Bullying in Schools
Updated on Feb 5, 2013
Bullying in schools is a worldwide problem that can have
negative consequences for the general school climate and for the right of
students to learn in a safe environment without fear. Bullying can also have
negative lifelong consequences--both for students who bully and for their
victims. Although much of the formal research on bullying has taken place in
the Scandinavian countries, Great Britain, and Japan, the problems associated
with bullying have been noted and discussed wherever formal schooling
environments exist.
Bullying is comprised of direct behaviors such as teasing,
taunting, threatening, hitting, and stealing that are initiated by one or more
students against a victim. In addition to direct attacks, bullying may also be
more indirect by causing a student to be socially isolated through intentional
exclusion. While boys typically engage in direct bullying methods, girls who
bully are more apt to utilize these more subtle indirect strategies, such as
spreading rumors and enforcing social isolation (Ahmad & Smith, 1994; Smith
& Sharp, 1994). Whether the bullying is direct or indirect, the key
component of bullying is that the physical or psychological intimidation occurs
repeatedly over time to create an ongoing pattern of harassment and abuse
(Batsche&Knoff, 1994; Olweus, 1993).
Extent of the Problem
Various reports and studies have established
that approximately 15% of students are either bullied regularly or are
initiators of bullying behavior (Olweus, 1993). Direct bullying seems to
increase through the elementary years, peak in the middle school/junior high
school years, and decline during the high school years. However, while direct
physical assault seems to decrease with age, verbal abuse appears to remain
constant. School size, racial composition, and school setting (rural, suburban,
or urban) do not seem to be distinguishing factors in predicting the occurrence
of bullying. Finally, boys engage in bullying behavior and are victims of
bullies more frequently than girls (Batsche&Knoff, 1994; Nolin, Davies,
& Chandler, 1995; Olweus, 1993; Whitney & Smith, 1993).
REACTION:
Schools have already plenty of problems to be entertained and bullying is one of those. This issue is not just experienced by the USA but worldwide. Bullying is rampant. It causes psychological effects to children. It lessens their motivation to attend classes that may lead to dropping-out. It lowers the self-esteem of the child. Children go to school to be educated and to meet new friends but some find schools as an environment that is not safe for them. This problem was identified by the school administrators and educators that arises their concern on how to remove bullying. But this problem is a difficult task to solve.
I still believe that home is the basic and most important institution where children should be disciplined. Home is where the children should be taught of the proper manners toward their fellows. School leaders should collaborate and inculcate to the parents the importance of discipline and harms brought by bullying. In that way, parents can train and guide their children on how to act properly.
How peaceful and harmonious it would be if students feel secure and belong to their school environment.
I still believe that home is the basic and most important institution where children should be disciplined. Home is where the children should be taught of the proper manners toward their fellows. School leaders should collaborate and inculcate to the parents the importance of discipline and harms brought by bullying. In that way, parents can train and guide their children on how to act properly.
How peaceful and harmonious it would be if students feel secure and belong to their school environment.
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