REASONS FOR BULLYING

Studies indicate that bullies suffer from low self-esteem and they lack confidence. They may be suffering from violence in their homes. They may be reacting to sufferings from painful changes that they are facing in their lives, like divorce or bereavement. Low self-esteem may also be as a result of poor performance in school. Other factors that lead to school violence include having the history of violence in the school. Drug, tobacco and drug use may also cause individuals to become perpetrators as they feel superior to others. Individuals associating with felonious peers can lead to one becoming a bully.

PREVENTION OF BULLYING

Dr Ken Rigby identified several ways to prevent bullying. For serious cases of bullying, investigations should be carried out and a systematic treatment involving bullies taken. The nature of bullying will help determine the best course of action to be undertaken. Some of the intervention strategies that Rigby (2010) identified are:

Use of  traditional disciplinary measures applied fairly, consistently and proportionally, taking into account reasonable adjustments that students may require. He also advocated for the method of shared concern, where the perpetrator and the target are dealt with in one-to-one meeting. After such a meeting, the necessary action is then taken.

            Bullying may also be prevented by creating confidence in students so that they avoid in engaging in violent acts that they think would raise their self-esteem. This can be done by counselling them in case they go through painful family problems such as divorces. Use of drugs, tobacco and alcohol should totally be prohibited in the school premises. Students should be talked to, to give them advice to avoid them joining felonious peers who may want to engage them into those poor habits.

INTERVENTION PROGRAMS

            Several intervention programs have been identified to stop violence in schools. Such include;

School based prevention programs that lower the level of violent behaviour and aggression. Such programs are enforced to all students in the school at all levels. They develop certain skills and teach various topics such as positive social skills, emotional self-awareness and control, teamwork, conflict resolution and solving of problems.

Family- and parent-based programs can be introduced to help improve family relations. If started early they can aid to lower the risk of having violent children. Such programs educate parents on child development and instil skills to solving problems as well as to communicate in less violent ways.

Mentoring programs can also be introduced to lower the violence among the students. Such programs bring a young person to a grownup who acts as a mentor and a role model who can guide the young student’s behaviour.

BULLY-PROOFING THE SCHOOL

Bullying can be completely be eliminated by ensuring there is an effective school based action. The action brings together all the stakeholders in the life of the students. Students who experience bullying should be aware of established ways to report any action of bullying. They should be listened to, so that they become confident on the ability of the school to handle the issue. This help makes them feel safe and rebuild confidence once again, knowing that they can get support from others.

The school based action should also be able to deal with the bullies. They should be held into account for the harm they have caused and for their unwanted behaviour through the appropriate disciplinary measures and learning programs. They are also taught to behave in a manner that does not cause harm in future. They are supported to repair the harm they caused.

The school community should be aware of the strategies that have been put in place to respond to bullying. It should be involved in establishing and reviewing the actions that schools take to deal with bullying. It should also understand its role in the prevention and response to bullying.

Leaders in the school, teachers and school staff should develop school policies that meet the expectations of the school and its community. They should promote a culture that doesn’t tolerate bullying. The school culture should be developed on the knowledge and evidence of what works. The staff should know the best way to deal with reports of bullying. They should also use every free opportunity to address bullying. Being the guide to the students, they should address environmental issues to promote safe learning areas for all students.

References

http://nces.ed.gov/pubs2011/2011316.pdf

education.qld.gov.au/…/docs/working_together_toolkit.pdf

http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/understanding_violence.pdf

https://www.statpac.com/surveys/research-methods.htm

Rigby, K. (2010). Addressing Bullying in Queenland Schools: Vodcast 1, Department of Education and Training, Brisbane.