Schools themselves can "teach" children to be violent through discriminatory practices, curricula and textbooks. If unchecked, gender discrimination and power imbalances in schools can encourage attitudes and practices that subjugate children, uphold unequal gender norms and tolerate violence, including corporal punishment. Some attribute part of the cause of bullying to the atmosphere in which it occurs.
Thornberg and Knutsen state in their study, "School attributing refers to attributing the cause of bullying to the school setting. Boredom in school involves a student who does not have anything else to do other than bully. Poor antibullying practices may include teachers and staff not caring enough to intervene, or a school not having enough teachers for students. This may lead to the students feeling unwanted or unimportant due to the lack of care from the school's staff. Schools and the education system also operate within the context of wider social and structural factors and may reflect and reproduce environments that do not protect children and adolescents from violence and bullying.
For example, physical and sexual violence may be more prevalent in schools in contexts where it is also more prevalent in wider society. Studies suggest that sexual violence and harassment of girls is worse in schools where other forms of violence are prevalent, and in conflict and emergency contexts, [7] and that gang violence is more common in schools where gangs, weapons and drugs are part of the local culture.
In their paper "Predicting Bullying: Exploring the Contributions of Childhood Negative Life Experiences in Predicting Adolescent Bullying Behavior," Connell, Morris and Piquero identify three primary aspects of a child's life- family, school and peers- as major indicators to whether or not that child exhibits behavior akin to bullying. Bullying can threaten students' physical and emotional safety at school and can negatively impact their ability to learn.
The best way to address bullying is to stop it before it starts. There are many different groups that can intervene to address bullying and cyberbullying in schools: There are no federal mandates for bullying curricula or staff training. In addition to addressing bullying before it occurs, a great prevention strategy is to educate the students on bullying.
A victim, in the short term, may feel depressed , anxious, angry, have excessive stress , learned helplessness , feel as though their life has fallen apart, have a significant drop in school performance, or may commit suicide bullycide. In the long term, they may feel insecure , lack trust , exhibit extreme sensitivity hypervigilant , or develop a mental illness such as psychopathy , avoidant personality disorder or PTSD.
They may also desire vengeance , sometimes leading them to torment others in return. Anxiety, depression and psychosomatic symptoms are common among both bullies and their victims. Among these participants alcohol and substance abuse are commonly seen later in life. In the short term, being a bystander "can produce feelings of anger, fear, guilt, and sadness Bystanders who witness repeated victimizations of peers can experience negative effects similar to the victimized children themselves.
While most bullies, in the long term, grow up to be emotionally functional adults, many have an increased risk of developing antisocial personality disorder , which is linked to an increased risk of committing criminal acts including domestic violence. The educational effects on victims of school violence and bullying are significant. Violence and bullying at the hands of teachers or other students may make children and adolescents afraid to go to school and interfere with their ability to concentrate in class or participate in school activities.
It can also have similar effects on bystanders. The consequences include missing classes, avoiding school activities, playing truant or dropping out of school altogether. This in turn has an adverse impact on academic achievement and attainment and on future education and employment prospects. Children and adolescents who are victims of violence may achieve lower grades and may be less likely to anticipate going on to higher education.
Analyses of international learning assessments highlight the impact of bullying on learning outcomes. These analyses clearly show that bullying reduces students' achievement in key subjects, such as mathematics, and other studies have documented the negative impact of school violence and bullying on educational performance. Bystanders and the school climate as a whole are also affected by school violence and bullying.
Unsafe learning environments create a climate of fear and insecurity and a perception that teachers do not have control or do not care about the students, and this reduces the quality of education for all. The UN World Report on Violence against Children shows that victims of corporal punishment, both at school and at home, may develop into adults who are passive and over-cautious or aggressive. Involvement in school bullying can be a predictor of future antisocial and criminal behaviour.
Being bullied is also linked to a heightened risk of eating disorders and social and relationship difficulties. Other studies have shown the longer-term effects of bullying at school. One study of all children born in England, Scotland and Wales during one week in analyzes data on 7, children who had been bullied at ages 7 and At age 50, those who had been bullied as children were less likely to have obtained school qualifications and less likely to live with a spouse or partner or to have adequate social support.
They also had lower scores on word memory tests designed to measure cognitive IQ even when their childhood intelligence levels were taken into account and, more often reported, that they had poor health. The effects of bullying were visible nearly four decades later, with health, social and economic consequences lasting well into adulthood. For children, "peers are a much more important influence than has been realised.
It is a terrible thing to be excluded by your peers". The economic impact of violence against children and adolescents is substantial. In the East Asia and Pacific region, it is estimated that the economic costs of just some of the health consequences of child maltreatment were equivalent to between 1. In Argentina, the forgone benefit to society from overall early school dropout is Statistics referencing the prevalence of bullying in schools may be inaccurate and tend to fluctuate.
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Proactive aggression is a behavior that expects a reward. With bullying each individual has a role to defend. These children will react aggressively but tend to never be the ones to attack first. There have been two subtypes created in bully classification; popular aggressive and unpopular aggressive. Popular aggressive bullies are social and do not encounter a great deal of social stigma from their aggression. Unpopular aggressive bullies, however, are most often rejected by other students and use aggression to seek attention.
A total of Some students — 6. It becomes more difficult for teens to know when to intervene; whereas with younger kids, bullying is more physical and, therefore, more clear-cut. There are four basic types of bullying: Cyberbullying is becoming one of the most common types. While victims can experience bullying at any age, it is witnessed most often in school-aged children. Pack bullying is bullying undertaken by a group. The Wesley Report on bullying found that pack bullying was more prominent in high schools and lasted longer than bullying undertaken by individuals.
Physical bullying is any unwanted physical contact between the bully and the victim. This is one of the most easily identifiable forms of bullying. Verbal bullying is any slanderous statements or accusations that cause the victim undue emotional distress. Cyberbullying is the quickest growing form of harassment of school campuses in the U.
Thus, this conduct is often described as an intentional aggressive behavior that takes place via new technologies, during which groups or individuals hurt classmates who cannot easily defend themselves. Cyberbullying events can occur via cellphones or computers, by means of text messages, e-mails, online social networks, chatrooms or blogs. Because bullies can pose as someone else, it is the most anonymous form of bullying. Like the bullying that occurs in school, the following four profiles have been identified: Cyberbullying can happen 24 hours a day and seven days a week and reach a child even when they are alone.
Deleting inappropriate or harassing messages, texts or pictures is extremely difficult after being posted or sent. According to the website Stop Cyberbullying, "When schools try and get involved by disciplining the student for cyberbullying actions that took place off campus and outside of school hours, they are often sued for exceeding their authority and violating the student's free speech right. They say if the act is likely to affect a student mentally or physically while in school then the revision of the policy would allow for the staff to intervene without violating the student's constitutional rights.
Many principals are hesitant to act because school discipline codes and states laws do not define cyberbullying. According to professor Bernard James, "educators are empowered to maintain safe schools, the timidity of educators in this context of emerging technology is working in advantage of the bullies. The next step for prevention is advocacy. For example, three high school students from Melville, New York organized a Bullying Awareness Walk, where several hundred people turned out to show their support. Clara Wajngurt writes, "Other than organizing events, calling for social media sites to take charge could make the difference between life and death.
Cyberbullying is making it increasingly difficult to enforce any form of prevention. In order for prevention policies to be put in place, the definition of cyberbullying must be stated, others must be educated on how to recognize and prevent bullying, and policies that have already attempted to be enacted need to be reviewed and learned from. Researcher Charisse Nixon found that students do not reach out for help with cyberbullying for four main reasons: Sexual bullying is "any bullying behavior, whether physical or non-physical, that is based on a person's sexuality or gender.
It is when sexuality or gender is used as a weapon by boys or girls towards other boys or girls—although it is more commonly directed at girls. It can be carried out to a person's face, behind their back or through the use of technology. As part of its research into sexual bullying in schools, the BBC TV series Panorama commissioned a questionnaire aimed at people aged 11 to 19 in schools and youth clubs across five regions of England.
Bullying Prevention
Of the respondents, 40 had experienced unwanted touching. From April to March , ChildLine counselled a total of , children, 26, of whom spoke about bullying as a main concern and of whom spoke specifically about sexual bullying. Sexting cases are also on the rise and have become a major source of bullying. The circulation of explicit photos of those involved either around school or the internet put the originators in a position to be scorned and bullied. According to HealthDay News, 15 percent of college students claim to have been victims of bullying while at college.
According to an experiment conducted by Dr. Overall, there was a low prevalence rate for cyberbullying. Bullying is usually associated with an imbalance of power. Bullying among girls, on the other hand, results from factors such as facial appearance, emotional factors, being overweight , and academic status. Bullies often come from families that use physical forms of discipline.
Bullying locations vary by context. Most bullying in elementary school happens in the playground.
School bullying - Wikipedia
In middle school and high school, it occurs most in the hallways, which have little supervision. According to the U. Bullying may also follows people into adult life and university. Bullying can take over the lives of both lecturers and students, and can lead to supervisors putting pressure on students.
Victims of bullying typically are physically smaller, more sensitive, unhappy, cautious, anxious, quiet, and withdrawn. They are often described as passive or submissive. Possessing these qualities make these individuals vulnerable, as they are seen as being less likely to retaliate. Signs that a child is being bullied include: Signs that a child is bullying others include: Signs that a child has witnessed bullying include: McNamee and Mercurio state that there is a "bullying triangle", consisting of the person doing the bullying, the person getting bullied, and the bystander.
Parsons identifies school bullying cultures as typically having a web of dynamics which are much more complex than just considering bullying amongst students. Researchers have identified many misconceptions regarding bullying: Studies have shown that bullying programs set up in schools with the help and engagements of staff and faculty have been shown to reduce peer victimization and bullying. Measures such as increasing awareness, [ contradictory ] instituting zero tolerance for fighting, or placing troubled students in the same group or classroom are actually ineffective in reducing bullying; methods that are effective include increasing empathy for victims; adopting a program that includes teachers, students, and parents; and having students lead anti-bullying efforts.
Section 89 of the Education and Inspections Act provides for an anti-bullying policy for all state schools to be made available to parents. The victims of some school shootings have sued both the shooters' families and the schools. In Montana became the last state to have an anti-bullying law and at that point all 50 states had an anti-bullying law. These laws are not going to abolish bullying but it does bring attention to the behavior and it lets the aggressors know it will not be tolerated. The program is delivered as a series of lessons and accompanied by lesson plans and a school-based DVD.
The Pack comprises a page booklet and 14 worksheets. The program is particularly directed at teachers, school counsellors and school administrators interested in implementing or reviewing anti-bullying programs in their classroom or school. It could also be used in conjunction with associated resources by social welfare workers who are delivering programs in schools and communities.
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Pack also provides specific bullying information in regards to youth with special needs. A short Professional Development PowerPoint presentation has been developed to assist the implementation of the program. The program has more than one research study demonstrating program effectiveness and significant practical field evidence demonstrating program effectiveness in groups or settings that it was not originally designed for young people with special needs.
Pack is based on systems theory and constructivism, and is subsequently appropriate for school administrators, counsellors, teachers, parents and students. A questionnaire has been developed to enable pre and post test evaluations of the effectiveness of the school-based P. A programme for reducing bullying in our schools.
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Australian Journal of Guidance and Counselling, 5, A whole school program for reducing school bullying. Evidence-based approaches to bullying in Australian schools pp.
Evaluation of a program for the successful reduction of school bullying. An evaluation of interventions to reduce bullying in four Australian primary schools. Educational Research, 49, A computerised on-line assessment of school bullying.
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Journal of Educational Computing Research. School bullying by one or more ways: Does it matter and how do students cope? School Psychology International, 32, Coping with School Bullying: School Based family Counselling. Phillip is a trained teacher and registered psychologist. At Flinders University he co-ordinates major under-graduate programs in the Bachelor of Education, and has published extensively in the field of child development, bullying, school violence and stress, including books, book chapters and journal papers and produced educational resources in the form of videos and resource packages.
He also has a particular interest in the practical and policy implications of his research.