Students' Skills in Dealing with Bullying in Secondary Schools: an Illustrative Study
Abstract
School bullying continues to pose a significant threat to children and adolescents despite decades of research and school bullying prevention programs implemented. This study aimed to assess the impact of educational interventions on students' responses to bullying incidents and to analyze the socio-demographic factors influencing these reactions. A cross-sectional survey methodology was employed to examine the prevalence of bullying behaviors and the reactions of students in a school setting. A self-administered questionnaire was used to measure students' experiences with bullying, their reactions to bullying, and their demographic information. Pre- and post-education assessments were conducted to assess students' responses to bullying. The results revealed that bullying manifests in various forms, including physical, verbal, and cyberbullying, with physical bullying being the most identifiable and commonly reported type. The significant changes in students' reactions to bullying after educational interventions highlight the effectiveness of targeted educational programs. The strong association with educational stage suggests that interventions may need to be tailored to specific age groups. Given that a substantial proportion of students reported being bullied, it is imperative that schools implement comprehensive anti-bullying strategies that not only address the immediate behaviors but also promote a positive school climate. Such strategies should involve collaboration among educators, parents, and students to create a supportive environment where bullying is actively discouraged and reported. Future research and policy development must prioritize evidence-based approaches that empower students and foster a culture of respect and inclusivity within schools.
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