Knowledge regarding bullying persistence is an essential part of a student’s education. Specific information on the anti-bullying techniques can be of substantial help for school attendees, increasing their psychological well-being (Bitman, 2003). Ascertaining the main strategies on teaching the adolescents to withstand pressure from their classmates is the primary goal of this research paper. The present study aims to answer the following question: “How should students learn about resisting bullying at school?”
Implementing anti-bullying methods is one of the significant tasks performed by schools. Scholarly evidence states that an effective approach to this issue is the construction of supportive and consistent relationships between the teachers and their students (Jungert et al., 2016). It appears that the quality of teacher-learner interactions largely impacts the motivation to defend the victims of bullying, decreasing the overall rates of passive bystanding (Jungert et al., 2016). Focusing on enhancing the communication between the educator and the school children through additional bonding activities might lower the general occurrence of bullying incidents.
The phenomenon of bystanding is widely-known in connection to bullying. Several researchers provide extensive data on the students’ desire to intervene in extreme pressure situations (Thornberg et al., 2018). The authors state that an essential part of the schoolchildren’s motivation is understanding the events’ seriousness (Thornberg et al., 2018). The higher the perceived gravity of the incident, the higher the possibility that the bystander will interrupt the interaction (Thornberg et al., 2018). These findings present another approach to teaching adolescents to resist bullying, specifically by introducing extra information on this phenomenon’s significance.
Another crucial addition to the research discussed appears to be the use of educational interventions. The school’s mediation procedures might greatly enhance the students’ knowledge of bullying awareness and the negative experience that the victims are forced to overcome. Schoolchildren demonstrated reduced levels of emotional and physical pressure after professional interventions, which included professional psychologists and the individuals who encountered bullying (Naidoo et al., 2016). Addressing the occurrences of excessive intimidation from other students can exceptionally benefit the learners a school experience.
To conclude, multiple tactics regarding school children anti-bullying education R available. Enhancing communication quality with the teacher and explaining the seriousness of psychological and physical pressure might be an efficient strategy to battle this phenomenon. Moreover, educational interventions can be implemented by the school authorities to supply the learners with sufficient knowledge on resisting bullying, positively influencing their well-being.
References
Bitman, T. (2003). Schools teaching students not to tolerate bullies. Philadelphia Inquirer.
Jungert, T., Piroddi, B., & Thornberg, R. (2016). Early adolescents’ motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach. Journal of Adolescence, 53, 75–90.
Naidoo, S., Satorius, B. K., Vries, H. de, & Taylor, M. (2016). Verbal bullying changes among students following an educational intervention using the integrated model for behavior change. Journal of School Health, 86(11), 813–822.
Thornberg, R., Landgren, L., & Wiman, E. (2018). ‘It depends’: A qualitative study on how adolescent students explain bystander intervention and non-intervention in bullying situations. School Psychology International, 39(4), 400–415.