School bullying is among some of the most problematic issues that are extraordinarily difficult to tackle in the school environment. Due to the lack of control over relationships between students, teachers tend to ignore or even remain unaware of the instances of school bullying, leaving younger students to deal with the challenge of facing their bullies entirely alone (Rigby 28). Therefore, to manage the increasingly troubling problem of bullying, one will need to introduce the measures that will reinforce teachers’ control over the school and students’ behaviors, at the same time encouraging learners to accept appropriate values and morals.
The causes of bullying typically originate from the strong presence of inequality within a community along with the presence of a rigid social hierarchy. Therefore, anyone who does not fit into the said hierarchy or fails to accept or follow the established standards is ridiculed and ostracized (Stives 371). Bullying affects people on a very deep level, costing them their self-esteem and often resulting in psychological or emotional trauma (Rigby 32). Therefore, putting an end to bullying at school is crucial to the well-being of all those involved.
The lack of control that teacher has over students’ interactions with each other might be one of the factors contributing to bullying. Therefore, creating settings where educators can intervene and address the needs of the victims of bullying should be necessary. As long as a teacher stays indifferent toward the acts of bullying, students receive a very harmful message about their behaviors is not only tolerated but also validated and, thus, possibly, encouraged. As a result, bullying intensifies, and the victim receives an even greater amount of hatred (Stives 372). Thus, educators need to participate in the management of the problem.
Increasing the role of parents is another step toward eradicating bullying. Parental involvement will allow making the education process more effective and promote the necessary morals and values to students. Moreover, family support will be crucial for the victims of bullies. Likewise, bullies themselves will also need to address the family issues that lead them to their outrageous behavior (Stives et al. 367). Therefore, it is important to ensure parental involvement during the management of the bully problem.
Finally, an open dialogue along with the reconsideration of the values and standards that are being promoted to children at schools should be regarded as an important starting point for addressing the problem of bullying. Students need to understand what leads to the development of a bully, how a victim can respond to the act of violence, and what environment should be fostered in schools to prevent bullying from happening (Pas et al. 62). Once learners recognize the key drivers behind bullying, the very act of it will become alien to the nature of students and their understanding of communication.
The third option is by far the most painstaking yet the most efficient since it helps to shape learners’ behavior with the help of a conscious change. As soon as students become aware of the motivations of a bully, they will be highly unlikely to engage in the said type of behavior. However, applying the techniques based on discussions and student education is expected to work best when combined with the previous two models. Increasing the involvement of teachers and parents is instrumental since children need the support of adults and their guidance when changing such a scale (Rigby 31). Bullies will require just as much assistance as their victims since the former is likely to use violence against their peers due to intrinsic psychological and emotional issues.
By introducing a stronger leadership model that will enhance the control over students and promote different models of interpersonal relationships to them, one will handle the issue of bullying in schools. Although eradicating the phenomenon is hardly possible, the premises for it to thrive in the school environment will finally be destroyed. Thus, students will be able to promote trust and cooperation as the basis for interpersonal relationships instead of introducing a complex social hierarchy into the school settings.
Pas, Elise T., et al. “Coaching Teachers to Detect, Prevent, and Respond to Bullying Using Mixed Reality Simulation: An Efficacy Study in Middle Schools.” International Journal of Bullying Prevention, vol. 1, no. 1, 2019, pp. 58-69.
Rigby, Ken. “School Perspectives on Bullying and Preventative Strategies: An Exploratory Study.” Australian Journal of Education, vol. 61, no. 1, 2017, pp. 24-39.
Stives, Kristen L., et al. “Strategies to Combat Bullying: Parental Responses to Bullies, Bystanders, and Victims.” Youth & Society, vol. 51, no.3, 2019, pp. 358-376.