shown that the health consequences of different ways of responding to school bullying may be quite different and that psychological resilience is also closely related to aggressive behaviors. However, there has been little research on whether individuals with different psychological resilience levels respond differently. To explore the relationship between responses to school bullying and psychological resilience, which may provide new ideas and strategies to better prevent and intervene in school bullying. A random sample of 5425 primary school students aged 7-14 years were recruited in Luzhou, China. All students completed a questionnaire anonymously. The statistical significance of differences between groups was tested using the χ2 test or t test. Binary logistic regression was conducted to explore the relationship between responses and psychological resilience. Over two-thirds of primary school students in this study reported experiencing bullying in the past year. The rate of positive responses among victims was 69.10% (2596/3757, 95% CI: 67.62~70.58%). There was a positive relationship between psychological resilience and positive responses. This relationship was observed for all victims (OR = 1.605, 95% CI: 1.254~2.055), especially male victims (OR = 2.300, 95% CI: 1.624~3.259). There was a positive relationship between primary school bullying responses and psychological resilience among victims, with differences by sex. Therefore, increasing students' level of psychological resilience, possibly by improving their responses, is important for preventing school bullying. Meanwhile, effective interventions for school bullying should be developed from multiple perspectives, particularly sex, bullying roles, and psychological resilience.

The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools

BackgroundReducing bullying is a public health priority. KiVa, a school-based anti-bullying programme, is effective in reducing bullying in Finland and requires rigorous testing in other countries, including the UK. This trial aims to test the effectiveness and cost-effectiveness of KiVa in reducing child reported bullying in UK schools compared to usual practice. The trial is currently on-going. Recruitment commenced in October 2019, however due to COVID-19 pandemic and resulting school closures was re-started in October 2020.MethodsDesign: Two-arm pragmatic multicentre cluster randomised controlled trial with an embedded process and cost-effectiveness evaluation.Participants: 116 primary schools from four areas; North Wales, West Midlands, South East and South West England. Outcomes will be assessed at student level (ages 7–11 years; n = approximately 13,000 students).Intervention: KiVa is a whole school programme with universal actions that places a strong emphasis on changing bystander behaviour alongside indicated actions that provide consistent strategies for dealing with incidents of bullying. KiVa will be implemented over one academic year.Comparator: Usual practice.Primary outcome: Student-level bullying-victimisation assessed through self-report using the extensively used and validated Olweus Bully/Victim questionnaire at baseline and 12-month follow-up.Secondary outcomes: student-level bullying-perpetration; student mental health and emotional well-being; student level of, and roles in, bullying; school related well-being; school attendance and academic attainment; and teachers’ self-efficacy in dealing with bullying, mental well-being, and burnout.Sample size: 116 schools (58 per arm) with an assumed ICC of 0.02 will provide 90% power to identify a relative reduction of 22% with a 5% significance level.Randomisation: recruited schools will be randomised on 1:1 basis stratified by Key-Stage 2 size and free school meal status.Process evaluation: assess implementation fidelity, identify influences on KiVa implementation, and examine intervention mechanisms.Economic evaluation: Self-reported victimisation, Child Health Utility 9D, Client Service Receipt Inventory, frequency of services used, and intervention costs. The health economic analysis will be conducted from a schools and societal perspective.DiscussionThis two-arm pragmatic multicentre cluster randomised controlled trial will evaluate the KiVa anti-bullying intervention to generate evidence of the effectiveness, cost-effectiveness and scalability of the programme in the UK. Our integrated process evaluation will assess implementation fidelity, identify influences on KiVa implementation across England and Wales and examine intervention mechanisms. The integrated health economic analysis will be conducted from a schools and societal perspective. Our trial will also provide evidence regarding the programme impact on inequalities by testing whether KiVa is effective across the socio-economic gradient.Trial registrationTrials ISRCTN 12300853 Date assigned 11/02/2020.

The long life-time shadow of bullying: cost-effectiveness of KiVa to reduce bullying in primary schools

BackgroundThe ‘long shadow’ of childhood bullying can extend beyond immediate adverse mental health and educational outcomes well into adulthood, with associated long-term health and social care costs. Reducing bullying is therefore a public health priority. KiVa, a school-based anti-bullying programme, is effective in reducing bullying in schools in Finland and is currently being tested in the UK through the large-scale Stand Together trial. MethodsThe Stand Together trial is a two-arm, pragmatic multicentre cluster randomised controlled trial (RCT) to test the effectiveness and cost-effectiveness of KiVa in reducing bullying in UK primary schools compared to usual practice over one academic year. The trial is targeting approximately 13,000 7- to 11-year-olds in 116 primary schools across England and Wales, including North Wales, the West Midlands, South East- and South West England. Usual practice is defined as the delivery of the Personal and Social Education (PSE) curriculum in Wales and the Personal, Social, Health and Economic (PSHE) Education in England. To assess cost-effectiveness, we are conducting a cost-utility analysis and wider cost-consequence analysis from a school and societal perspective. Pupil self-reported health-related quality of life (CHU9D) is the primary outcome to enable the calculation of quality-adjusted life years (QALYs) in an Incremental Cost Effectiveness Ratio (ICER). The cost-consequence analysis will consider other outcomes such as pupil self-reported bullying-victimisation, pupil absence and bullying-related service use, teacher wellbeing and the frequency of parent-school meetings regarding bullying. Cost calculations will include the time and resources required to implement KiVa in schools versus usual practice, including the cost of resources and training. We will undertake sensitivity analysis to explore the impact of assumptions about dose of intervention, adherence, and costs of delivery. Our analyses will provide the first large-scale RCT-based evidence of the cost-effectiveness of KiVa in UK primary schools.

Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

Parents’ preferences on the content of a 3D-school group work bullying programme: a needs assessment

ABSTRACT National and international research studies that involve parents for obtaining their insight on content of school bullying prevention programmes are minimal. The purpose of this research study was to conduct a needs assessment to obtain parents’ preferences in terms of the content that are to be included or addressed in a potential three dimensional-bullying programme (3D-bullying programme) for parents, educators, and learners in a South African context. This research study used a self-developed questionnaire and a cross-sectional survey at five schools in South Africa (SA) with varying socio-economic circumstances. The research methodology followed a quantitative research approach and a quantitative-descriptive survey design. The findings could be useful for developing a three-dimensional social group work school bullying programme to address bullying in primary schools.

The Cross Cultural Adaptation and Psychometric Evaluation of the Bully Survey Swearer - Student Version (BYS-S) Indonesian version

Background. A valid instrument to measure the bullying in primary schools is needed to determine theactual conditions.Aim. This study aimed to adapt the BYS-S questionnaire and psychometric evaluation with a culturalapproach.Method. This psychometric testing applies the cross cultural adaptation method which consists of fivetranslation stages. Item validity was analyzed by Rank-Spearman (r) and Cronbach’s alpha (?) correlationtest and followed by tests to obtain discriminatory power and difficulty level for each item.Result. The results showed that the items had a high level of validity and reliability with some discriminatoryitems and the difficulty level of each item was very good. Discriminated and difficulty items in the form andimpact on bullying victims were higher than the bullies and bystanders.Conclusion. BYS-S questionnaire Bahasa Indonesia’s version can be considered valid and reliable and hasexcellent discriminatory and difficulty power.

Examining the Effect of a Program Developed to Address Bullying in Primary Schools

Examining the Effect of a Program Developed to Address Bullying in Primary Schools

Countering bullying in primary school

This article is devoted to a problem of school bulling in the modern education system. The theoretical analysis results of the school bullying phenomenon, its causes, origin conditions, structure and display characteristics are presented in the article. Theoretically substantiated the need for preventive measures to prevent school violence. The practical recommendations submitted on minimization of the school bulling are offered in the article.

PELATIHAN EMPATI UNTUK MENURUNKAN PERILAKU BULLYING PADA PELAKU BULLYING DI SEKOLAH DASAR

This study aims to determine the effect of empathy training to reduce bullying behavior on the offender bullying in primary school. Subjects in this study were 10-11 years old who have low and medium empathy scores nor high and medium bullying behavior. There were eight students who become participants in this study. The data were collected by using interview, observation, peer relations questionaires, bullying scales, and empathy scales. This study was using one group pretest-posttest design. The data were analyzed by using quantitative analysis of two related sample test by Wilcoxon. The results showed that empathy scores (Z=-2.52, p=0.012 (p<0.05)) and bullying scores (Z=-2.207, p=0.027 (p<0.05)) underwent a significant change pretest-posttest. Meanwhile, empathy scores Z=-1.452, p=0.146 (p>0.05)) and bullying scores (Z=-1.897, p=0.058 (p>0.05)) had no significant changes posttest- follow up. Furthermore, empathy scores (Z=-2.530, p=0.011 (p<0.05)) and bullying scores (Z=-2.533, p=0.011 (p<0.05)) underwent a significant change pretest- follow-up.

Bullying, mental health and friendship in Australian primary school children.

Frequent bullying predicts adolescent mental health problems, particularly depression. This population-based study with young Australian primary school children aimed to determine the frequency and mental health correlates of bullying, and whether friendship could be protective. Participants were a population-based sample of 1221 children aged 8-9years attending 43 primary schools in metropolitan Melbourne, Australia. Children were taking part in the Childhood to Adolescence Transition Study. Children completed online questionnaires at school to measure peer relations and emotional well-being. Parents reported on their child's mental health in questionnaires sent to the home. One in three children (29.2%) reported experiencing frequent bullying, defined as at least once a week. This included physical bullying alone (13.8%), verbal bullying alone (22.7%) and the combination (7.4%). Children who reported being frequently bullied self-reported higher internalising symptoms compared with children who did not report frequent bullying (M (SD) 1.6 (0.9) vs. 1.1 (0.8), p<.001). This difference was confirmed by parents' reports of their child's internalising symptoms (M (SD) 2.4 (2.3) vs. 2.1 (2.0), p=.026, respectively). Amongst children who reported frequent bullying, those with a group of friends had better emotional well-being. A substantial proportion of children report experiencing bullying on a weekly basis early in primary school. Given the prevalence of bullying in primary school and its relationship to children's mental health, we recommend effective school-wide antibullying programmes. Further research can explore whether intervention to foster a group of friends around bullied children can improve their emotional well-being.