School Bullying Research Articles

INSET CONTENT TOWARDS TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE 21ST CENTURY: GLOBAL CHALLENGES

The present paper discusses whether INSET content includes new thematic fields in line with the European and supranational directions as a result of the global advancements towards teachers’ efficient training and professional development in the 21st century. To this end, a review of the scholarly literature focusing on the official papers of supranational institutions has been carried out, along with an empirical study which investigates the extent to which INSET content has been updated to contribute to teachers’ professional development. As regards the empirical study, the quantitative research method was selected to gather data via an online questionnaire answered by 290 in-service state-school primary teachers. The research questions examine whether INSET content (a) includes topics related to 21st-century socio-educational challenges, (b) addresses modern state-school issues, (c) responds to teachers’ actual training needs, (d) satisfies teachers and/or needs revision. According to the research findings, INSET content seems to be out-of-date since modern educational topics deemed to be of crucial importance in the 21st-century education, such as global citizenship, human rights education, intercultural education and school bullying issues are included in teachers’ in-service training only to a minimum extent. Quantitative data also reveal deficient investigation of teachers’ training needs which results in a severe gap between INSET content and their actual training needs. Last but not least, findings raise implications for INSET content reform and update in order to focus on modern thematic fields as a prerequisite for teachers’ professional development in the 21st century via the systematic investigation of both teachers’ and schools’ needs.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0727/a.php" alt="Hit counter" /></p>

Unveiling Bullying in Education: A Sociological and Legal Inquiry

This research aims to enhance understanding of bullying in schools by applying a sociocultural theoretical framework. School bullying is a significant issue. The approach employed in this study involves doing a literature review by looking for relevant literature on the Scopus website. The retrieval procedure entails using specific keywords to search for articles on the Scopus website and subsequently analysing their relevance to the chosen keywords. The current literature review focuses on three primary themes: 1) The process of forming and understanding the concept of bullying; 2) The interpersonal aspect of bullying 3) Bullying as a component of an individual's life trajectory. The text discusses empirical findings for each topic to emphasise important issues, and presents arguments from relevant sociocultural theories to provide insight in each specific example. The findings demonstrate the potential for integrating diverse research on bullying and elucidating complicated phenomena. Considering sociocultural perspectives on bullying in schools has significant consequences for both study and practice. Bullying is influenced by the context in which it occurs, and it is important to consider the dynamics of relationships and the specific environments in which such behaviour takes place.

Exploring Anti-Bullying Strategies in Islamic Boarding Schools: A Comparative Study of Indonesia and Malaysia

The phenomenon of bullying is a serious and concerning problem, especially in educational environments such as schools and Islamic boarding schools. This research aims to explore educational models and approaches used in preventing and dealing with bullying in Islamic boarding schools in Indonesia and Malaysia, using a Systematic Literature Review (SLR) approach which involves systematic identification, evaluation, and synthesis of relevant research. Google Scholar and ERIC were chosen because of their broad academic coverage and access to educational and psychological journals. Of the initial 290 articles, 40 articles were excluded due to duplication, irrelevance, or not meeting established inclusion criteria. The research results show that there is a trend in anti-bullying education models in Islamic boarding schools varying from prevention to intervention. Overall, the approach used to prevent and handle bullying in Islamic boarding schools in Indonesia and Malaysia shows a commitment to creating a safe and conducive educational environment. Thus, the results of this research will be a contribution to policy makers and Islamic boarding schools in preparing anti-bullying programs in the Islamic education environment.

A Review of the Influencing Factors and Development Mechanisms of Non-Suicidal Self-Injury in Adolescents

This paper reviews the influencing factors and pathogenesis of adolescent non-suicidal self-injury (NSSI). NSSI is a major public health problem, and its incidence is increasing year by year, especially among adolescents, with the detection rate of NSSI reaching 28.7%. This paper first introduces the epidemiological characteristics of NSSI and points out that there are significant differences in the incidence of NSSI in different countries and regions. Then, this paper analyzes in detail a variety of influencing factors, mainly including environmental factors (childhood trauma, school bullying, social environment, family dysfunction, etc.), individual factors (mental illness, neurobiological differences, personality traits, inadequate Emotion regulation, etc.) and the interaction between individuals and the environment. This paper also discusses the process of NSSI behavior occurrence, maintenance and termination, and introduces several theoretical models such as empirical avoidance model, four-function model and emotional cascade model. Although some progress has been made in existing studies, the occurrence and development mechanism of NSSI behavior is still unclear in existing studies, and longitudinal studies on long-term changes of NSSI behavior are lacking, and research samples are mostly concentrated in specific groups. Future studies should strengthen the longitudinal tracking of NSSI behavior, expand the diversity of research samples, and deeply explore the mechanism and complexity of NSSI, in order to better understand and intervene this important public health problem.

The effects of victims’ reactions on bystanders’ perceived severity and willingness to intervene during school bullying: A survey experiment study

The effects of victims’ reactions on bystanders’ perceived severity and willingness to intervene during school bullying: A survey experiment study

School Bullying and Violence: Challenges and Perspectives for Building an Inclusive School

This article discusses the relationship between bullying, school violence, and the construction of an inclusive school. Initially, bullying and school violence are defined, exploring their multifactorial causes, such as family problems, low self-esteem, and exposure to media violence. The negative consequences for victims, aggressors, and witnesses are highlighted, emphasizing the need for a safe and welcoming school environment. Next, the concept of school inclusion, its principles, and challenges, such as lack of resources and inadequate teacher training, are discussed. The relationship between bullying/violence and exclusion is analyzed, highlighting how these phenomena perpetuate discrimination and compromise the integral development of students. Finally, the article presents strategies to prevent and combat bullying and school violence, such as the implementation of clear policies, teacher training, the creation of dialogue spaces, and the promotion of a culture of peace. The involvement of family and community is highlighted as fundamental to the success of these actions.

Coping strategies for bullying: a phenomenology of student perceptions

Efforts to reduce bullying in schools can be made by making strategies. However, so far, the strategies to overcome bullying are still seen from the teacher's point of view, and we need to see strategies to overcome bullying from students' perceptions. This study aims to find students' strategies for overcoming bullying. This research uses a qualitative approach with the type of phenomenology. The informants were high school and vocational high school students in Java. Data were collected through interviews, forum group discussions, and open-ended questionnaires. Data analysis used interactive analysis techniques. Data validity used triangulation of sources and techniques. The results showed that students' strategies to overcome bullying were carried out through social environment, internal factors, and external factors. The most effective strategies to overcome bullying are reporting to parents, teachers, or other students, being indifferent, establishing positive friendships, and focusing on the goals to be achieved. Supporting factors for the success of this strategy are the support system, guidance and counseling, and school socialization regarding anti-bullying. The inhibiting factors are school rules that still need to be firm, school culture that has not changed, and there is still an assumption that bullying is regular.Keywords: strategies bullying, phenomenology, student perceptions

Interpretation of School Bullying of Middle School Students: A Study on the Path of Collaborative Education

Interpretation of School Bullying of Middle School Students: A Study on the Path of Collaborative Education

A Four-Wave Cross-Lagged Study of Exposure to Violent Contexts, Cognitive Distortions, and School Bullying during Adolescence.

School bullying represents a widespread expression of violence in the peer context. Guided by the social-ecological model, this study investigated the longitudinal and transactional pathways linking domestic and neighborhood/community violence exposure (through direct victimization and witnessing), self-serving cognitive distortions (CDs), and school bullying perpetration. Furthermore, consistent with the previous literature, we tested the cognitive desensitization process that could develop in response to chronically violent contexts. Two four-wave cross-lagged panel mediation models were tested in a sample of 778 high school students (28.1% males; Mage [Time 1; T1] = 14.20, SD = 0.58). The results showed differential effects of multiple contexts and forms of violence exposure, with domestic violence victimization and community violence witnessing being associated with self-serving CDs and bullying perpetration over time. Moreover, significant associations between CDs and bullying perpetration over time were found, with bidirectional effects for each of these longitudinal patterns. Finally, self-serving CDs significantly mediated the relationships between both domestic violence victimization and community violence witnessing and school bullying perpetration. These findings highlight the need to consider school bullying as a social phenomenon stemming from a complex and bidirectional interplay between individuals and the environments they inhabit, confirming a basic postulate that "violence breeds violence".

Ο ρόλος των εκπαιδευτικών Β/θμιας εκπαίδευσης απέναντι σε περιστατικά σχολικού εκφοβισμού μεταξύ εφήβων μαθητών

School bullying is a frequent phenomenon that needs special attention, prevention and felicitous intervention. The present study aims to study the attitudes of secondary school teachers towards school bullying and to examine ways of handling the phenomenon. Four questionnaires were used, which were completed through Google forms, by 152 teachers of Secondary Education who serve in general education schools. The results showed that teachers attribute significant seriousness to bullying incidents, demonstrate empathy towards the victim, and are willing to intervene. The type of physical bullying garnered the highest rating levels, while relational bullying garnered the lowest. Regarding the handling of bullying, it is estimated that the preferred response is to punish the perpetrator, while ignoring the phenomenon scores the lowest. Regarding strategies for dealing with stressful situations, it is found that the highest rated strategies are positive approach and seeking social support.

Legal Analysis of Crimes Against Children as Perpetrators of Bullying which Have Fatal Consequences on Victims

The criminal act of bullying or harassment is identically known as an act of violence against children that occurs at school. In the event that bullying occurs at school, bullying is aggressive behavior carried out repeatedly by a person/group of students who have power, against other students/girls who are weaker, with the aim of hurting that person. Bullying is a negative social behavior where this behavior aims to hurt other people continuously. According to social norms, hurting other people is a violation, because everyone has the right to feel safe from other people's negative behavior. Bullying behavior in the school environment still continues to occur and is increasingly disturbing and the impact it will have on the victim will have a very negative impact on the victim. The phenomenon of bullying behavior in schools is increasingly emerging. This is reinforced by data from the Indonesian Child Protection Commission (KPAI) and the Federation of Indonesian Teachers' Unions (FSGI), bullying cases are still a terror for children in the school environment. From this data, it is known that cases of bullying in schools will increase during 2023. January-August 2023, there were 2,355 cases of violations of child protection. Of the reports received, 837 cases occurred within educational units, with 226 cases of bullying recorded in 2022. Then in 2021 there were 53 cases, and in 2020 there were 119 cases. Meanwhile, the types of bullying that victims often experience are physical bullying (55.5%), verbal bullying (29.3%), and psychological bullying (15.2%). For educational level, elementary school students were the most victims of bullying (26%), followed by middle school students (25%), and high school students (18.75%). The formulation of the problem in this study is how The Analysis of legal aspects related to criminal acts against children as perpetrators of bullying, and What are the negative impacts of criminal acts of bullying on the psychology of perpetrators and victims. The research method used by the author is normative juridical method carried out through a literature study that examines secondary data in the form of laws and regulations relating to criminal acts related to child abuse, and laws related to the analysis of criminal acts involving child perpetrators as well as research results and other references. The results of this study are in the Bullying is an act of violence against children, so based on the provisions in the Child Protection Law and its amendments, bullying is included as a criminal act. Basically, physical and verbal oppression is regulated in Article 76C of Law 35/2014 which reads as follows: Every person is prohibited from placing, allowing, carrying out, ordering to carry out, or participating in committing violence against children. Furthermore, if the above prohibition is violated, the perpetrator can be charged under Article 80 of Law 35/2014, namely: Every person who violates the provisions of Article 76C of Law 35/2014, will be sentenced to imprisonment for a maximum of 3 years and 6 months and/or a fine of a maximum of IDR 72 million. If a child suffers serious injuries, the perpetrator will be sentenced to imprisonment for a maximum of 5 years and/or a fine of a maximum of IDR 100 million. If a child dies, the perpetrator will be sentenced to imprisonment for a maximum of 15 years and/or a fine of a maximum of IDR 3 billion. Then oppression, harassment or bullying becomes bad behavior that can have a negative impact. The bad news is, anyone can become a victim of bullying. There are various forms of bullying behavior, ranging from verbal, non-verbal, to physical actions. Of course, all of this can have an impact on the victim's life. Even without realizing it, bullying behavior can also influence the perpetrator's behavior. The impact of bullying on victims is very diverse. The following include: Susceptible to Feeling Emotions, Difficulty Forming Relationships, Triggers Mental Disorders. Then. The following are some of the impacts of bullying for the perpetrator: Habitually carrying out impulsive activities, increasingly dull empathy, increased aggressive behavior, increasingly severe antisocial behavior, getting a negative label.

Prevalence and context of peer bullying among adolescents in schools from Shaqra City: public-schools surveillance in Shaqra, Saudi Arabia.

Bullying in schools is a serious global health issue that jeopardizes youth and future adult health and negatively impacts academic outcomes. This cross-sectional study investigated the prevalence, forms, and associated factors of bullying among students aged 7-17 in public schools in Shaqra City, Saudi Arabia, where no prior data existed. A total of 372 students participated, with a median age of 11 years (interquartile range 9-14), of whom 187 were girls. 27 students (12.6%) reported being bullied in the past month, primarily through verbal abuse (89.4%), followed by physical bullying (10.6%). Cyberbullying was prevalent, with all students bullied experiencing it through social media, and some through texting (6 students, 1.6%) or email (3 students, 0.8%). Factors like student and parent age, student sex, school level, class level, nationality, chronic diseases, polygamy, and smartphone ownership were not associated with bullying. Cyberbullying and bullying affected 12.6% of students. Verbal bullying, the most common, occurred in restrooms and halls. Victims were hesitant to discuss their worries with anyone. Bullying incidents both within and outside of schools were more likely to result in positive adult intervention. Bullying among adolescents was attributed to factors such as physical strength and size. The possible reactions of bystander peers to a bullying incident include alerting the school administration and directly intervening independently.

"School Bullying towards Students with Disabilities at Mainstream Schools from the Experience of Teachers and Students with Disabilities in Kuwait: Case Study"

"School Bullying towards Students with Disabilities at Mainstream Schools from the Experience of Teachers and Students with Disabilities in Kuwait: Case Study"

School Bullying and Cyberbullying Update on Theoretical Models and Effective Interventions of Health Promotion

Bullying represents a social problem, widely diffuse in the school age. Amost 10% of young people at school is involved in bullying behavior, and up to 25% report victimization.

Revisão Sistemática de Estudos sobre Bullying no Contexto da Educação Física e Atividade Física

Introduction: Aggressive behaviors such as bullying or School Bullying (SB) in the population are not an isolated event and seriously affect the socio-emotional health of those who suffer it. Objective: The aim of this study was to carry out a systematic review of existing publications on Physical Education (PE) and Physical Activity (PA). Materials and Methods: A research was designed based on PRISMA methodology. The search for information was developed in four databases WOS, PUBMED, SCIELO and ELSEIVER between the years 2015 to 2020. Results: A total of 53 articles were found, after being analyzed by inclusion and exclusion criteria, 18 studies were considered for analysis. Spain, Brazil and Colombia concentrate a greater number of publications with great variability of sample size for both females and males mainly during adolescence. The most used concepts were Bullying; Victimization, School Violence, Cyberbullying, Cyberbullying, Self-esteem within the context of PE and PA. Conclusion: The need to make the problem visible in PE and PA is highlighted, due to its impact on physical and emotional health and motor learning.

Addressing Gender Bias and Bullying in Islamic Boarding Schools: Challenges and Solutions

This study examines the problem of gender bias and bullying in boarding schools in Indonesia with the aim of identifying the problem profile, influencing factors, and applicable solutions. The research method used is a qualitative approach with an in-depth literature review with a literature approach and several journals that discuss bullying in boarding schools.The research findings show that gender bias is manifested in restrictions on access to education and stereotyped gender role expectations among santri. The separation between male and female students has become a pesantren tradition with the aim of more focused access to education. However, stereotypical views of gender roles also affect various activities in pesantren. Bullying appears in the form of verbal intimidation, social exclusion, and physical violence between students, and even victims of bullying can experience significant psychological distress. The implications of this study are the need for increased awareness and education on gender equality and anti-bullying, the adoption of structured anti-discrimination and anti-bullying policies, and strengthening the role of supervisors and counselors in pesantren. This study provides a foundation for further efforts in developing inclusive education policies and effective intervention strategies to address issues of gender bias and bullying in pesantren education settings.

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

Influence of Demographic Variables of the Multicultural Families on their Children’s School Adaptation and Bullying

Influence of Demographic Variables of the Multicultural Families on their Children’s School Adaptation and Bullying

Relationship Between School Bullying Victimization and Social Attachment Patterns in Adulthood

Bullying has long-lasting consequences for mental and physical health as well as relationships, but little is known about how bullying experiences at school-age impact social behaviors–and particularly social attachment–in adulthood. This qualitative study investigates the relationship between experiencing school bullying and social attachment patterns in early adulthood. The analysis comprises a retrospective study of young adults in Poland (n = 20) who were interviewed to investigate possible connections between their peer bullying experiences and current social lives. The findings reveal three major social attachment patterns in adulthood: social cushioning, anxious withdrawal, and desperate friendship-seeking. In the first pattern, a person acquires emotional and social security through attachment to a small peer circle. In the second, a young adult prefers solitude or limited social contact to avoid further negative experiences. In the third, a person seeks to be socially recovered and approved despite multiple failures and rejections.

Emile Durkheim s moral perspective on reducing bullying and violence in schools: A phenomenological study

Emile Durkheim s moral perspective on reducing bullying and violence in schools: A phenomenological study