Bullying Victims in Rural Primary Schools: Prevalence, Correlates, and Consequences

School bullying is a widely recognized problem in developed countries, but remains under-investigated in developing countries, especially in remote rural areas. In this paper, we examine the prevalence, correlates, and consequences of bullying victimization and its relation to educational performance and creative attitudes. Using data from 10,528 students across 120 primary schools in rural China, we find an alarmingly high prevalence of bullying victimization and that several individual, family, and school characteristics are correlated with bullying victimization. Analyses indicate students who are bullied frequently score lower in Chinese, reading, and math tests and creative attitudes. Taken together, the results demonstrate a need for further research and policy interventions to reduce bullying in schools.

The Association Between Bullying Victimization and Fighting in School Among US High School Students

In-school fighting often results in severe punishment and compromised learning outcomes, without adequate consideration of contextual factors or student vulnerabilities. In this study, using a large, nationally representative data sample from the 2019 Youth Risk Behavior Survey ( N = 13677), we assessed associations between a history of bullying victimization (at school and online) and past year fighting at school among U.S. high school students. Multiple regression models were used, adjusting first for demographics, and then for demographics and emotional-behavioral risks (depressive symptoms, alcohol consumption, and sexual violence victimization), for the total sample and then stratified by gender/sex. Both cyberbullying and in-school bullying were significantly associated with past year in-school fighting for the total sample, with associations retained, but marginally attenuated in fully adjusted models (cyberbullying: AOR: 1.30; 95% CI: 1.01–1.66 and in-school bullying: AOR: 1.96, 95% CI: 1.57–2.45). Gender/sex-stratified models demonstrated retained associations for males (cyberbullying: AOR: 1.93; 1.51–2.46 and in-school bullying: AOR: 2.70, 95% CI: 2.18–3.34) and females (cyberbullying: AOR: 1.89; 1.33–2.68 and in-school bullying: AOR: 1.66, 95% CI: 1.19–2.33) after adjusting for demographics, but only for males after adjusting for demographics and emotional-behavior risk factors (cyberbullying: AOR: 1.43; 95% CI: 1.07–1.93 and in-school bullying: AOR: 2.25; 95% CI: 1.73–2.92). These results demonstrate a significant association between bullying victimization and fighting, which was amplified for male students, and partially explained by social and emotional risks. This suggests that punitive approaches to fighting in school may be resulting in compounded harms for already vulnerable adolescents and that support-oriented approaches emphasizing conflict resolution, social-emotional well-being, positive gender identity development, and bullying prevention may be more appropriate.

School Bullying Among Students With Intellectual Disabilities

School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past 40 years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. The handful of studies on this topic suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.

Stability analysis of a simple mathematical model for school bullying

<abstract><p>School bullying is a highly concerned problem due to its effect on students' academic achievement. The effect might go beyond that to develop health problems, school drop out and, in some extreme cases, commit suicide for victims. On the other hand, adolescents who continuously bully over time are at risk of becoming involved in gang membership and other types of crime. Therefore, we propose a simple mathematical model for school bullying by considering two variables: the number of victims students and the number of bullies students. The main assumption employed to develop the mathematical model is that school policy bans bullying and expels students who practice this behavior to maintain a constructive educational environment within the school. We show that the model has two equilibrium points, and that both equilibrium points are locally and globally asymptotically stable under certain conditions. Also, we define a threshold parameter with a new criterion called the bullying index. Furthermore, we show that the model exhibits the phenomena of transcritical bifurcation subject to the bullying index. All the findings are supported with numerical simulations.</p></abstract>

Senior High School's Partnership in Handling Bullying

This study aimed to describe the partnership pattern developed by the state senior high school 1 Depok Sleman in handling bullying cases. This study used a qualitative approach with a descriptive method. The sample included the headmaster, the counseling guidance teacher, the homeroom teachers, and students. The data analysis process used the interactive analysis model developed by Miles and Huberman, which included data reduction, data serving, and conclusion. The results showed that the school has a bullying handling strategy through the school’s partnership program. The school’s leadership forged a partnership with several institutions to handle bullying cases, including West Depok Sector Police, psychologists, parents and the Public Health Center. Cases can be referred internally and externally, while the bullying is handled through individuals and groups. The partnership built by the school runs continuously through various programs for socialization and character strengthening for students. The type of participation that was found to have the strongest contribution in solving school bullying cases was strengthening the student’s character periodically and collaboratively by involving informants and various parties. However, efforts in handling bullying need to be increased to prevent it happening again in the future. Keywords: bullying in school, school partnership

The absence of the fathers' role and its impact on school bullying among adolescents: غياب دور الآباء وأثره على التنمر المدرسي لدى المراهقين

The present study aimed to reveal the level of school bullying among the members of the research sample, and to reveal the differences in the level of school bullying among the members of the research sample according to the following variables (gender, school class, type of absence).The research sample consisted of (90) teenage boys and girls from the class the eighth and eleventh from the Damascus countryside governorate, and the researcher used a scale (Mohammed, 2020).The results of the research showed the presence of a medium level of school bullying among the members of the research sample, and the presence of statistically significant differences among the research sample according to the study variable (gender) on the scale of school bullying. And the absence of statistically significant differences among the members of the research sample according to the study variables (school class- type of absence) on the scale of school bullying.

PELATIHAN DAN MODELLING IMPLEMENTASI SEKOLAH RAMAH ANAK BAGI GURU- GURU SEKOLAH MENENGAH ATAS

ABSTRAKDalam dunia pendidikan, school bullying merupakan salah satu masalah sosial yang cukup memprihatinkan karena terjadi hampir disemua tingkat kelas dan diseluruh dunia. Banyak faktor internal maupun eksternal yang berkontribusi pada school bullying. Pemahaman atas hak-hak anak serta implementasinya dalam Sekolah Ramah Anak merupakan salah satu solusinya. Pengabdian masyarakat ini bertujuan untuk memberikan pelatihan dan modelling tentang Sekolah Ramah Anak. Diharapkan para peserta memiliki landasan konseptual yang komprehensif tentang Sekolah Ramah Anak dan dapat mengimplementasikannya di sekolah masing-masing. Pelatihan dan modelling dilaksanakan melalui aplikasi Zoom, Schoology dan Whatsapp. Setelah pelaksanaan pelatihan, para peserta memiliki pemahaman dasar konseptual yang lebih komprehensif tentang Konvensi Hak-Hak Anak dan implementasinya dalam Sekolah Ramah Anak. Sehingga, mereka mampu berimaji membuat rancangan program implementasi Sekolah Ramah Anak di sekolah masing-masing. Kata kunci: hak-hak anak; sekolah ramah anak; student well-being. ABSTRACTIn the education world, school bullying represents a social problem that needs excellent attention because it occurs in almost all grade levels across the globe. Many internal and external factors contribute to school bullying. Understanding children's rights and their implementation in Child-Friendly Schools is one of the solutions for the problem. This community service aims to provide training and modelling on Child-Friendly Schools. It is hoped that the participants gain a comprehensive conceptual foundation on Child-Friendly Schools and implement it in their institutions. Training and modelling are carried out through the Zoom, Schoology and Whatsapp applications. The result of the activity indicated that the participants had a more comprehensive conceptual, basic understanding of the Convention on the Rights of the Child and its implementation in Child-Friendly Schools. In addition, they could design programs to implement Child-Friendly Schools in their institution. Keywords: children's rights; child-friendly schools; student well-being.

Kiva: The Finland Alternative Against School Aggression in Bulgaria]

The writing of this article was provoked by another case of aggression against a teacher in a Bulgarian school. For the purposes of the analysis, a “case study” method was used to “dissect” the school situation that took place. The latter facilitates the derivation of the specific factors for the registered event. Through the code of linguistic communication, inductive generalizations stood out, which were related to deductive ones, generated by secondary analysis of data from the sociological research conducted in our country. The considered situation focuses on the Finnish school bullying intervention program KiVa, developed by the University of Turku, understood as an alternative to reducing school aggression and victimization. Besides, it also builds a safe and secure school environment.