Pupils’ perceptions of bullying and disruptions to concentration and attention to school work

It is well known that many pupils are bullied and suffer in a variety of ways as a result. This study looks at a largely overlooked outcome of bullying that may have direct consequences for academic success – disrupted concentration and attention to school work. Using pupil perceptions as the source of data, the two main aims were to quantify the proportion of pupils affected by bullying in this way, and to solicit their views on possible solutions. Subsidiary aims were to test for gender and school year differences in these variables. Among the 485 participants as a whole, only modest levels of disruptions attributable to bullying were evident but more disturbing was the finding that on nine out of eleven separate questions, around one in twenty pupils reported that this happened ‘lots of times’. The most common solutions provided by pupils to help children affected in this way involved:

1. helping them feel safe from bullying in class;

2. reminding them to disclose/seek help if they are bullied;

3. encouraging teachers to be supportive of victims of bullying;

4. encouraging teachers to be on the look out for signs that pupils have been bullied; and

5. using social support from other pupils.

No significant sex or school year differences were found.     

Associations between Secondary School Pupils' Definitions of Bullying,Attitudes towards Bullying,and Tendencies to Engage in Bullying: Age and sex differences

A self-report questionnaire about involvement in different types of bullying, what behaviours were regarded as bullying, and attitudes towards bullying, bullies and victims was completed by pupils in Year 7 (aged 11/12) through to Year 10 (aged 14/15) ( n = 170). Overall, direct verbal assault was the most commonly reported, and stealing the least frequently reported, type of bullying. For six specific types of bullying investigated, and for a composite measure of all types of bullying, significantly fewer Year 9 pupils than pupils in the other three years reported that they had behaved in these ways in the previous week. No significant sex differences emerged on these measures. These findings suggest that general patterns in bullying activities as a function of age and sex obtained in previous studies do not always hold. Although most pupils indicated that they thought that six out of eight types of behaviour viewed as bullying by researchers should be regarded as bullying, a substantial minority did not. The present study also extended bullying research by examining associations between pupils' definitions and attitudes towards bullying and their reports of bullying others. For one specific type of bullying, 'Forcing people to do things that they don't want to do', significantly fewer pupils who reported that they had behaved in this way than who reported that they had not done so included it in their definition of bullying. A consistent pattern of significant negative correlations of moderate size between attitudes and self-reported involvement in specific types of bullying were obtained. The implications of these findings for those concerned with tackling bullying in schools were discussed.     

School bullying as a creator of pupil peer pressure

Background:?Research into school bullying has a long tradition but a rather narrow scope. Many prevention programmes have been designed, but despite extensive investigation, most studies suggest that bullying is not decreasing. There is something paradoxical in this phenomenon. In order to have any real impact on some phenomena, thorough understanding is needed. What, then, is the essence of school bullying? How does it develop and how is it maintained in a community? In the present study written material and interviews concerning pupils´ experiences of bullying were used to examine how the status of the bully is created among pupils and how cultural norms and values in the community are constructed via bullying. Bullying as a phenomenon is a hidden process, where teachers are often misled. The meanings given to bullying behaviour can often be understood only by the pupils in the community. This is why bullying is possible in the presence of the teacher and also during lessons. The study suggests the need to see bullying in a broader social and cultural framework, which also provides a new way of understanding pupils´ social relationships.

Purpose:?This study attempts to understand school bullying as a phenomenon from a social and cultural viewpoint. Communication in and meanings given to bullying acts in the school community are in focus.

Sample:?The study sample comprised 85 lower secondary school pupils, aged 13–15, from various schools in central Finland. The data analysed consisted of 85 written accounts and 10 interviews.

Design and methods:?Pupils were asked to write about ‘School bullying’. The interviews were open-ended thematic interviews or episodic interviews (cf. Friebertshäuser). A hermeneutic method was used in analysing the meanings in the texts. The transcribed texts were analysed using categories and themes within which the meanings given to bullying were interpreted.

Results:?Our study suggested that bullying behaviour consists of short communicative situations which are often hidden from teachers. These separate situations account for the subjective experience of bullying. Bullying behaviour is a way of gaining power and status in a group or school class. The status is maintained by calling a pupil who is bullied different names. The ‘difference’ in the bullied pupil is interpreted as a culturally avoidable characteristic. In this way, bullying behaviour creates cultural norms and forces all pupils in the bullying community to follow them. Telling stories and calling the bullied pupil names increases the group's cohesion and the treatment of the bullied pupil creates fear in other pupils, who do not dare to fight bullying. In a community where bullying occurs, fear and guilt are obvious.

Conclusions:?Bullying is embedded in cultural norms, values and social status in the whole community. The hidden nature of the phenomenon emerges in short communicative situations that should be taken seriously. This research applies an approach from sociology and cultural studies to an area that has been dominated by psychological approaches. In doing so, it opens up a variety of interpretations of what bullying is and how it develops in schools.     

Assessing the social and affective outcomes of inclusion

The systematic assessment of the social and affective outcomes of inclusion has been lagging behind the assessment of academic outcomes. This is particularly problematic in view of research evidence supporting concerns about peer rejection and bullying. In this article, Norah Frederickson and Elizabeth Simmonds, of University College London, and Lynda Evans and Chris Soulsby, from Foxwood Special School, report their evaluation of the social and affective outcomes of a special- mainstream school inclusion initiative that places particular emphasis on peer preparation. Measures completed by pupils were used to assess peer group inclusion, social behaviour, bullying and feelings of belonging at school. Results showed that pupils who had transferred from special to mainstream schools experienced positive social outcomes and none experienced peer group rejection. However, results were less positive for mainstream pupils with special educational needs and the authors discuss possibilities for development. Trends in peer reports of bullying suggest that there is no room for complacency and that ongoing monitoring is required.     

Bullies and victims in schools in central and southern Italy

Anonymous questionnaires assessing the amount and nature of bullying/victimization were given to 1379 primary and middle school pupils (8–11; 11–14yrs) in two towns of Central and Southern Italy, Florence and Cosenza. The questionnaire closely followed the design of Olweus (1991) and Whitney and Smith (1993). Results were analysed in terms of percentages of bullying others and being bullied, types of bullying behaviour, where it occurred and who were the perpretators. Bullying was reported in both Italian areas at a more substantial level than found in other countries, including Norway, England, Spain and Japan, although it presented similar structural features to those reported elsewhere: being bullied decreased in older pupils, bullying others was most likely to be admitted by boys, the perpetretators were in the same class as the victims. Considering direct and indirect forms of bullying, year and gender differences are discussed for the two Italian areas and in cross-national perspective.     

Bullying: teachers’ views and school effects

Fifty‐one teachers completed a questionnaire and 20 teachers were interviewed about bullying. The teachers taught at two Outer London schools with high proportions of ethnic minority pupils where pupils had previously reported significantly different incidences of bullying. Analyses of the teachers’ responses indicated that at the school where pupils had reported a higher incidence of bullying, teachers were significantly more likely to perceive behaviour as bullying, observe bullying and have pupils report bullying to them. The majority of teachers interviewed endorsed gender differences in type of bullying. Only a minority of teachers believed that there were clear‐cut bully typologies but most believed that there were typical victim personalities. These results are discussed within a phenomenological approach to bullying.     

Bullying in 25 secondary schools: incidence,impact and intervention

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.     

Bullying in Spanish and English pupils: A sociometric perspective using the BULL‐S questionnaire

Most researchers into bullying agree on its social implications and on some inner aspects of the aggressive situations. Methods of identifying bullying among peers used to be very costly in time and effort. In order to simplify the task, the Bull‐S questionnaire has been elaborated. After its confirmation as a usable instrument in Spanish schools, we attempted to find out whether it could also be a good tool in foreign schools, by applying it to both an English and a Spanish sample. Results showed very high similarity between samples, which allows us to say that the aspects measured by the questionnaire are the same in both samples. First, we did not find significant differences in the extent of bullying in schools. Second, an item‐by‐item comparison showed significant differences between means in only: “Leave out of activities and games.” From a sociometric perspective, rejection is presented as associated with bullying and especially linked to victimisation, and acceptance is associated with those pupils not involved in bullying. Finally, factorial analyses confirmed that variables conformed to a different structure for bullies, for victims, and for not‐involved pupils. These different structures are quite similar in both countries.     

Monitoring bullying behaviours may not enhance principal's awareness of the prevalence

Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence.     

Practical considerations when supporting transitions for pupils with speech,language and communication needs

This article investigates the impact of transitions upon pupils aged 11–14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different National Curriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given.     

Bullying behaviour, intentions and classroom ecology

Anti-bullying commitment across school communities is seen as crucial to the effectiveness of interventions. This exploratory study used a mixed-methods design to investigate bullying behaviour, intentions and aspects of the classroom ecology within the context of an anti-bullying initiative that was launched with a declaration of commitment. Across the sample of 14 primary school classes, containing 338 children aged 8–11 years, changes over time in peer-assessed and self-reported bullying and victimisation were found to be associated with changes in pupils’ sense of school belonging and perceptions of their classroom climate. Using a newly-developed theory of planned behaviour measure, changes in bullying were found to be associated with pupils’ intentions and perceived control with regard to engagement in bullying behaviour. No differences were found between intervention and comparison classes on any of the pupil outcome measures. However teachers of intervention classes reported a relative increase in perceived control over undertaking anti-bullying work with their class. The role of the class as a meaningful unit of analysis in the investigation of ecological-systemic bullying interventions in primary schools is highlighted.     

Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study

Increasing numbers of pupils with autism spectrum disorder (ASD) are attending mainstream schools. However, the available evidence suggests that they face a number of barriers that may prevent them from making the most of their education. In particular, recent research has suggested that they are more likely to be bullied, and typically report receiving more inconsistent social support than children with other or no special educational needs. In light of this, the aims of the current study were to identify the role social support plays in determining pupils' response to bullying and to identify barriers to the development and utilisation of social support when bullying occurs. Thirty‐six participants with ASD (age range 11–16 years), drawn from 12 secondary mainstream schools in the north‐west of England, were interviewed as part of a larger study examining inclusive education for this particular group of learners. Data were transcribed verbatim and subjected to thematic analysis, and a theoretical framework for understanding the responses to bullying and use of social support among pupils with ASD was subsequently developed. Key themes in the framework included the role played by potential advocates and their perceived efficacy in providing support, pupils' relationship histories and a lack of trust in other people. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.     

Discrepancies in judging social inclusion and bullying of pupils with behaviour problems

This study focuses on the social position and the degree of being bullied of pupils with behaviour problems fully included in regular education and on their teachers’ assessments on social integration and bullying. The study sample consisted of 25 9–12‐year‐old pupils with behaviour problems and their peers without special needs participating in full‐time regular education in the north of The Netherlands. Data gathering was performed using pupil and teacher questionnaires and a sociometric test. Results indicate that compared to their peers without special educational needs (SEN), the pupils with behaviour problems in this study were included less socially. The study further shows that about half the teachers participating in the study have a too positive view on the social position of these pupils. These teachers tend to seriously underestimate both the frequency with which pupils are being bullied and the frequency with which these pupils actively bully their peers.     

School‐based peer mediation as a strategy for social inclusion

This paper focuses on the impact of peer mediation as a strategy for promoting social inclusion in primary school settings. Peer mediation constituted one of the interventions in the UK Government‐sponsored On Track programme and evaluative data from this project are reported. The paper reports on trends in bullying and anti‐social behaviour in nine schools where peer mediation was deployed. Quantitative results from ‘My life in School’ checklists and a questionnaire measuring teacher perceptions are reported. Qualitative evidence is also reported from focus groups undertaken with pupils. The benefits of mainstreaming and further dissemination of the approach are discussed.     

Moving Away from a Culture of Blame to that of Support-Based Approaches to Bullying in Schools

This paper considers the value of a specific non-punitive approach to dealing with bullying. It is based upon an exploratory project undertaken in a Year 3 class in a primary school which has not been identified by name. The project involved working with pupils involved in bullying using the stages and principles of the Support Group Method (SGM) and collecting data for analysis through interviews, observations and field notes. The paper concludes with professional implications and an endorsement of support-based approaches to managing bullying.     

Explaining social class inequalities in educational achievement in the UK: quantifying the contribution of social class differences in school ‘effectiveness’

There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school ‘effectiveness’, where ‘effectiveness’ refers to a school’s impact on pupils’ educational achievement (relative to other schools). It builds on the small number of existing studies, whilst overcoming a number of their limitations. It estimates the effectiveness of the (state) schools attended between ages 7/8 and 10/11 by a cohort of children born in the 1990s in Avon, a former county of England, and then compares the effectiveness of the schools attended by children from different social classes. It finds that ‘higher’ social class children attend more effective schools, on average, and that these social class differences in average school effectiveness between ages 7/8 and 10/11 account for 7% of social class differences in average educational achievement age 10/11. This is not a causal analysis, however.     

家庭教育视角下中小学校园欺凌预防研究

作为一种复杂的社会现象,校园欺凌给学生的成长带来了极大的伤害。通过对校园欺凌进行概念界定、成因分析、现状研究发现,当前造成校园欺凌的因素复杂多样,学校、家庭、社会都应负相应责任,其中家庭养育方式、家庭教育功能和家庭教育内容对校园欺凌有重要影响。因此,很有必要在家庭教育中植入校园欺凌的预防和治理理念。     

The Impact of Workplace Bullying on Primary School Teachers and Principals

While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach.     

Bully/victim problems among Greek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions

This study explores the prevalence of different types of bullying and victimisation among Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull‐out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self‐efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.