Navigating School Bullying: Insights into Complex Dynamics and Strategies for Safer Learning Environments”
As an education policy analyst, my focus over the past decade has centered on understanding the impact of school environments on learner achievement. Delving into aspects such as the quality of relationships among learners, feelings of safety, the sense of belonging, and prevailing attitudes and values among learners and teachers, my research has extended to the critical issue of school bullying. Unfortunately, findings from research conducted with colleagues on the nature of bullying in South African schools suggest that current measures may be ineffective.
The complexity of bullying emerges from our research, which identifies cycles where learners transition between being victims and perpetrators—referred to as bully-victims. Those repeatedly victimized may, seeking power and control, resort to bullying as a coping mechanism. Recognizing this symbiotic relationship challenges the traditional view of bullying and victimization as opposing behaviors. To develop effective anti-bullying programs, it’s crucial to understand and address the complexity within the school system, focusing beyond individual learners.
Our study, drawing from self-reported data provided by 12,154 grade 9 students participating in the 2015 Trends in International Mathematics and Science Study, aimed to identify risk factors associated with being a victim or perpetrator of bullying. Notably, being a perpetrator was significantly related to being a victim across various forms of bullying. This highlights the importance of recognizing bully-victims as a distinct group, influencing targeted interventions for policymakers and schools.
Beyond the dynamics of bullying, our research emphasizes the role of the school environment in shaping behaviors. Students who felt secure and valued at school were less likely to be bullied, emphasizing the need for fostering positive and inclusive school environments. . Conversely, students feeling exposed to unfair treatment by teachers were more likely to experience bullying This underscores the responsibility of school principals and teachers in creating environments where all students feel supported and valued.
Encouraging students to actively participate in building a positive school culture is essential. This collaborative effort can lead to the co-creation of norms and values that protect learners. Additionally, parents play a crucial role, and resources like the Department of Basic Education’s “Tips for Parents” guide them on teaching children about different forms of bullying, recognizing warning signs, and reporting incidents.
Moving forward, the pursuit of safer schools demands a shift from mere awareness to designing targeted programs based on evidence. Only through comprehensive insights can we develop strategies that authentically address the complex realities faced by students in the country.