CAN WE ADDRESS BULLYING AT SCHOOL?
June 19, 2008
Are you seeing an increase in bullying in your school? Why is this happening? Can we do anything in the classroom and on our campuses to make a difference?
According to recent research findings, the answer is “yes”.
In discussing bullying, Oliver,
(my emphasis)
While boys typically engage in direct bullying (teasing, taunting, threatening, hitting and stealing), girls who bully are more apt to utilize more subtle indirect strategies (spreading rumors and enforcing social isolation).
Various reports and studies have established that approximately 15% of students are either bullied regularly or are initiators of bullying behavior. (Olweus, 1993) School size, racial composition, and school setting (rural, suburban, or urban) do not seem to be distinguishing factors in predicting the occurrence of bullying (Batsche & Knoff, 1994; Nolin, Davies & Chandler, 1995; Olweus, 1993; Whitney & Smith, 1993).
In contrast to prevailing myths, bullies appear to have little anxiety, and to possess strong self-esteem. There is scant evidence to support the contention that they victimize others because they feel bad about themselves.
A 1995 study (Charach, Pepler, & Ziegler, 1995) found that students considered victims to be weak, nerds, and afraid to fight back. However, 43% of the students said that they try to help the victim, 33% said that they should help but do not, and only 24% said that bullying was none of their business.
School personnel may view bullying as a harmless right of passage that is best ignored unless verbal and psychological intimidation crosses the line into physical assault or theft. But as noted earlier in this message, “Bullying can have lifelong negative consequences . . .”, and should be addressed before it becomes physical.
Acknowledging the above facts related to the problem of bullying, the majority of study results agree that “A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.”
Keeping in mind that to address such an issue, we must start with a climate of mutual respect between adults and students across the entire campus. All students deserve a safe and accepting environment. With that in place, some specific suggestions are:
· Begin with a questionnaire to make parents and students aware of the extent of the problem, and to justify intervention efforts.
· A parental awareness campaign can be conducted through a variety of strategies such as PTA/PTO, parent newsletters, and parent-teacher conferences.
· Role playing within classrooms; it is especially helpful to demonstrate what students can do to assist victims, and to show how everyone can work together to create a school climate where bullying is simply not tolerated.
· Consistently include the “character message” in all phases of the school day. Model it, talk about it, praise the students who exhibit those positive traits, and point out the benefits of strong character.
Discuss the bullying issue with the entire class, not just with the students exhibiting the bullying behavior.
¹Journal of Counseling and Development, EJ 489 169
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