Bulling in school - Research Paper Example

Bullying in Schools When children bully other children, this activity can have a long term negative effect on both the victim and the bully. Childrenwho have been the victim of bullying suffer instant physical harms in addition to social repercussions in the short term. Bullies fail to learn suitable social coping skills and characteristically also experience considerable social deficits. Several studies reveal that bullying behavior in school is a forewarning of an individual’s involvement in criminal behavior when an adult.

Children who are constantly targets of oppression in school by bullies have a higher risk for being maladjusted later in life. Some people, parents and teachers alike, believe bullying is a customary element of social development and in fact helps children in coping with dominating, overbearing types during their lives. However, bullying is a considerable problem and should not be tolerated. The results of bullying can be extremely serious; from depression to suicide in spite of which role was played.

Fortunately, because bullying behavior normally occurs on a persistent basis, it can also usually be identified and prevented earlier and easier than more deviant behaviors years later, perhaps with the positive outcome of a reduction in criminality numbers among adults. Research investigating the naturalistic playground behavior of children indicates that those children who have low levels of acceptance among their peers are more inclined to become bullies. Consequently, it becomes imperative that teachers recognize the social construction developing in the classroom to be better able to divert any dangerous activity before it gets out of control.

Then, intervention strategies can be employed to help at risk children to learn how to best deal with difficult social situations. Studies conducted within the classroom have identified numerous groups with elevated risk of bullying behavior as either the victim or aggressor, which can aid teachers in determining when and what type of intervention is suitable. Research has indicated certain populations display increased instances of bullying behavior when put in a poverty situation. It indicates the significance of teachers not being too fast to correlate a student as a likely victim or bully based only on their economic status.

Most experienced teachers can dependably differentiate between proactive aggression (bullying) and reactive aggression (an intention to protect). Many teachers, especially those in middle and high school tend to assume students will solve their own personal issues with peers – including instances of bullying. This unwillingness of teachers to interfere in student development serves to support the reported unwillingness students feel about approaching any adult for assistance when they are uncertain of how to deal with peer conflicts.

This is noteworthy because many students who are bullied by others will respond with passive behavior, which acts to increase the violence because it is assumed they will not defend themselves thus heightening the daily danger they face. Teachers usually have a good idea of when bullying is happening. Boys who attain success academically are often assigned feminine qualities from the other boys that lead to them being victims of bullying due to a perceived lack of manliness. Risky activities include being quiet, being seen reading or studying, being sincerely concerned with grades and/or openly acknowledging they likes school.

“Two-thirds of the boys went to great lengths to avoid studious behaviors, particularly boys who were deemed high achievers.” (Renold, 2001: 373). Frequent techniques boys use in an attempt to deflect attention from their superior academic ability included primary bullying behaviors such as ridiculing others and participating disruptive behaviors. Teachers who publically praise a boy’s academic efforts or accomplishments believe they are raising the student’s self-esteem but could be causing more harm than good to the student.

ReferencesRenold, Emma. (September 2001). “Learning the ‘Hard’ Way: Boys, Hegemonic Masculinity and the Negotiation of Learner Identities in the Primary School.” British Journal of Sociological Education. Vol. 22, N. 3, pp. 369-385.